Poetry+2


 * Co-Teachers:** Janelle Townley & Jon Emerson
 * Instructional Strategy:** Reciprocal Learning

What is the co-teaching approach that you are using? I see teaming and stations so far...what else might I see?

7.4.4.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. //5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.// 7.4.5.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning//.// //6. Assess how point of view or purpose shapes the content and style of a text.// 7.4.6.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text, including those from diverse cultures |||| ** Learning Objective: Key Understanding(s) you intend students to obtain: ** · Students will understand the interpretive value of poetry. · Poets do not give a definitive answer to the meaning of their work, clues are left within the language · The “grey area” of evaluating interpretations · Students will understand the characteristics that separate poetry from other forms of literature. || Students will know: · The key terms linked to poetry What are they? This should be a copy and paste from what you did before. · Difference between simile and metaphor · Difference between connotative and denotative · Difference between alliteration, assonance, and consonance |||||| ** What do you want students to be able to __do__? ** Students will be able to: · Distinguish the differences between figurative, connotative, and denotative language · Identify key concepts within poems · Evaluate evidence within poetry to come up with interpretations of the work - So I was supposed to go this far? Were you going to tell us the meanings of these poems? I would like to have an understanding of the intention behind them. || · Introductory review of terms · Through group analysis of poetry This is what THEY will do. What will YOU do during the group analysis that will inform you that they either (1) meet the learning objectives or (2) do not. |||||| **__ Individual Accountability (Summative) __** · Students will write a poem that includes a minimum of three poetic elements Is this due for today? || · Connotative, Denotative · Figurative Language: Alliteration, Assonance, Consonance, Hyperbole, Imagery, Symbol, Metaphor, Simile, Onomatopoeia |||| ** How will you teach this key vocabulary to enable students to meet the learning objective? ** · Have students categorize the vocabulary, define the terms, and identify through examples · Through analysis, students will identify elements in groups Since you have already taught these terms, you could say, "These terms are already acquired and will utilized through various activities during today's class. The instructors will pay careful attention to students' correct use and understanding of identified terms and guide/correct as necessary." || · What does poetry mean to you? · What is poetry? · How is poetry different from other forms of literature? |||| ** How will you differentiate for all the learners (ELL, Sp. Ed., poverty, gifted, etc.) in your class? ** Poems: “On Burroughs' Work” by Allen Ginsberg, “The Rusty Spigot” by Eve Merriam, and “The Rose Family” by Robert Frost || (What will you do? What do you expect students to do? Include set induction and closing.) || ** Time Allotment ** || Students will break into groups of three and be given a poem to analyze. One student will read through the poem while the others write down notes of poetic elements that are included. When finished, the student who read will list their thoughts and reasons of any poetic elements they found through reading. The others will join in discussion with what they have found. After 5-6 mins, the groups will switch stations to read another poem and will also alternate roles of writing and reading. So, my goal is to identify poetic elements - NOT to use them to interpret the meaning? Could I have a list of all the poetic devices that we've been working on as reference through this exercise? I know you've taught them well enough to know them and they should have them down by memory. It might be helpful to me (the IEP, 504 or Special Ed. kid who misses "half" of your lesson) to have a list to reference. || 15-18 min ||
 * **Desired Results** ||
 * ** Relevant Minnesota or Nat’l Content Standards: ** CRAFT AND STRUCTURE //4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.//
 * **Assessment Evidence** ||
 * ** What do you want your students to __know__? **
 * ** __Group Accountability (Formative)__ **
 * How will you check to see whether your class has met your learning objectives? **
 * How will you check to see if individuals have acquired the knowledge/skills you expected them to learn? **
 * **Learning Plan** ||
 * ** What key vocabulary/language will students need to know to meet the learning objective? **
 * ** What is the Essential/Guiding Question(s) for this Lesson? (It should correlate to your learning objective.) **
 * Differentiation Options: questions, stems, sentence frames, strategies, etc. ** ||
 * ** Materials/Resources Required: **
 * **SCHEDULE OF ACTIVITIES** ||
 * ** Method/Strategy **
 * ** Introductory vocabulary review ** : Students will re-examine the categories they have constructed, after lecture, discussion, and examples, to determine whether they agree with the previous decisions they have made. Great review. Thank you for bring us all back on the same page. NEVER stop doing this when you are teaching. Even while in your field experience...ask your teacher, "How can I review the work you did yesterday?" || 5 min ||
 * ** Reading/Analysis Groups **
 * ** Class discussion on Ginsberg ** || 7-10 min ||
 * == **Let's have STUDENTS PRESENT THEIR POEMS on Wednesday in CLASS!!!** == ||  ||   ||   ||