Jon+and+Janelle+LP2

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. 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 know: Students will be able to: (What will you do? What do you expect students to do? Include set induction and closing.)  ||  ** Time Allotment **  ||
 * **Desired Results** ||
 * ** Relevant Minnesota or Nat’l Content Standards: **
 * Language is use in poetry is carefully and deliberately planned
 * Poets play with language and choose words not only for their meaning, but also for their sound
 * Sound within poetry is an essential characteristic ||
 * **Assessment Evidence** ||
 * ** What do you want your students to __know__? **
 * The terms that identify different sounds within poetry: alliteration, onomatopoeia, assonance, consonance
 * The use of punctuation and line breaks within poetry and their implications for the overall sound of the poem when read |||||| ** What do you want students to be able to __do__? **
 * Identify the elements of sound within poetry
 * Read a poem clearly based on the punctuation and line breaks ||
 * ** __Group Accountability (Formative)__ **
 * How will you check to see whether your class has met your learning objectives? **
 * Inquiry of vocabulary term definitions, examples, and reasons for each.
 * The instructors will go from group to group of students to see how they are progressing through their section of “The Bells” as they find examples of sound within the poem. The instructors will inquire as to the choices the group has made and help guide them to other examples.
 * The instructor will listen as students read through the poem within their group and offer suggestions of how and reasons for clearly reading through a poem.
 * A post formative assessment, in the form of the KSP Field Experience Survey or a turned in sheet of paper, will present what has been learned and understood through this lesson. |||||| **__ Individual Accountability (Summative) __**
 * 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? **
 * Poetic sound
 * Alliteration
 * Assonance
 * Consonance
 * Onomatopoeia |||| ** How will you teach this key vocabulary to enable students to meet the learning objective? **
 * Refreshing previous note taking through inquiry and example
 * Through the use of Edgar Allen Poe’s “The Bells”, students will identify examples of sound usage. They will also be asked why they are examples. ||
 * ** What is the Essential/Guiding Question(s) for this Lesson? (It should correlate to your learning objective.) **
 * How does sound play a part in poetry
 * What is the impact sound has on the meaning of a poem |||| ** How will you differentiate for all the learners (ELL, Sp. Ed., poverty, gifted, etc.) in your class? **
 * Differentiation Options: questions, stems, sentence frames, strategies, etc. ** ||
 * ** Materials/Resources Required: **
 * Edgar Allen Poe’s “The Bells” Section Worksheet ||
 * **SCHEDULE OF ACTIVITIES** ||
 * ** Method/Strategy **
 * ** Group Assignments: ** As students come into class, they will be handed a card with an American poet’s name on it. These cards correlate with groups of desks that match the poet’s names on the cards. || Before class begins ||
 * ** Terms Refresher: ** Students will be asked the definitions of alliteration, assonance, consonance, and onomatopoeia, as well as an example to go along with each. || 7 min ||
 * ** Poe’s “The Bells”: ** Within their groups, students will read the poem aloud. After which, students will go through and find examples of sound in Poe’s “The Bells.” They will be asked how these examples show the intent of sound usage and why. As a class, the entire poem will be looked at for sound usage while each group is looked on to explain to the class what they have found within their section. || 30 min ||
 * ** “Trivial Poetry” Term Competition: ** The instructors will go through ten examples of both figurative language and sound. Student groups will answer with the matching term for points. The group with the most points by the end of the ten questions will win and receive a prize from the instructor. || 7 min ||
 * ** KSP Field Experience Survey (3rd hour) or turned in sheet of paper (4th hour): ** Required survey will be handed out for students to write down what they have learned and know. || 4 min ||