Dr. Debra Harper, Ed.D

Dr. Debra Harper, Ed.D. Almeria Middle School 6th Grade English Language Arts Quarter 3: Interpreting Poetry and Literary Fiction Lesson Plans for: January 7 – 11, 2013

Monday 01/07 Tuesday 01/08 Wednesday 01/09 Thursday 01/10 Friday 01/11 Introduction Objective: Objectives: Objectives: Objective: Objective: 1. Students will identify end 1. Students will 1. Students will 1. Students will 1. Students will rhymes, internal rhymes, write a short demonstrate knowledge of participate and review and validate alliteration, meter, and free reflective essay the poetic elements used to interpret answer choices of verse and explain how each about a time create tone and meaning in information using the Sneetches poetic element creates tone when they or poetry. (R 3.4) choral reading vocabulary and and meaning in poetry. (R someone they 2. Students will participate strategies to comprehension test Procedures 3.4). know was in choral reading to improve to complete with for word Bloom’s: Remembering and treated unfairly. improve comprehension comprehension and 70% accuracy. map, choral understanding. (W 2.2). and literary response and literary response (R 2.0) reading, Teacher strategies: Call and 2. Students will analysis skills. (R2.0). and analysis skills. 2. Students will SLANT, I Say, Respond and Equity Cards. identify and Bloom’s: Remembering and (R 2.0). create an original You Say, and Student Strategies: Choral explain how understanding. Bloom’s: alliterative poem. other reading and reflections. poetic elements Teacher Strategies: Understanding and (W2.2). strategies Real/Life Connection: create tone and Call and Respond and applying. Bloom’s: analysis, are located Identifying poetic elements of meaning in Equity Cards. Teacher Strategies: application, at the end of rhyme, rhythm, and poetry. (R 3.4). Student Strategies: Equity cards. creativity, and this lesson repetitions in familiar tune— Bloom’s: SLANT, choral reading, and I Student Strategies: evaluation. plan map. Twinkle. Twinkle, Little Star. Remembering Say, You Say. SLANT and choral Teacher Strategies: Prior Learning Connection: and Real/Life Connection: reading. Equity Cards. The use of imagery, understanding. Poems about real life— Real/Life Student Strategies: metaphors, similes, Teacher Poetry for Young People, by Connection: Poems SLANT, summative personification, and symbols strategies: Call Carl Sandburg. Share: about real life— assessment, and to convey meaning in fiction and Respond and Little Girl, Be Careful What Poetry for Young alliterative poem. texts (Literature text, pp. Equity Cards. You Say, p. 14 and Boxes People, by Carl Real/Life 328-329). Student and Bags, p. 31. Sandburg. Share: Connection: Poems Strategies: I Say, Prior Learning Connection: Arithmetic, p. 17 connected to real You Say, SLANT, Reflective essay about a and A Sphinx, p. 13. life—Where the Word Map. time when they or Prior Learning Sidewalk Ends, by Real/Life someone they know was Connection: Shel Silverstein.

1 Dr. Debra Harper, Ed.D. Almeria Middle School 6th Grade English Language Arts Quarter 3: Interpreting Poetry and Literary Fiction Connection: treated unfairly. Reflective essay Prior Learning Identifying a time about a time when Connection: when student or they or someone Students should be someone the they know was able to connect student knows treated unfairly. with weekly lesson was treated objectives to unfairly. complete the Prior Learning summative Connection: The assessment and identification of apply their prior unfair practices learning to create and the emotions an alliterative involved in poem. seeking solutions. Direct 1.Teacher 1. Review SLANT 1. Review SLANT and I Say, Teaching reviews the procedures for acronym for You Say directions from creating a word map. successful Tuesday. 2. Teacher reviews the classroom 2. Review the elements of procedures for choral participation. poetry vocabulary. reading. 2. Review I Say, 3. Teacher shares song You Say: Teacher Twinkle, Twinkle, Little Star models directions (hand-out). and how the  Students tap out activity works. beat to song. Write on board: Teacher points out 1) I say the word variations used to is___(2Xs). 2) promote interest. You say the word  Identify rhyming is___(2Xs). 3) I words and other say the word words that could means______(2 also rhyme. Xs). 4) You say  Point out repetitions the word means

2 Dr. Debra Harper, Ed.D. Almeria Middle School 6th Grade English Language Arts Quarter 3: Interpreting Poetry and Literary Fiction in the song and use ______(2Xs). Equity Cards to call *Use vocabulary on students to from word maps identify other created on repetitions. Monday plus the words rhyme scheme and scanning.

