ELAR Grade 08 Unit 02A Exemplar Lesson 01: Reflection through Poetry

Transcription

1 ELAR Grade 08 Unit 02A Exemplar Lesson 01: Reflection through Poetry This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Organizer Lesson Synopsis Students review characteristics of poetry including sound effects, figurative language, and graphic elements. Students collect different poems centered on a selected theme or topic and compare the different collected forms of poetry by looking at the characteristics relate to the purpose of each form. Students also write original poems on their selected theme/topic and include poetic techniques, figurative language, and graphic elements. Students continue to establish word collection routines in order to demonstrate word knowledge. Performance Indicators Grade 08 ELAR Unit 02A PI 02 Create a collection of published and original poetry in various poetic forms, centralized around a self-selected topic. Write responses for each poem to compare and contrast the relationship between the purpose and characteristics of the poetic forms including the effectiveness of poetic techniques, figurative language, and graphic elements. Standard(s): 8.4A, 8.8A, 8.15B.i, 8.15B.ii, 8.15B.iii ELPS ELPS.c.1C, ELPS.c.1E, ELPS.c.1H, ELPS.c.4F, ELPS.c.4G, ELPS.c.4I, ELPS.c.4J, ELPS.c.4K, ELPS.c.5E, ELPS.c.5F, ELPS.c.5G Grade 08 ELAR Unit 02A PI 04 Write multiple response entries including thoughts, connections, and/or strategies that deepen understanding of fiction, literary nonfiction, poetry, and media. Provide evidence from the text to support ideas. Standard(s): 8.17C, 8.Fig19A, 8.Fig19B, 8.Fig19C, 8.Fig19D, 8.Fig19E, 8.Fig19F ELPS ELPS.c.1E, ELPS.c.4D, ELPS.c.4F, ELPS.c.4G, ELPS.c.4I, ELPS.c.4J, ELPS.c.4K, ELPS.c.5F, ELPS.c.5G page 1 of 50

2 Grade 08 ELAR Unit 02A PI 05 Record multiple entries in a Vocabulary Notebook that demonstrate knowledge of new words and their meanings. Standard(s): 8.2A, 8.2B, 8.2E ELPS ELPS.c.1A, ELPS.c.1C, ELPS.c.1E, ELPS.c.1F, ELPS.c.1H, ELPS.c.4A, ELPS.c.5B, ELPS.c.5F, ELPS.c.5G Key Understandings Authors use techniques, structures, and forms in order to communicate new and different perspectives. Readers use strategies to support interpretation of text. Understanding new words and concepts enhances comprehension and oral and written communication. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: 8.2A Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes. Readiness Standard 8.4 Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to: 8.4A Compare and contrast the relationship between the purpose and characteristics of different poetic forms (e.g., epic poetry, lyric poetry). Supporting Standard 8.8 Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author s sensory language creates imagery in literary text and page 2 of 50

3 provide evidence from text to support their understanding. Students are expected to: 8.8A Explain the effect of similes and extended metaphors in literary text. Supporting Standard 8.14 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: 8.14A Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea. 8.14B Develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing. 8.14C Revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: 8.15B Write a poem using: 8.15B.i 8.15B.ii 8.15B.iii poetic techniques (e.g., rhyme scheme, meter). figurative language (e.g., personification, idioms, hyperbole). graphic elements (e.g., word position) Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: 8.17C Write responses to literary or expository texts that demonstrate the use of writing skills for a multi-paragraph page 3 of 50

4 essay and provide sustained evidence from the text using quotations when appropriate Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to: 8.28A Participate productively in discussions, plan agendas with clear goals and deadlines, set time limits for speakers, take notes, and vote on key issues. 8.Fig19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: 8.Fig19A Establish purposes for reading selected texts based upon own or others desired outcome to enhance comprehension. 8.Fig19C Reflect on understanding to monitor comprehension (e.g., summarizing and synthesizing; making textual, personal, and world connections; creating sensory images). 8.Fig19D Make complex inferences about text and use textual evidence to support understanding. Readiness Standard (Fiction, Expository) Supporting Standard (Literary Nonfiction, Poetry, and Drama, Persuasive) 8.Fig19F Make intertextual links among and across texts, including other media (e.g., film, play), and provide textual evidence. Readiness Standard Ongoing TEKS 8.1 Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to: 8.1A Adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text. Materials Vocabulary Notebook (1 per student) page 4 of 50

