Ekphrasis: Using Art to Inspire Poetry

Learning Resource Type

Classroom Resource

Subject Area

English Language Arts

Grade(s)

9, 10, 11, 12

Overview

In this lesson, students explore ekphrasis—writing inspired by art. Students begin by reading and discussing several poems inspired by works of art. Through the discussion, students learn ways in which poets can approach a piece of artwork (for instance, writing about the scene being depicted in the artwork, writing in the voice of the person depicted in the artwork, speaking to the artist or subject of the painting, etc.). Students then search online for pieces of art that inspire them and, in turn, compose a booklet of poems about the pieces they have chosen.

The updated link to the Printing Press resource can be found at https://www.readwritethink.org/classroom-resources/student-interactives….

English Language Arts (2021) Grade(s): 9

ELA21.9.R2

Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

UP:ELA21.9.R2

Vocabulary

  • Literary texts
  • Literal understanding
  • Figurative understanding
  • Text
  • Purpose
  • Situation

Knowledge

Students know:
  • Necessary skills to read and comprehend a variety of literary texts.
  • Strategies to analyze literary text to develop a literal and figurative understanding.
  • Literary texts have different intended meanings depending on the genre, purpose, and situation.

Skills

Students are able to:
  • Read and comprehend a variety of literary texts.
  • Develop literal and figurative understanding of literary texts appropriate to the text, purpose, and situation.

Understanding

Students understand that:
  • Literary texts can be understood on both a literal and figurative level.
English Language Arts (2021) Grade(s): 9

ELA21.9.R4

Use digital and electronic tools appropriately, safely, and ethically.

UP:ELA21.9.R4

Vocabulary

  • Digital tools
  • Electronic tools
  • Appropriately
  • Safely
  • Ethically

Knowledge

Students know:
  • Digital and electronic tools must be used appropriately, safely, and ethically.

Skills

Students are able to:
  • Engage in safe and ethical behavior when using digital and electronic tools.

Understanding

Students understand that:
  • Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools.
  • Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
English Language Arts (2021) Grade(s): 9

ELA21.9.R5

Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.

UP:ELA21.9.R5

Vocabulary

  • Writing process
  • Plan
  • Revise
  • Edit
  • Peer-edit
  • Rewrite
  • Focused
  • Organized
  • Coherent
  • Purpose
  • Audience

Knowledge

Students know:
  • The writing process steps are to plan, revise, edit, and rewrite.
  • Editing can be completed by the writer or by a peer.
  • Peer-editing skills.
  • Completed writing projects should be focused, organized, and coherent, and written for a specific purpose and intended audience.

Skills

Students are able to:
  • Plan, revise, edit, and rewrite to create a focused, organized, and coherent piece of writing.
  • Compose a writing piece for a specific purpose and intended audience.
  • Engage in the peer-editing process.

Understanding

Students understand that:
  • Writing is a process that requires multiple drafts, edits, and versions.
English Language Arts (2021) Grade(s): 9

ELA21.9.4

Analyze how authors use characterization, connotation, denotation, figurative language, literary elements, and point of view to create and convey meaning in a variety of texts.

UP:ELA21.9.4

Vocabulary

  • Characterization
  • Connotation
  • Denotation
  • Figurative language
  • Literary elements
  • Point of view

Knowledge

Students know:
  • Authors choose to write from a particular point of view and use specific literary elements and vocabulary words to convey their intended meaning.

Skills

Students are able to:
  • Identify characterization, connotation, denotation, figurative language, literary elements, and point of view in a variety of texts.
  • Analyze how characterization, connotation, denotation, figurative language, literary elements, and point of view creates and conveys meaning in a variety of texts.

Understanding

Students understand that:
  • Authors select particular literary elements and devices to create and convey meaning within their written work.
English Language Arts (2021) Grade(s): 9

ELA21.9.5

Analyze the impact of context and organizational structures on theme, tone, and the meaning of the work as a whole.

UP:ELA21.9.5

Vocabulary

  • Context
  • Organizational structure
  • Tone
  • Theme

Knowledge

Students know:
  • The context and organizational structure of a text will impact the theme, tone, and meaning of the work.
  • Strategies to identify the theme, tone, and meaning of written work.

