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Interdisciplinary Lesson Plan
Transcript of Interdisciplinary Lesson Plan
By: Clarissa Ortiz, Cathy San Miguel, and Adrian Robles
English Resource Bank
Comprehensive Glossary of Poetic Terms:
Modeling of a Poetic Close Reading:
Specialized Glossary of Poetic Sound Devices:
Poem by William Blake:
Youtube Video on Analyzing Poems:
Music Resource Bank
Words with Rhythm in Poetry
Rhythm with Poetry
Strategies to develop Rhythm
Science Resource Bank
Scientific Method Explanation
Inference and Analyze
Scientific Method Reading
TEKS: (b.4) Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding.
SWBAT identify how poetic structure, sound devices, and figurative language function in a poem and give a poem it's meaning.
SWBAT employ the process of close reading when analyzing a poem, which requires the student to break down the work into composite parts in order to obtain a better understanding of the poem as a whole.
ELPS: (c. 4)
SWBAT utilize the process of close reading to draw relationships among the parts of a poem in order to make an overall inference about the poem’s intended message.
CCRS: Reading (2.A.1) & (2.A.7)
SWBAT use effective reading strategies to determine a written work's purpose and intended audience.
SWBAT evaulate the use of both literal and figurative language to inform and shape the perceptions of the reader.
Given a piece of poetry, SWBAT, apply the scientific method to the poem to come up with the meaning of the poem
TEKS - 2a: Plan and implement comparative and descriptive investigations by making observations, asking well-defined question, and using appropriate equipment and technology
TEKS - 2e: Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends
ELPS: Provide definitions and examples of each part of the scientific method; observation/research, hypothesis, prediction, experimentation, and conclusion
CCRs: Design and conduct scientific investigations in which hypotheses are formulated and tested by analyzing the poem
CCRs: Use essential vocabulary of the discipline being studied when applying the scientific method
Students will be able to use methods and concepts taught in certain subject areas and apply them to other content areas.
Students will understand the relevancy of learning certain material
Used for student research
Provides students with the opportunity to get familiar with using technology for school purposes
Provides engaging and interesting examples for students to aid them with their understanding of the concepts
Provides extensive explanation of terms, concepts and processes that students can revisit.
Enriches the content taught in class.
Models examples that students can use as reference
Unit's Interdisciplinary Theme
Students will be able to recognize that certain concepts, principles, and devices are universal and can be applied across diverse content areas including, English, Science, and Music.
This unit focuses on Poetry and how it relates to English, Science, and Music.
Process Used to Develop Resource Banks
We chose websites that provide thorough definitions of terms and concepts we will cover in our lessons.
We also chose technological sources that model the processes we plan to teach, such as the scientific method and close readings.
The close reading of a poem and the scientific method are both procedural in nature and involve inductive reasoning.
Both poetry and music use sound to reinforce meaning; poets and musicians use a blend of imagery (words) and sounds to elicit an emotional response from the reader or listener.
TEKS§117.39. Music, Grade 8.
(8.3) Creative expression/performance. The student reads and writes music notation. The student is expected to:
(B) notate meter, rhythm, pitch, and dynamics, using standard symbols (manuscript or computer-generated)
SWBAT identify the meter of each given poem
(8.4) Creative expression/performance. The student creates and arranges music within specified guidelines. The student is expected to:
(A) create complex rhythmic and melodic phrases; and
(B) arrange complex rhythmic and melodic phrases.
SWBAT create a short poem using a 4/4 meter
Theme and Objectives