5 Reader s Notebook (1 per student) Teacher Reader s Notebook (1) Writer s Notebook (1 per student) Teacher Writer s Notebook (1) Scissors (class set) Set of three different color highlighters (1 set per student) Chart paper grade-appropriate poems representing 5 different forms of poetry centered around selected themes/topics (1 copy of each per student) Collection of grade-appropriate poems in various poetic forms centered around several themes/topics also to be used as model texts in Writing Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Handout: Poetic Terms (1 per student) Handout: Analyzing Poetry: Purpose and Poetic Characteristics (2 per student) Teacher Resource: Definitions of Poetic Terms and Poetic Forms (1) Teacher Resource: Unit 02A Word Study Overview (1) Teacher Resource: Unit 02A Reading Appetizer (1) Teacher Resource: Alternative Plan (optional, 1) Resources and References Possible/Optional Literature Selections None identified None identified page 5 of 50

6 Reflection through Poetry Lesson Preparation Daily Lesson #: 1 READING WRITING TEKS Ongoing TEKS TEKS Ongoing TEKS 8.Fig19A,C,D 8.4A 8.8A 8.28A 8.1A 8.14A Key Understandings and Guiding Questions Vocabulary of Instruction Authors use techniques, structures, and forms in order to communicate new and different perspectives. - How do the characteristics of different forms of poetry communicate purpose? Sound Effects Alliteration Rhyme Rhythm Meter Internal rhyme Onomatopoeia Rhyme scheme Consonance Assonance Repetition Literary Language and Devices Hyperbole Metaphor Extended Metaphor Personification Simile Authors use techniques, structures, and forms in order to communicate new and different perspectives. - How do poets convey perspective through poetry? Writing process Prewriting page 6 of 50

7 Daily Lesson #: 1 READING WRITING Idiom Imagery Graphic and Structural Elements Capital letter Line length Word position Line break Refrain Stanza Materials Attachments and Resources Advance Preparation Reader s Notebook (1 per student) Scissors (class set) Collection of grade appropriate poems in various poetic forms centered around several themes/topics Chart paper (if applicable) Handout: Poetic Terms (1 per student) Teacher Resource: Definitions of Poetic Terms and Poetic Forms (1) Teacher Resource: Unit 02A Reading Appetizer (1) 1. Prepare to display visuals as appropriate. 2. Create an Anchor Chart: Poetic Terms. Record the poetic terms listed in Vocabulary of Instruction along with their definitions. Locate examples of each characteristic using the poems in the gathered collection (see below). Refer to the Teacher Resource: Poetic Terms and Forms for additional information. 3. Prepare a collection of grade-appropriate Writer s Notebook (1 per student) Teacher Writer s Notebook (1) Chart paper (if applicable) 1. Prepare to display visuals as appropriate. 2. Prepare to display a list of the themes and topics from the poetry collections in Shared Reading. page 7 of 50

8 Daily Lesson #: 1 READING WRITING poems to use throughout Daily Lessons 1-6 Reading. Include a variety of poetic forms (e.g., narrative, lyrical, humorous, free verse, epic poetry, haiku, limerick, sonnet, etc.) Refer to the Teacher Resource: Poetic Terms and Forms. Create collections around several themes or topics. Refer to Background Information for more information. 4. Select a short poem from the collection to read aloud. 5. Refer to the Teacher Resource: Unit 02A Reading Appetizer. Prepare accordingly. Background Information Teacher Notes Refer to the Teacher Resource: Definitions of Poetic Terms and Poetic Forms In addition to the texts read as an entire class, students should continue to read self-selected texts. As often as possible, students should be given class time to read independently. All of the poetry terms used in this lesson have been learned in previous grades. This Daily Lesson is a review of those terms in order for students to be able to compare the purpose and characteristics of different forms of poetry. When selecting poetry for this lesson, create collections of poetry centralized around certain themes or topics. Consider choosing poems that are From a particular time period in history Connected to a historical event Related to an important historical figure From a particular culture, country, region, or social group page 8 of 50