Skills

Students are able to:
  • Identify the theme, tone, and meaning of written work.
  • Analyze the impact of context and organizational structure on the theme, tone, and meaning of written work.

Understanding

Students understand that:
  • A text's context and structure can affect the tone, theme, and meaning of a work as a whole.
English Language Arts (2021) Grade(s): 9

ELA21.9.14

Create and edit digital texts that are suitable in purpose and tone for their intended audience and occasion.

UP:ELA21.9.14

Vocabulary

  • Digital texts
  • Occasion
  • Audience
  • Purpose
  • Tone

Knowledge

Students know:
  • Necessary skills to create and edit digital texts.
  • The intended audience and occasion should be identified before selecting a purpose and tone for digital text.

Skills

Students are able to:
  • Create and edit a digital text for an intended audience and occasion.
  • Create and edit a digital text to achieve a particular tone and purpose.

Understanding

Students understand that:
  • Digital texts can be used to communicate with a variety of audiences and occasions.
  • They should modify the purpose and tone of their digital texts depending on the audience and occasion.
  • Editing is important in establishing a clear purpose and tone in writing a digital text.
  • Editing is important in appealing to a particular audience and occasion with a digital text.
English Language Arts (2021) Grade(s): 9

ELA21.9.16

Interpret how an author’s grammar and rhetorical style contribute to the meaning in both fiction, including poetry and prose, and nonfiction, including historical, business, informational, and workplace documents.

UP:ELA21.9.16

Vocabulary

  • Grammar
  • Rhetorical style
  • Fiction
  • Poetry
  • Prose
  • Nonfiction
  • Historical documents
  • Business documents
  • Informational documents
  • Workplace documents

Knowledge

Students know:
  • Methods to identify an author's particular rhetorical style.
  • Formal, standard English conventions and their usage in a variety of text genres.
  • Authors choose to use particular grammar and rhetorical style in writing to convey the meaning of the text.

Skills

Students are able to:
  • Interpret how an author's use of grammar contributes to the meaning of text in multiple genres.
  • Interpret how an author's rhetorical style contributes to the meaning of the text in multiple genres.

Understanding

Students understand that:
  • An author's grammar and rhetorical style affect the meaning of different texts.
English Language Arts (2021) Grade(s): 9

ELA21.9.22

Use a variety of search tools and research strategies.

UP:ELA21.9.22

Vocabulary

  • Search tools
  • Research strategies

Knowledge

Students know:
  • Methods to use search tools, such as library databases and search engines.
  • Research strategies, such as keyword search and boolean search.

Skills

Students are able to:
  • Use various search tools and research strategies.

Understanding

Students understand that:
  • There are multiple strategies and tools to use when researching a topic.
English Language Arts (2021) Grade(s): 10

ELA21.10.R2

Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

UP:ELA21.10.R2

Vocabulary

  • Literary texts
  • Literal understanding
  • Figurative understanding
  • Text
  • Purpose
  • Situation

Knowledge

Students know:
  • Necessary skills to read and comprehend a variety of literary texts.
  • Strategies to analyze literary text to develop a literal and figurative understanding.
  • Literary texts have different intended meanings depending on the genre, purpose, and situation.

Skills

Students are able to:
  • Read and comprehend a variety of literary texts.
  • Develop literal and figurative understanding of literary texts appropriate to the text, purpose, and situation.

Understanding

Students understand that:
  • Literary texts can be understood on both a literal and figurative level.
English Language Arts (2021) Grade(s): 10

ELA21.10.R4

Use digital and electronic tools appropriately, safely, and ethically.

UP:ELA21.10.R4

Vocabulary

  • Digital tools
  • Electronic tools
  • Appropriately
  • Safely
  • Ethically

Knowledge

Students know:
  • Digital and electronic tools must be used appropriately, safely, and ethically.

Skills

Students are able to:
  • Engage in safe and ethical behavior when using digital and electronic tools.

Understanding

Students understand that:
  • Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools.
  • Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
English Language Arts (2021) Grade(s): 10

ELA21.10.R5

Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.

