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These texts will be used in an eleventh or twelfth grade British Literature class. The students will be focusing on a unit about the reaction in literature to World War I. Students will also be studying imagery poetry. Students will be average to above average readers. Activities and various resources will help support those with learning disabilities such as dyslexia, ADD, ect.
 * Learning Environment:**

//Text #1://
 * Print Resources:**
 * Wood, L. (Ed.). (2005). Wilfred Owen. Elements of Literature Vol. Sixth. (pp. 820-824). NY: Holt, Rinehart, and Winston.
 * Text Summary: Twelfth grade British Literature textbook. The section I am using is the introduction to war poetry.
 * Rationale: Grade level text with different examples of World War One poetry which has a main focus of Wilfred Owen’s “Dulce Et Decorum Est”. This poem will be the main focus of the lesson because not only is it war poetry but it is an excellent example of descriptive poetry.
 * Use of Text: Students will use this as a source for background information on Wilfred Owen, War poetry, and as their main copy of the poem “Dulce Et Decorum Est”
 * Attachment: Book is a large textbook, a copy of the section is attached (#1)

//Text #2://
 * Cambridge University. May Wedderburn Cannan - a poet and a woman in the First World War. Converse: The Literature Website. Retrieved February 16, 2008, from http://aspirations.english.cam.ac.uk/converse/gcse/cannan.acds
 * Text Summary: An article on a women’s perspective on war poetry.
 * Rationale: World War One opened many doors for women, this is an example.
 * Use of Text: Cannon’s account of how poets reacted to World War One will enhance students understanding.
 * Attachment: #2

//Text #3: (The following three citations are related and would be used for he same purpose therefor I have grouped them as one resource)//
 * Conrey, S. Image in Poetry. OWL at Perdue. Retrieved February 16, 2008, from http://owl.english.purdue.edu/owl/resource/617/01/
 * Conrey, S. Literary Terms. The OWL at Perdue. Retrieved February 16, 2008, from http://owl.english.purdue.edu/owl/resource/575/01/
 * Yothers, B. Writing About Poetry. OWL at Perdue. Retrieved February 16, 2008, from http://owl.english.purdue.edu/owl/resource/615/01/
 * Text Summaries: All three are reference materials to understanding, reading and writing about poetry.
 * Rationale: While I will hope my students will have this knowledge before this lesson, I feel it is always helpful to have a reference to look to.
 * Use of text: This will give students a “how to” guide for approaching the texts. This will build on the background knowledge students have and will also help students who may not have that background knowledge.
 * Attachment: #3A, #3B, #3C

//Text #4://
 * Granfield, L. (1997). In Flanders Fields: The Story of the Poem by John McCrae. In (J. Wilson, Illus.). Ontario: Fitzhenry & Whiteside, Limited.
 * Text Summary: Picture book on the poem In Flanders Fields.
 * Rationale: Introduction/ Ice Breaker into War Poetry
 * Use of Text: This will be used as a Read Aloud resource. It will serve as an activation of background knowledge and an opening discussion for the topic.
 * Attachment: #4 (just the cover of the book is attached)

//Text #5://
 * Guest, E. War Time Rhymes. The Legacy Preservation Library. Retrieved February 16, 2008, from http://www.usgennet.org/usa/topic/preservation/books/things.htm
 * Text Summary: Example of War poem
 * Rationale: A contrasting example to Owen’s work
 * Use of text: Guest’s poem is also very descriptive and is another nice example of imagery, but spins a more positive note on the war.
 * Attachment: #5

//Text #6//
 * Higgins, S. Two Brothers. Angelfire: Iraq War Poetry. Retrieved February 22, 2008, from
 * from http://www.angelfire.com/wa/warpoetry/Twobrothers.html
 * Text Summary: Contemporary poem written about he War in Iraq
 * Rationale: Gives students an example about the war going on now and connects the subject to their current lives.
 * Use of text: This will get students thinking about and forming opinions about what is going on with the War in Iraq. I would like students to construct their own image poetry in reaction to this war.
 * Attachment: #6

//Text #7://
 * Holt, S. Dear Home: Letters from WWI. History.com. Retrieved February 24, 2008, from http://www.history.com/minisite.do
 * Text Summary: This is a letter written by a World War One soldier.
 * Rationale: The letter expresses the soldiers emotions about the war. It is not poetry, but it is a first hand account of the war.
 * Use of text: Students will gain further insight to the reactions about the war. This will also benefit students who have difficulty with poetry.
 * Attachment: #7


 * B. Media Resources:**

//Text #8://
 * Duffy, M. Propaganda Posters. First World War.Com. Retrieved February 20, 2008, from http://www.firstworldwar.com/posters/index.htm
 * Text Summary: A collection of WWI propaganda posters
 * Rationale: A visual representation of war recruiting efforts and how the war was being depicted.
 * Use of Text: Students will bee asked to create their own poster in an interactive learning activity online. This will provide them with examples. This will also give perspective to Owen’s statements.
 * Attachment: #8