9 Daily Lesson #: 1 READING WRITING Related to a social issue Related to a universal theme page 9 of 50

10 Instructional Routines Daily Lesson # 1 READING WRITING Duration and Objective Mini Lesson Learning Applications Suggested Duration: 60 min. Content Objective: Students describe the purpose and the characteristics of poetry. 1. Reading Appetizer: 3-5 min. 2. Read aloud a short poem from the prepared collection. 3. Ask: What is poetry? How do you know if you are reading a poem? Why do authors write poetry? Discuss responses. Ask: What is the purpose of this poem? Discuss briefly. 4. Distribute the Handout: Poetic Terms to each student. Explain that understanding common poetic terms will help them when comparing and contrasting poems in upcoming Daily Lessons. 5. Discuss each poetic term briefly and provide examples as necessary. Students take notes on their Handout: Poetic Terms or in their Reader s Notebook. 6. Using the poem read in step #2, discuss the characteristics of the poem using the Anchor Chart: Poetic Terms. 1. Divide the class into groups of 2-3 students. 2. Each group selects a poem from the collection. Suggested Duration: min. Content Objective: Students generate ideas and plan for the first draft of a poem. 1. Prepare to display a list of the themes and topics from the poetry collections in Shared Reading. 2. Tell students that they will be choosing one of the themes or topics. Explain that in Reading they will be collecting poems centered on the selected theme or topic. Explain that they will also be writing original poems on their selected theme or topic. 3. Think Aloud about the different themes and topics on the list. Discuss which ones are personally relevant. 4. Select one theme or topic and record it in the Teacher Writer s Notebook. 5. Brainstorm ideas, words, and/or experiences about the theme or topic and record them in the Teacher Writer s Notebook. 1. With a partner, students discuss the different themes and topics on the displayed list. page 10 of 50

11 3. Students read the poem aloud together and discuss its purpose. 4. Using their notes on the Handout: Poetic Terms or in their Reader s Notebooks, students record the characteristics (e.g., rhyme, meter, stanzas, similes, etc.) of their poem in their Reader s Notebook. 2. Students select one of the themes or topics and record it in their Writer s Notebook. 3. Students brainstorm ideas, words, and/or experiences related to the selected theme or topic. 4. Monitor and support students as necessary. Engage in Small Group Instruction as appropriate. Closure 1. Each group presents the purpose and characteristics of their selected poem to the class. 1. With the same partner, students share their ideas, words, and experiences. page 11 of 50

12 Reflection through Poetry Lesson Preparation Daily Lesson #: 2 WORD STUDY READING WRITING TEKS Ongoing TEKS TEKS Ongoing TEKS TEKS Ongoing TEKS 8.2A 8.Fig19A,C,D 8.4A 8.8A 8.17C 8.28A 8.1A 8.14A 8.15Bii Key Understandings and Guiding Questions Understanding new words and concepts enhances comprehension and oral and Readers use strategies to support interpretation of text. Authors use techniques, structures, and forms in order to communicate new and written communication. - How do the characteristics of different different perspectives. - How does knowledge of roots and affixes forms of poetry communicate purpose? - How do poets convey perspective through help you determine the meaning of poetry? unfamiliar words? Vocabulary of Instruction Root Figurative language Affix Personification Prefix Idiom Suffix Hyperbole Simile Metaphor Materials Vocabulary Notebook (1 per student) Reader s Notebook (1 per student) Writer s Notebook (1 per student) Set of three different color highlighters (1 Teacher Reader s Notebook (1) Teacher Writer s Notebook (1) set per student) 2 5 grade appropriate poems in the same Chart paper (if applicable) Chart paper (if applicable) form (1 copy of each per student) Chart paper (if applicable) Attachments and Resources Teacher Resource: Unit 02A Handout: Analyzing Poetry: Purpose and Teacher Resource: Definitions of Poetic page 12 of 50