UP:ELA21.10.R5

Vocabulary

  • Writing process
  • Plan
  • Revise
  • Edit
  • Peer-edit
  • Rewrite
  • Focused
  • Organized
  • Coherent
  • Purpose
  • Audience

Knowledge

Students know:
  • The writing process steps are to plan, revise, edit, and rewrite.
  • Editing can be completed by the writer or by a peer.
  • Peer-editing skills.
  • Completed writing projects should be focused, organized, and coherent, and written for a specific purpose and intended audience.

Skills

Students are able to:
  • Plan, revise, edit, and rewrite to create a focused, organized, and coherent piece of writing.
  • Compose a writing piece for a specific purpose and intended audience.
  • Engage in the peer-editing process.

Understanding

Students understand that:
  • Writing is a process that requires multiple drafts, edits, and versions.
English Language Arts (2021) Grade(s): 10

ELA21.10.4

Interpret an author’s use of characterization, connotation, denotation, figurative language, literary elements, and point of view to create and convey meaning in a variety of texts.

UP:ELA21.10.4

Vocabulary

  • Characterization
  • Connotation
  • Denotation
  • Figurative language
  • Literary elements
  • Point of view

Knowledge

Students know:
  • Authors choose to write from a particular point of view and use specific literary elements and vocabulary words to convey their intended meaning.

Skills

Students are able to:
  • Identify characterization, connotation, denotation, figurative language, literary elements, and point of view in a variety of texts.
  • Interpret how characterization, connotation, denotation, figurative language, literary elements, and point of view creates and conveys meaning in a variety of texts.

Understanding

Students understand that:
  • Authors select particular literary elements and devices to create and convey meaning within their written work.
English Language Arts (2021) Grade(s): 10

ELA21.10.5

Analyze context and organizational structures to determine theme, tone, and the meaning of the work as a whole.

UP:ELA21.10.5

Vocabulary

  • Context
  • Organizational structure
  • Tone
  • Theme

Knowledge

Students know:
  • The context and organizational structure of a text will impact the theme, tone, and meaning of the work.
  • Strategies to identify the theme, tone, and meaning of written work.

Skills

Students are able to:
  • Identify the theme, tone, and meaning of written work.
  • Analyze the impact of context and organizational structure on the theme, tone, and meaning of written work.

Understanding

Students understand that:
  • A text's context and structure can affect the tone, theme, and meaning of a work as a whole.
English Language Arts (2021) Grade(s): 10

ELA21.10.14

Create and edit collaborative digital texts that are suitable in purpose and tone for their intended audience and occasion.

UP:ELA21.10.14

Vocabulary

  • Collaborative digital texts
  • Occasion
  • Audience
  • Purpose
  • Tone

Knowledge

Students know:
  • Necessary skills to create and edit digital texts.
  • Collaboration skills.
  • The intended audience and occasion should be identified before selecting a purpose and tone for digital text.

Skills

Students are able to:
  • Create and edit a collaborative digital text for an intended audience and occasion.
  • Create and edit a collaborative digital text to achieve a particular tone and purpose.

Understanding

Students understand that:
  • They can collaborate with peers to create one final product.
  • Digital texts can be used to communicate with a variety of audiences and occasions.
  • They should modify the purpose and tone of their digital texts depending on the audience and occasion.
  • Editing is important in establishing a clear purpose and tone in writing a digital text.
  • Editing is important in appealing to a particular audience and occasion with a digital text.
English Language Arts (2021) Grade(s): 10

ELA21.10.16

Interpret how an author’s grammar and rhetorical style contribute to the meaning in both fiction, including poetry and prose, and nonfiction, including historical, business, informational, and workplace documents.

UP:ELA21.10.16

Vocabulary

  • Grammar
  • Rhetorical style
  • Fiction
  • Poetry
  • Prose
  • Nonfiction
  • Historical documents
  • Business documents
  • Informational documents
  • Workplace documents

Knowledge

Students know:
  • Methods to identify an author's particular rhetorical style.
  • Formal, standard English conventions and their usage in a variety of text genres.
  • Authors choose to use particular grammar and rhetorical style in writing to convey the meaning of the text.