Guided 1. Teacher reads/students 1. Teacher 1. Choral reading: Practice 1 fill-in-the-blanks (Drop-In reads/students Step 1: Audio reading of Reading) of bold words and fill-in-the-blanks The Sneetches, pp. 381-384. context clues to their (Drop-In Step 2: Everyone reads meaning by reading aloud Reading) of bold aloud with teacher, pausing when teacher pauses. words and after each section to Rhyme: Chiming Sounds, p. context clues to discuss poetic elements, 378. their meaning by vocabulary, motives, 2. Choral Reading of poem reading aloud theme, and conclusions. The Pied Piper of Hamelin, by when teacher Step 3: Table groups read Robert Browing, p. 378: pauses: Literary aloud together (20 stanzas Step 1: Teacher reads. Focus Rhymes: = 5 stanzas per person in a Step 2: Everyone reads aloud Sneetches and 4 person group). with the teacher. Eaches and Mark Step 3: Table groups read That Rhyme-Scan aloud together. that Rhythm. Step 4: Number students 1-4 and assign lines of poem to read. Guided Repeat fill-in-the-blank and 1.Students work 1. Students work in

3 Dr. Debra Harper, Ed.D. Almeria Middle School 6th Grade English Language Arts Quarter 3: Interpreting Poetry and Literary Fiction Practice 2 choral reading strategies for: in table groups table groups to Alliteration: Repeating a to create two complete: Literary Sound, Cynthia in the Snow, lists: Response and Meter: The Beat of the Poem, 1) Examples Analysis, p. 38, #1- and Good Hot Dogs—pp. 378- of 12. 379. injustices 2. Students trade in life. papers and grade… 2) Reasons table 1 will trade for why with table 2, table people 2 with table 3, and are so on. treated unfairly. 2. Share lists and discuss. 3. Teacher Read Aloud: The Just Us Club, p. 263 in Interactive Reader. Independen Students create word maps 1.Students 1. Elements of poetry Write a summary 1. Students t Practice for: create word vocabulary quiz: that explaining complete the  Rhyme maps for: 1) Give students half your understanding Sneetches  End rhymes  Rhyme sheet of paper. of the poem vocabulary and  Internal rhymes scheme 2) Write the words on Sneetches and the comprehension  Alliteration  Scanning the board for all to poetic elements test.  Meter 2. Students write see. that helped to  Free verse a short problem- 3) Teacher reads convey the 2. Students create solution essay definition and meaning. an alliteration about a time students write (Directions for poem by selecting when they or word. writing a summary a letter of the someone they 4) Trade & Grade. on pp. 699 in the alphabet, know was HOLT Literature brainstorming a list

4 Dr. Debra Harper, Ed.D. Almeria Middle School 6th Grade English Language Arts Quarter 3: Interpreting Poetry and Literary Fiction treated unfairly. and Language Arts of words beginning Include: textbook. with the letter, and Paragraph 1: then writing an State the alliterative verse purpose, explain about an imaginary the situation— person whose the causes and name begins with effects of the the chosen letter. problem. Make a large cut- Paragraph 2: out of the letter Explain one and copy the solution to the poems onto the problem, discuss letter. how everyone can connect, and explain the support that proves the solution is workable. Paragraph 3: Explain another solution to the problem, discuss how everyone can connect, and explain the support that proves the solution is workable. Paragraph 4: How did

5 Dr. Debra Harper, Ed.D. Almeria Middle School 6th Grade English Language Arts Quarter 3: Interpreting Poetry and Literary Fiction everything end? Summarize the problem and solutions. Conclusions. (Literature textbook, p. 678). Closure Reflection card: For each Equity Cards: Pass the Pen: Using Dr. Homework: Study Share alliteration poetic element, complete the Call on individual Seuss’s style of inventing the Sneetches poems. following: The poetic students to words, invent a word that Literary Response element of ______creates complete I Say, rhymes with the word and Analysis work tone and meaning in poetry You Say practice orange. for a vocabulary by______. with word map and comprehension vocabulary test tomorrow. words. Homework: Study word map vocabulary for test tomorrow. Materials:  Copies of Twinkle,  Equity  Equity Cards.  Equity  Equity Twinkle, Little Star—both Cards  Bulletin board Cards. Cards. music and lyric sheets.  Paper/Pe paper with invented  Paper/Penc  Sneetches  Equity Cards. ncils words recorded on ils. vocabulary and  Pencils/paper.  HOLT LA Tuesday.  HOLT comprehension  Note Cards for Interactive  Poetry for Young Literature and test. Reflections. Readers, p. People, by Carl Language Arts  Directions  HOLT Literature and 263. Sandburg. textbook. for writing an Language Arts Textbook.  General  Student  Poetry for alliterative  Student participation writing rubric participation check-list. Young People, poem (Writing check-list. for peer by Carl and Art Go writing Sandburg. Hand-in-Hand, grading.  Student worksheet, p.

6 Dr. Debra Harper, Ed.D. Almeria Middle School 6th Grade English Language Arts Quarter 3: Interpreting Poetry and Literary Fiction  Student participation 12) participation check-list.  Bubble check-list. alphabet letters on card stock (or old file folders).