13 Daily Lesson #: 2 WORD STUDY READING WRITING Word Study Overview (1) Poetic Characteristics (2 per student) Terms and Poetic Forms (1) Advance Preparation 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 2. Select a grade-appropriate prefix. Prepare to define and discuss the origin of the prefix. 2. Prepare to display the Anchor Chart: Poetic Terms from Daily Lesson 1 Reading. 2. Students will need the Handout: Poetry Terms from Daily Lesson 1 Reading. Prepare accordingly. 3. Select an example of a gradelevel academic word that contains the prefix. If possible, select a word related to or from texts in the Reading or Writing Instructional Routines. 4. Refer to Teacher Resource: Unit 02A Word Study Overview. Prepare accordingly. 3. Students will need the Handout: Poetry Terms from Daily Lesson 1 Reading. Prepare accordingly. 4. Create an Anchor Chart: Analyzing Poetry: Purpose and Poetic Characteristics. Use the Handout: Analyzing Poetry: Purpose and Poetic Characteristics as a guide for creating the chart. 3. Prepare to display the Anchor Chart: Poetic Terms from Reading. 5. Select and duplicate 2-5 poems that represent the same poetic form (e.g., epic poetry, lyric poetry, haiku, sonnet, etc.). One of the poems will be used for modeling in the Mini Lesson and the others will be used for student practice in Learning Applications. Each student should receive a copy of the modeled poem and one of the other selected poems for a total of two poems. The page 13 of 50

14 Daily Lesson #: 2 WORD STUDY READING WRITING poems should continue to be centered on the themes or topics from Daily Lesson 1 Reading. 6. Duplicate the Handout: Analyzing Poetry: Purpose and Poetic Characteristics (2 copies per student). Background Information Refer to the Teacher Resource: Definitions of Poetic Terms and Poetic Forms for definitions of different types of figurative language. Teacher Notes Refer to Unit 01, Lesson 01, Daily Lesson 2 Word Study In Daily Lessons 2-6 Reading, students will be comparing and contrasting the purpose and characteristics of different forms of poetry. In each Daily Lesson, choose 2-5 examples of the selected form of poetry for that day. One of the poems will be used for modeling; the others will be distributed to students for practice. Consider differentiating the levels of the poems used for practice. page 14 of 50

15 Instructional Routines Daily Lesson # 2 WORD STUDY READING WRITING Duration and Objective Suggested Duration: 15 min. Suggested Duration: min. Suggested Duration: min. Content Objective: Students analyze words Content Objective: Students describe the Content Objective: Students generate ideas in order to understand the effect of roots purpose and the characteristics of a and plan for the first draft of a poem and affixes on the meaning of words. specific form of poetry. including the use of figurative language. Mini Lesson 1. Display the selected prefix. 2. Explain the meaning and origin of the prefix. 3. Display an example of a gradelevel academic word containing the prefix. Highlight the prefix and any other roots or affixes using different colors. 4. Discuss the influence of the prefix on the meaning of the word. 1. Display the Anchor Chart: Poetic Terms from Daily Lesson 1 Reading. Review the different characteristics of poetry. 2. Display the Anchor Chart: Analyzing Poetry: Purpose and Poetic Characteristics. 3. Display and distribute the selected poem for modeling. Record the author and title on the Anchor Chart: Analyzing Poetry: Purpose and Poetic Characteristics. Introduce and record the form of poetry on the chart. Tell students that different forms of poetry have certain characteristics that make them unique. 4. Ask students to think about the purpose and characteristics of the poem as it is being read. Read the poem aloud. 1. Review the theme or topic that was chosen for modeling in Daily Lesson 1 Writing. Review the ideas that were generated about the theme or topic in the Teacher Writer s Notebook. 2. Display the Anchor Chart: Poetic Terms from Shared Reading. Review the different types of figurative language: personification, idioms, hyperbole, simile, metaphor. Students refer to the Handout: Poetic Terms as necessary. 3. In the Teacher Writer s Notebook, Think Aloud about possible uses of the different types of figurative language for the selected theme or topic. Record 2-3 examples of figurative language that could be used to describe the theme or topic. 5. Ask: What was the purpose of the poem? Discuss responses page 15 of 50