Skills

Students are able to:
  • Interpret how an author's use of grammar contributes to the meaning of text in multiple genres.
  • Interpret how an author's rhetorical style contributes to the meaning of the text in multiple genres.

Understanding

Students understand that:
  • An author's grammar and rhetorical style affect the meaning of different texts.
English Language Arts (2021) Grade(s): 10

ELA21.10.22

Use a variety of search tools and research strategies to locate credible sources.

UP:ELA21.10.22

Vocabulary

  • Search tools
  • Research strategies
  • Credible sources

Knowledge

Students know:
  • Methods to use search tools, such as library databases and search engines.
  • Research strategies, such as keyword search and boolean search.
  • Strategies to locate credible information that is accurate and reliable.

Skills

Students are able to:
  • Use various search tools and research strategies to find credible information.

Understanding

Students understand that:
  • There are multiple strategies and tools to use when researching a topic.
English Language Arts (2021) Grade(s): 11

ELA21.11.R2

Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

UP:ELA21.11.R2

Vocabulary

  • Literary texts
  • Literal understanding
  • Figurative understanding
  • Text
  • Purpose
  • Situation

Knowledge

Students know:
  • Necessary skills to read and comprehend a variety of literary texts.
  • Strategies to analyze literary text to develop a literal and figurative understanding.
  • Literary texts have different intended meanings depending on the genre, purpose, and situation.

Skills

Students are able to:
  • Read and comprehend a variety of literary texts.
  • Develop literal and figurative understanding of literary texts appropriate to the text, purpose, and situation.

Understanding

Students understand that:
  • Literary texts can be understood on both a literal and figurative level.
English Language Arts (2021) Grade(s): 11

ELA21.11.R4

Use digital and electronic tools appropriately, safely, and ethically.

UP:ELA21.11.R4

Vocabulary

  • Digital tools
  • Electronic tools
  • Appropriately
  • Safely
  • Ethically

Knowledge

Students know:
  • Digital and electronic tools must be used appropriately, safely, and ethically.

Skills

Students are able to:
  • Engage in safe and ethical behavior when using digital and electronic tools.

Understanding

Students understand that:
  • Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools.
  • Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
English Language Arts (2021) Grade(s): 11

ELA21.11.R5

Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.

UP:ELA21.11.R5

Vocabulary

  • Writing process
  • Plan
  • Revise
  • Edit
  • Peer-edit
  • Rewrite
  • Focused
  • Organized
  • Coherent
  • Purpose
  • Audience

Knowledge

Students know:
  • The writing process steps are to plan, revise, edit, and rewrite.
  • Editing can be completed by the writer or by a peer.
  • Peer-editing skills.
  • Completed writing projects should be focused, organized, and coherent, and written for a specific purpose and intended audience.

Skills

Students are able to:
  • Plan, revise, edit, and rewrite to create a focused, organized, and coherent piece of writing.
  • Compose a writing piece for a specific purpose and intended audience.
  • Engage in the peer-editing process.

Understanding

Students understand that:
  • Writing is a process that requires multiple drafts, edits, and versions.
English Language Arts (2021) Grade(s): 11

ELA21.11.4

Analyze how an author uses characterization, figurative language, literary elements, and point of view to create and convey meaning.

UP:ELA21.11.4

Vocabulary

  • Analyze
  • Characterization
  • Figurative language
  • Literary elements
  • Point of view
  • Create
  • Convey

Knowledge

Students know:
  • Authors choose to write from a particular point of view and use specific literary elements and vocabulary words to convey their intended meaning.
  • Methods to analyze characterization, figurative language, literary elements, and point of view.

Skills

Students are able to:
  • Identify characterization, figurative language, literary elements, and point of view in a variety of texts.
  • Analyze how characterization, figurative language, literary elements, and point of view creates and conveys meaning in a variety of texts.

Understanding

Students understand that:
  • Authors select particular literary elements and devices to create and convey meaning within their written work.
English Language Arts (2021) Grade(s): 11

ELA21.11.5

Evaluate structural and organizational details in literary, nonfiction/informational, digital, and multimodal texts to determine how genre supports the author’s purpose.

