Tag Archive for poem

World Lit: Perspectives on Heritage, Day 3

Standard: ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Learning Target: I can analyze a poem and a short story for the authors’ use of literary devices to explain how specific stylistic choices support the development of tone and theme.

Opening Session: Profile: Alice Walker (she wrote the story we’re reading today)

Work Session: Today we’re continuing the story we started Friday, “Everyday Use” by Alice Walker. We will quickly review what happened yesterday, then finish reading the story. After we finish reading, we will complete the SIFT chart on page 85.

I also want to swing back to the poem we read on Monday and quickly reread that. Then, if we have time after doing that, we’re going to do the Venn diagram on page 86, comparing “My Mother Pieced Quilts” with “Everyday Use.” I mean, both are about quilts, right?

Keep these stories in the back of your mind, because you’ll be drawing on these sources for your second Embedded Assessment. And on that note, at this point I think it would be a good idea to unpack that assessment – let’s flip to page 107 and 108 in your text and go over the assignment and the rubric.

Closing Session: Share Out! What did you guys think of the story and poem?

VOCAB!

Week 4

  1. Organdies
  2. Artillery
  3. Taut
  4. Homely
  5. Tottering
  6. Tacky
  7. Sidle
  8. Dingy
  9. Furtive
  10. Clabber

Assessment: Informal – SIFT chart

Differentiation: Process (scaffolding), Interest

World Lit: Legal Alien

Standard:ELAGSE9-10RL4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.)

ELAGSE9-10RL5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Learning Target: I can analyze a particular point of view regarding a cultural experience represented in poetry, and analyze how the author chose to structure that poem for effect.

Opening Session: Uno Dos Tres, One Two Three by Pat Mora

Work Session: Welcome back! Today we are going to finish activity 1.6 in our text, which concludes with a poem by Pat Mora entitled “Legal Alien.” Before we read the poem, let’s review quickly what we talked about yesterday.

Next, let’s read this poem. I think every poem needs to be read at least twice to really hear it, so let’s start by silently reading it to ourselves, then I’d like two volunteers to read it aloud. After that, let’s discuss, and then do the Second Read questions together (you don’t have to write it down). After our discussion, I’d love for you to try your hand at writing a poem like this one! Check out the creative writing prompt on page 42, and go for it!

Closing Session: With ten minutes left of class, we are going to do our first vocab quiz. I’ll hand out the quizzes, you take ’em real fast, and turn them in – then HAVE A GREAT WEEKEND!

Assessment: Informal – class discussion, poetry; Formal – vocab quiz

Differentiation: Product (scaffolded quizzes); Interest (student volunteers to read)

World Lit: Images of Cultural Identity

Standard: ELAGSE9-10RL4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.)

Learning Target: I can analyze poetry to identify sensory language, structure, and technique.

Opening Session: Jason Michael Carroll – Where I’m From

Work Session: Welcome back to SPRINGBOARD!!! Grab yo books and let’s talk about CULTURAL PERSPECTIVES!!! Go ahead and open to page 112, where we will briefly preview the unit and unpack the first embedded assessment you’ll be doing 🙂

Next up, on page 113, you’ll see a poem called “Where I’m From” by George Ella Lyon. As we always do with poetry, we will read this through three times to really get a feel for it. Then, I would like for you to do the chart under question 3, “Working from the Text”. This chart will ask you to examine the sensory language Lyon uses in her poem. When you’ve finished the chart, start considering sensory details like this that relate to your own life.

After the chart is done, I want you to take Lyon’s poem as inspiration and write your own. I will write one alongside you, of course. You can use Lyon’s structure as closely or as loosely as you like, but make sure you include sensory details for all five senses in your poem.

Closing Session: Share, if you wanna!

Assessment: Informal – book check

Differentiation: Process (scaffolding), product (various poem formats)

World Lit: Perspectives on Heritage, Continued, Again

Standard: ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Learning Target: I can analyze a poem and a short story for the authors’ use of literary devices to explain how specific stylistic choices support the development of tone and theme.

Opening Session: Profile: Alice Walker (she wrote the story we’re reading today)

Work Session: Today we’re continuing the story we started yesterday, “Everyday Use” by Alice Walker. We will quickly review what happened yesterday, then finish reading the story. After we finish reading, we will complete the SIFT chart on page 85.

I also want to swing back to the poem we read on Monday and quickly reread that. Then, if we have time after doing that, we’re going to do the Venn diagram on page 86, comparing “My Mother Pieced Quilts” with “Everyday Use.” I mean, both are about quilts, right?

Keep these stories in the back of your mind, because you’ll be drawing on these sources for your second Embedded Assessment. And on that note, at this point I think it would be a good idea to unpack that assessment – let’s flip to page 107 and 108 in your text and go over the assignment and the rubric.

Closing Session: Share Out! What did you guys think of the story and poem?

Assessment: Informal – SIFT chart

Differentiation: Process (scaffolding), Interest

Color your Thursday!

Standard: RL.9-10.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Learning Target: Students will continue working on their mandala project. Students who finish early will write a descriptive paragraph about their mandala, and potentially move on to writing a Li Bo inspired poem.

Activator: Daily video! I love sitcoms, and this scene from Friends makes me giggle every time I watch it: Joey and his thesaurus

Today in class we continued working on our mandalas . What’s that? You want some inspirational bullet points? Well OK then!

  • You might color using more than one medium, meaning you might use markers and crayons, or colored pencils and sharpie, or something like that.
  • Consider using only one color, but shading it in with different strengths (so your mandala might range from pink to red, for example…)
  • Use only a pencil and make the whole thing a pencil sketch!
  • Use only a sharpie and do the whole thing in black and white!
  • When you get up to share, show off the most important things on your mandala.
  • You don’t have to read the whole thing aloud; if you’re more comfortable doing so, you can just paraphrase the important bits.
  • If you’d rather, though, you can just read aloud :)

Try to have fun and get to know your classmates better! We’re stuck together until the end of the semester, after all!

… and most importantly, guys, be proud to show off who you are! Each and every one of you is rockin’ awesome…so show that off in your mandala and letter sharing. And hey….relish the art project and get-to-know-you week, because soon, the REAL fun starts!