16 and record on the Anchor Chart: Analyzing Poetry: Purpose and Poetic Characteristics. 6. Ask: What sound effects were in the poem? Discuss responses and record on the Anchor Chart: Analyzing Poetry: Purpose and Poetic Characteristics. Students refer to the poetry terms on the Handout: Poetic Terms or in their Reader s Notebook as necessary. 7. Ask: What graphic elements were in the poem? Discuss responses and record on the Anchor Chart: Analyzing Poetry: Purpose and Poetic Characteristics. Students refer to the poetry terms on the Handout: Poetic Terms or in their Reader s Notebook as necessary. 8. Ask: What literary language and devices were in the poem? Discuss responses and record on the Anchor Chart: Analyzing Poetry: Purpose and Poetic Characteristics. Students refer to the poetry terms on the Handout: Poetic Terms or in their Reader s Notebook as necessary. 9. Ask: How do these page 16 of 50

17 characteristics relate to the purpose of the poem? Discuss and demonstrate writing a response in the Teacher Reader s Notebook that includes text evidence. Learning Applications 1. Students work individually or in small groups to brainstorm as many words they can think of that contain the selected prefix. Students record the words in their Vocabulary Notebooks. 2. Record and display a list of the words brainstormed by students. Students may add words to their own list. 3. Engage students in the Interactive Process in order to analyze each word and highlight the roots, prefixes, and suffixes using separate colors. 4. Discuss the effect of the prefixes on the meaning of each word. 1. Distribute the Handout: Analyzing Poetry: Purpose and Poetic Characteristics. 2. Distribute one of the other selected poems to each student. 3. With a partner or in small groups, students read the poem with appropriate fluency. Students discuss the purpose of the poem and record the author, title, and purpose on the Handout: Analyzing Poetry: Purpose and Poetic Characteristics. 4. Students discuss the characteristics of the poem and record them on the Handout: Analyzing Poetry: Purpose and Poetic Characteristics. 1. In their Writer s Notebook, students review the ideas generated in Daily Lesson 1 Writing about their selected theme or topic. 2. Students generate and record possible uses of different types of figurative language about their selected theme or topic in their Writer s Notebook. 3. Monitor students and assist students as necessary. 5. Individually, students write a response in their Reader s Notebook that describes the relationship between the purpose and the characteristics of their poem. Students provide text page 17 of 50

18 evidence to support their ideas. Engage in Small Group Instruction as appropriate. Closure 1. Identify grade-level vocabulary words from the list of words containing the prefix. Post words next to the prefix on the Word Wall. 1. As a class, compare the selected poems for their purpose and characteristics. On the Anchor Chart: Analyzing Poetry: Purpose and Poetic Characteristics, make some generalizations about the purpose and characteristics of the selected poetry form. 1. Students share their ideas including uses of figurative language with a partner. 2. Choose 2-3 students to share examples of figurative language with the class. page 18 of 50