UP:ELA21.11.5

Vocabulary

  • Evaluate
  • Structural details
  • Organizational details
  • Literary text
  • Nonfiction/informational text
  • Digital text
  • Multimodal texts
  • Genre
  • Author's purpose

Knowledge

Students know:
  • Strategies to evaluate the structure and organization of various texts.
  • Authors choose to write in different genres to support their purpose for writing.

Skills

Students are able to:
  • Identify and evaluate structural and organizational details in texts from multiple genres.
  • Determine how the genre of a text supports the author's purpose.

Understanding

Students understand that:
  • There are a variety of genres of text, and authors choose to write in a particular genre to support their purpose for writing.
  • Different genres of text have different structures and organizations.
English Language Arts (2021) Grade(s): 11

ELA21.11.15

Analyze digital texts and evaluate their effectiveness in terms of subject, occasion, audience, purpose, tone, and credibility.

UP:ELA21.11.15

Vocabulary

  • Analyze
  • Digital texts
  • Evaluate
  • Effectiveness
  • Subject
  • Occasion
  • Audience
  • Purpose
  • Tone
  • Credibility

Knowledge

Students know:
  • Digital texts, such as online academic journals, social media, and blogs, have various subjects, appropriate occasions, intended audiences, purposes, and tones.
  • A credible source is free from bias and supported with relevant evidence.
  • Strategies to evaluate digital text based on a set of identified criteria.

Skills

Students are able to:
  • Identify and analyze digital texts' subject, occasion, audience, purpose, tone, and credibility.
  • Evaluate the effectiveness of a digital text's subject, occasion, audience, purpose, tone, and credibility.

Understanding

Students understand that:
  • It is important to evaluate the credibility of digital text.
  • Digital texts will focus on different subjects, be used on different occasions, are created with different intended audiences, have different purposes, and a variety of tones.
  • The effectiveness of a digital text can be assessed by identifying its subject, occasion, audience, purpose, tone, and credibility.
English Language Arts (2021) Grade(s): 11

ELA21.11.17

Use images, sound, animation, and other modes of expression to create or enhance individual or collaborative digital and multimodal texts that are suitable in purpose and tone for their intended audience and occasion.

UP:ELA21.11.17

Vocabulary

  • Images
  • Sound
  • Animation
  • Expression
  • Collaborative
  • Digital texts
  • Multimodal texts
  • Purpose
  • Tone
  • Intended audience
  • Intended occasion

Knowledge

Students know:
  • Necessary skills to include images, sound, animations, and other modes of expression in digital and multimodal texts.
  • Collaboration skills.
  • The intended audience and occasion should be identified before selecting a purpose and tone for digital or multimodal texts.

Skills

Students are able to:
  • Work independently or collaboratively to use images, sound, animation, and other modes of expression to create or enhance digital and multimodal texts.
  • Work independently or collaboratively to create digital or multimodal texts that are suitable in purpose and tone for their intended audience and occasion.

Understanding

Students understand that:
  • Digital texts can be used to communicate with a variety of audiences and occasions.
  • They should modify the purpose and tone of their digital texts depending on the audience and occasion.
  • They will frequently collaborate with others to develop digital products in school and in the workplace.
  • Images, sounds, animation, and other modes of expression can enhance digital and multimodal texts.
English Language Arts (2021) Grade(s): 11

ELA21.11.19

Interpret how an author’s grammar and rhetorical style contribute to the meaning in both fiction, including poetry and prose, and nonfiction, including historical, business, informational, and workplace documents.

UP:ELA21.11.19

Vocabulary

  • Grammar
  • Rhetorical style
  • Fiction
  • Poetry
  • Prose
  • Nonfiction
  • Historical documents
  • Business documents
  • Informational documents
  • Workplace documents

Knowledge

Students know:
  • Methods to identify an author's particular rhetorical style.
  • Formal, standard English conventions and their usage in a variety of text genres.
  • Authors choose to use particular grammar and rhetorical style in writing to convey the meaning of the text.

Skills

Students are able to:
  • Interpret how an author's grammar use contributes to text's meaning in multiple genres.
  • Interpret how an author's rhetorical style contributes to the meaning of the text in multiple genres.