//Text #9://
 * Intel Performance Learning Solutions. Dulce Et Decorum Est. skool.ie. Retrieved February 16, 2008, from http://www.leavingcert.net/content/skoool_learning/junior/lessons/english/poetry/ded/interface.html
 * Text Summary: An Audio representation of “Dulce Et Decorum Est”
 * Rationale: Students will be able to hear the poem read out-loud.
 * Use of Text: This resource will help students with the rhythm and tone of the poem. Also when students use this online tool the poem is displayed one line at a time as it is read (you can even slow down or speed up the reading), I believe students with certain disabilities, such as dyslexia will benefit from this.
 * Attachment: #9 A copy of the website is attached

//Text #10://
 * Online Interactive Resources:**
 * University of Cambridge. Propaganda Officer. Converse: The Literature Website. Retrieved February 16, 2008, from http://aspirations.english.cam.ac.uk/converse/movies/propagandaofficer.swf
 * Summary: This is an interactive activity that explains war propaganda, allows students to create propaganda, and then asks students to explain their poster.
 * Rationale: Provides knowledge building and cognitive opportunities
 * Use of Text: Students will not only be asked to apply what they learn, they will also need to think about how they applied that knowledge and why.
 * Attachment: #10

//Text # 11//
 * University of Cambridge. Wilfred Owen. Converse: The Literature Website. Retrieved February 16, 2008, from http://aspirations.english.cam.ac.uk/converse/movies/dulce.swf
 * Summary: Activity in which students are asked to choose words and phrases from a list to fill in blanks in Owen’s “Dulce Et Decorum Est”, after they are done their version is compared to the original.
 * Rationale: Activates prior knowledge, builds on knowledge.
 * Use of Text: Will be used as an introduction to descriptive poetry. Students will begin to think about word choice, and images that those words produce.
 * Attachment: #11

//Text # 12://
 * Instructional Resources:**
 * Intel Performance Learning Solutions. Lesson. skoool.ie. Retrieved February 20, 2008, from http://www.leavingcert.net/content/skoool_learning/junior/lessons/english/poetry/ded/interface.html
 * Summary: Gives a brief introduction to war poetry, outlines a lesson plan, and provides various resources for the lesson.
 * Rationale: Provides a brush up on topics, corresponds with standards, provides links to other resources.
 * Use of text: This would mainly be used as a reference for me to use for other resources. It also would be used for the information it provides on topics that I could use a refresher in.
 * Attachment: #12

//Text #13://
 * National Endowment for the Humanities. Poetry of The Great War: 'From Darkness to Light'? EdSITEment. Retrieved February 20, 2008, from http://edsitement.neh.gov/view_lesson_plan.asp?id=602
 * Summary: Outlines a lesson “Dulce et Decorum est”.
 * Rationale:breaks down the poems different aspects.
 * Use of Text: Provides a framework for a lesson on the poem, it could also be used as a reference for students.
 * Attachment: #13

These texts will be used in conjunction with one another to give students a broad range of materials to study the subject matter. The print text offers students different backgrounds and perspectives to the subject matter as well as resource materials to support students through their analysis and understanding of the poetry. The media texts work well with the print by giving students visual and audio supplements to the printed text. The online interactive materials help to introduce topics and get students to think on a metacognitive level. The instruction resources provide me with ideas to implement in the classroom, links a resources to support the lesson, and a refresher on areas that I may not remember too well.
 * Using these texts together:**


 * National Standards**: #1,2, 3, 5, 6, 7, 8, 11, 12 as listed on http://www.ncte.org/about/over/standards/110846.htm
 * RIBTS:** # 1.1, 1.2, 2, 3, 4, 5.1, 5.5, 8, 9, 10.2, 10.3 as listed on http://www.uri.edu/artsci/mus/ribts.html

At the end of the unit students will be able to:
 * Content Learning Objective:**
 * 1) Provide statements regarding the reaction in literature to World War I with supporting evidence from the various texts studied.
 * 2) Explain in a short essay how propaganda was effectively used to recruit soldiers.
 * 3) Write a poem using imagery.
 * 4) Analyze poetry written by a variety of authors, including authors studied and their peers.

At the end of the unit students will be able to: Every attachment except #1 and #4 can be accessed through links in bibliographies.
 * Reading Strategy Objective:**
 * 1) Create text based arguments
 * 2) Actively read poetry for a fuller understanding (notes in margins, highlighting, word analysis)
 * 3) Understand how images function in a poem
 * Attachments:**

Comments: The range of options you had for your set was great. I particularly liked how you were incorporating the propaganda flags into the project through viewing actually ones and the interactive web-site where students could design their own. I feel this would get students interested and personally involved with the topic. The first hand account of a soldiers letter, and of the woman poet during the war also engages students (of all types) to the topic. When it comes to the poetry I myself enjoyed reading the Edgar A. Guest Poem and the fact that you included a modern poem on the war in Iraq ties the events of today with that of the past. This can help students realize how some things remain the same and that we are still today going through some of the same experiences that our ancestors did. Overall I found this text set resourceful and well rounded.~Mary Ackerman

Hey Bronwyn, The texts you intend on using for your lesson plan are very good. Never being an excellent literature student, I found the three Conrey sights to be a strong tool in helping students who need help when it comes to reading British literature texts. Your texts are well rounded, seeing that you have many different poems from World War I, including a woman’s perspective on the war. I like how you intend to have students look at Higgins’ poem about the Iraq war. This will allow students to make connections between the past and the present. Overall your text set is very impressive, but you could have given more details in your summary, rational and use of text. I think that your texts would keep students engaged and keep the class enjoyable for them. Michael Bestoso