Choral Reading Procedures (Adapted from: Read/Write/Think Strategy Guide by Lila Ubert Carrick, Ed.D. ) 1. Students follow along silently while teacher reads the story aloud. Students should track the words while reading using either their fingers or eraser end of their pencils.

2. Everyone reads aloud with the teacher on the second read. Remind students to not speed up or slow down while reading—keep pace with the teacher. Pauses will be count of 1,2 at periods and count of 1 at commas.

3. Select different groups of student to take turns reading lines, stanzas, or paragraphs of the story for the third reading.

4. During the fourth reading, group students into boys or girls, eye color, odd and even birthdays, or odd and even birth months.

Call and Respond

1. Teacher asks question.

2. Call on one student or more for the same question until the answer is given.

3. Use equity cards.

Equity Cards

1. Teacher has a stack of index cards, one for every student.

2. The cards have the student’s names on one side.

7 Dr. Debra Harper, Ed.D. Almeria Middle School 6th Grade English Language Arts Quarter 3: Interpreting Poetry and Literary Fiction 3. The other side of the card contains information such as: ELL levels, CST proficiency levels, participation points, quality of response tallies, Bloom’s level of questions, and personal information.

4. The teacher can use these to randomly (or strategically) call on students to answer questions and make groups.

I Say, You Say

1. Teacher states twice: I say “The word is ______.”

2. The students all state twice: You say “The word is ______.”

3. Teacher states twice: I say “The word means ______.”

4. The students all state twice: You say “The word means ______.”

5. Assign A and B partners.

6. Partner A – I say part. Partner B – You say part. (Time for 1 minute).

7. Switch: Partner A – You say part. Partner B – I say part. (Time for 1 minute).

Gallery Walk

1. Arrange students into small groups of no more than five (5).

2. Activity is completed in ten (10) minutes.

3. First 2 minutes: Small groups discuss assigned text or topic.

4. Second 2 minutes: Students discuss what their ideas will look like by sketching (individual sketches).

5. Last 6 minutes: Students will be sketching the group’s ideas on a poster with everyone contributing.

8 Dr. Debra Harper, Ed.D. Almeria Middle School 6th Grade English Language Arts Quarter 3: Interpreting Poetry and Literary Fiction 6. At the end of the 10 minutes: Students work for 1 minute to practice or rehearse what needs to be shared verbally with students from other groups.

7. Students are then regrouped with at least 1 student from each poster in a new group.

8. Students teach their posters for 1 minute answering questions if time permits.

9. Rotate groups until each student has an opportunity to ‘teach’.

10. Teacher checks for understanding.

Pass the Pen

1. Develop a sentence frame or question to prompt students to create a short answer. 2. Give students time to think and write their answers down (2 minutes). 3. Have students stand and give out 4 different colored white board markers. 4. After students write a response, the pen is passed to another student and then sits down. 5. All students should pay close attention to the words written on the white board so there are no duplicate responses.

SLANT An ACRONYM for: S = Sit up. L = Lean forward. A = Ask questions. N = Nod. T = Track the speaker.

The teacher says SLANT when students need to lean forward in engaged listening behavior. Students track the speaker and nod when appropriate.

9 Dr. Debra Harper, Ed.D. Almeria Middle School 6th Grade English Language Arts Quarter 3: Interpreting Poetry and Literary Fiction

Word Maps

Checkpoint for Comprehension Informational Text

 Checkpoint is completed during guided reading in small groups of 4 to 5 students.

 Each student is ranked according to consistently or rarely using effective informational text reading skills.

 Uses organization and text structure to obtain meaning.  Understands author's purpose for writing text.  Remembers key event in sequential order.  Recognizes cause and effect relationships.  Makes connections to other selections read by comparing and contrasting texts to generate questions.

10 Dr. Debra Harper, Ed.D. Almeria Middle School 6th Grade English Language Arts Quarter 3: Interpreting Poetry and Literary Fiction  As the teacher conducts a guided reading lesson with a small group, other students need an independent assignment connected to the current concepts of instruction.

Guided Reading

In a small group, teacher guides students using the following reading strategies in the order listed:

1. Predicting

2. Questioning

3. Decoding

4. Clarifying

5. Connecting

6. Summarizing

References

Amery, H. (1988). The Usborne Children’s Songbook. Usborne Publishing Ltd, London, England.

Bonica, D. M. (1988). Writing and Art Go Hand-in-Hand. Incentive Publications, Inc., Nashville, TN.

Sandburg, C. (1995). Poetry for Young People. Sterling Publishing Co., New York, NY.

Silverstein, S. (1974). Where the Sidewalk Ends. Harper & Row Publishers, New York, NY.

11 Dr. Debra Harper, Ed.D. Almeria Middle School 6th Grade English Language Arts Quarter 3: Interpreting Poetry and Literary Fiction