Understanding

Students understand that:
  • An author's grammar and rhetorical style affect the meaning of different texts.
English Language Arts (2021) Grade(s): 11

ELA21.11.25

Use a variety of search tools and research strategies to locate credible sources.

UP:ELA21.11.25

Vocabulary

  • Search tools
  • Research strategies
  • Credible sources

Knowledge

Students know:
  • Methods to use search tools, such as library databases and search engines.
  • Research strategies, such as keyword search and boolean search.
  • Strategies to locate credible information that is accurate and reliable.

Skills

Students are able to:
  • Use various search tools and research strategies to find credible information.

Understanding

Students understand that:
  • There are multiple strategies and tools to use when researching a topic.
English Language Arts (2021) Grade(s): 12

ELA21.12.R2

Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

UP:ELA21.12.R2

Vocabulary

  • Literary texts
  • Literal understanding
  • Figurative understanding
  • Text
  • Purpose
  • Situation

Knowledge

Students know:
  • Necessary skills to read and comprehend a variety of literary texts.
  • Strategies to analyze literary text to develop a literal and figurative understanding.
  • Literary texts have different intended meanings depending on the genre, purpose, and situation.

Skills

Students are able to:
  • Read and comprehend a variety of literary texts.
  • Develop literal and figurative understanding of literary texts appropriate to the text, purpose, and situation.

Understanding

Students understand that:
  • Literary texts can be understood on both a literal and figurative level.
English Language Arts (2021) Grade(s): 12

ELA21.12.R4

Use digital and electronic tools appropriately, safely, and ethically.

UP:ELA21.12.R4

Vocabulary

  • Digital tools
  • Electronic tools
  • Appropriately
  • Safely
  • Ethically

Knowledge

Students know:
  • Digital and electronic tools must be used appropriately, safely, and ethically.

Skills

Students are able to:
  • Engage in safe and ethical behavior when using digital and electronic tools.

Understanding

Students understand that:
  • Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools.
  • Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
English Language Arts (2021) Grade(s): 12

ELA21.12.R5

Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.

UP:ELA21.12.R5

Vocabulary

  • Writing process
  • Plan
  • Revise
  • Edit
  • Peer-edit
  • Rewrite
  • Focused
  • Organized
  • Coherent
  • Purpose
  • Audience

Knowledge

Students know:
  • The writing process steps are to plan, revise, edit, and rewrite.
  • Editing can be completed by the writer or by a peer.
  • Peer-editing skills.
  • Completed writing projects should be focused, organized, and coherent, and written for a specific purpose and intended audience.

Skills

Students are able to:
  • Plan, revise, edit, and rewrite to create a focused, organized, and coherent piece of writing.
  • Compose a writing piece for a specific purpose and intended audience.
  • Engage in the peer-editing process.

Understanding

Students understand that:
  • Writing is a process that requires multiple drafts, edits, and versions.
English Language Arts (2021) Grade(s): 12

ELA21.12.4

Evaluate an author’s use of characterization, figurative language, literary elements, and point of view to create and convey meaning.

UP:ELA21.12.4

Vocabulary

  • Evaluate
  • Characterization
  • Figurative language
  • Literary elements
  • Point of view
  • Create
  • Convey

Knowledge

Students know:
  • Authors choose to write from a particular point of view and use specific literary elements and vocabulary words to convey their intended meaning.
  • Methods to evaluate characterization, figurative language, literary elements, and point of view.

Skills

Students are able to:
  • Identify characterization, figurative language, literary elements, and point of view in a variety of texts.
  • Evaluate how characterization, figurative language, literary elements, and point of view creates and conveys meaning in a variety of texts.

Understanding

Students understand that:
  • Authors select particular literary elements and devices to create and convey meaning within their written work.
English Language Arts (2021) Grade(s): 12

ELA21.12.15

Analyze digital texts and evaluate their effectiveness in terms of subject, occasion, audience, purpose, tone, and credibility.

UP:ELA21.12.15

Vocabulary

  • Analyze
  • Digital texts
  • Evaluate
  • Effectiveness
  • Subject
  • Occasion
  • Audience
  • Purpose
  • Tone
  • Credibility

Knowledge

Students know:
  • Digital texts, such as online academic journals, social media, and blogs, have various subjects, appropriate occasions, intended audiences, purposes, and tones.
  • A credible source is free from bias and supported with relevant evidence.
  • Strategies to evaluate digital text based on a set of identified criteria.

Skills

Students are able to:
  • Identify and analyze digital texts' subject, occasion, audience, purpose, tone, and credibility.
  • Evaluate the effectiveness of a digital text's subject, occasion, audience, purpose, tone, and credibility.

Understanding

Students understand that:
  • It is important to evaluate the credibility of digital text.
  • Digital texts will focus on different subjects, be used on different occasions, are created with different intended audiences, have different purposes, and a variety of tones.
  • The effectiveness of a digital text can be assessed by identifying its subject, occasion, audience, purpose, tone, and credibility.
English Language Arts (2021) Grade(s): 12

ELA21.12.17

Use images, sound, animation, and other modes of expression to create or enhance individual or collaborative digital and multimodal texts that are suitable in purpose and tone for their intended audience and occasion.

UP:ELA21.12.17

Vocabulary

  • Images
  • Sound
  • Animation
  • Expression
  • Collaborative
  • Digital texts
  • Multimodal texts
  • Purpose
  • Tone
  • Intended audience
  • Intended occasion

Knowledge

Students know:
  • Necessary skills to include images, sound, animations, and other modes of expression in digital and multimodal texts.
  • Collaboration skills.
  • The intended audience and occasion should be identified before selecting a purpose and tone for digital or multimodal texts.

Skills

Students are able to:
  • Work independently or collaboratively to use images, sound, animation, and other modes of expression to create or enhance digital and multimodal texts.
  • Work independently or collaboratively to create digital or multimodal texts that are suitable in purpose and tone for their intended audience and occasion.

Understanding

Students understand that:
  • Digital texts can be used to communicate with a variety of audiences and occasions.
  • They should modify the purpose and tone of their digital texts depending on the audience and occasion.
  • They will frequently collaborate with others to develop digital products in school and in the workplace.
  • Images, sounds, animation, and other modes of expression can enhance digital and multimodal texts.
English Language Arts (2021) Grade(s): 12

ELA21.12.19

Interpret how an author’s grammar and rhetorical style contribute to the meaning in both fiction, including poetry and prose, and nonfiction, including historical, business, informational, and workplace documents.

UP:ELA21.12.19

Vocabulary

  • Grammar
  • Rhetorical style
  • Fiction
  • Poetry
  • Prose
  • Nonfiction
  • Historical documents
  • Business documents
  • Informational documents
  • Workplace documents

Knowledge

Students know:
  • Methods to identify an author's particular rhetorical style.
  • Formal, standard English conventions and their usage in a variety of text genres.
  • Authors choose to use particular grammar and rhetorical style in writing to convey the meaning of the text.

Skills

Students are able to:
  • Interpret how an author's grammar use contributes to text's meaning in multiple genres.
  • Interpret how an author's rhetorical style contributes to the meaning of the text in multiple genres.

Understanding

Students understand that:
  • An author's grammar and rhetorical style affect the meaning of different texts.
English Language Arts (2021) Grade(s): 12

ELA21.12.25

Use a variety of search tools and research strategies to locate and acquire credible, relevant, and useful information.

UP:ELA21.12.25

Vocabulary

  • Search tools
  • Research strategies
  • Credible sources
  • Relevant sources

Knowledge

Students know:
  • Methods to use search tools, such as library databases and search engines.
  • Research strategies, such as keyword search and boolean search.
  • Strategies to locate credible, relevant, useful information that is accurate and reliable.

Skills

Students are able to:
  • Use various search tools and research strategies to find credible, relevant, and useful information.

Understanding

Students understand that:
  • There are multiple strategies and tools to use when researching a topic.

CR Resource Type

Lesson/Unit Plan

Resource Provider

ReadWriteThink

License Type

Custom
http://readwritethink.org/classroom-resources/lesson-plans/ekphrasis-using-insp…

Custom License Type (URL)

http://www.readwritethink.org/util/legal.html

Owner (Author)

raulstoncg
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