19 Reflection through Poetry Lesson Preparation Daily Lesson #: 3 READING WRITING TEKS Ongoing TEKS TEKS Ongoing TEKS Key Understandings and Guiding Questions Vocabulary of Instruction Materials Attachments and Resources Advance Preparation 8.Fig19A,C,D,F 8.4A 8.8A 8.17C 8.28A Readers use strategies to support interpretation of text. - How do the characteristics of different forms of poetry communicate purpose? Reader s Notebook (1 per student) Teacher Reader s Notebook (1) 2 5 grade appropriate poems in the same form (1 copy of each per student) Chart paper (if applicable) Teacher Resource: Unit 02A Reading Appetizer (1) 1. Prepare to display visuals as appropriate. 2. Students will need the Handout: Analyzing Poetry: Purpose and Poetic Characteristics from Daily Lesson 2 Reading. Prepare 8.14A,B 8.15Bi,Bii,Biii Authors use techniques, structures, and forms in order to communicate new and different perspectives. - How do poets convey perspective through poetry? Poetic technique Figurative language Graphic element Writer s Notebook (1 per student) Teacher s Writer s Notebook (1) Collection of grade appropriate poems in a variety of forms to be used as model texts Chart paper (if applicable) Teacher Resource: Definitions of Poetic Terms and Poetic Forms (1) 1. Prepare to display visuals as appropriate. 2. Collect a several grade-appropriate poems in a variety of forms to be used as model texts as students draft their own poems. From the page 19 of 50

20 Daily Lesson #: 3 READING WRITING accordingly. 3. Prepare to display Anchor Charts: Analyzing Poetry: Purpose and Poetic Characteristics and Poetic Terms from Daily Lesson 2 Reading. 4. Select and duplicate 2-5 poems that represent the same poetic form (e.g., epic poetry, lyric poetry, haiku, sonnet, etc.). Choose a poetic form that is different from the one explored in Daily Lesson 2 Reading. One of the poems will be used for modeling in the Mini Lesson and the others will be used for student practice in Learning Applications. Each student should receive a copy of the modeled poem and one of the other selected poems for a total of two poems. The poems should continue to be centered on the themes or topics from Daily Lesson 1 Reading. 5. Refer to Teacher Resource: Unit 02A Reading Appetizer. Prepare accordingly. collection, select a grade-appropriate poem as a model text for the poem to be written in the Teacher Writer s Notebook. 3. Students will need the Handout: Poetry Terms from Daily Lesson 1 Reading. Prepare accordingly. 4. Prepare to display Anchor Charts: Analyzing Poetry: Purpose and Poetic Characteristics and Poetic Terms from Daily Lesson 2 Reading. Background Information Teacher Notes This Instructional Routine partially assesses Performance Indicator 04. Refer to Daily Lesson 2 Reading page 20 of 50

21 Instructional Routines Daily Lesson # 3 READING WRITING Duration and Objective Mini Lesson Suggested Duration: min. Content Objective: Students compare and contrast different forms of poetry including the relationship between the purpose and characteristics of poems. 1. Reading Appetizer: 3-5 min. 2. Display the Anchor Chart: Poetic Terms from Daily Lesson 2 Reading. Review the different characteristics of poetry. 3. Display the Anchor Chart: Analyzing Poetry: Purpose and Poetic Characteristics from Daily Lesson 2 Reading. Review the poetic form that was explored including its purpose and characteristics. 4. Display and distribute the selected poem for modeling. Record the author and title on the Anchor Chart: Analyzing Poetry: Purpose and Poetic Characteristics. Introduce and record the new form of poetry on the chart. Remind students that different forms of poetry have certain characteristics that make them unique. 5. Ask students to think about the purpose and characteristics of the poem as it is being read. Read the poem aloud. 6. Ask: What was the purpose of the poem? Discuss responses and record on the Anchor Chart: Analyzing Poetry: Purpose and Poetic Suggested Duration: min. Content Objective: Students draft poems using poetic techniques, figurative language, and graphic elements. 1. Display the Anchor Chart: Poetic Terms from Shared Reading. Review the different characteristics of poetry. 2. Display the Anchor Chart: Analyzing Poetry: Purpose and Poetic Characteristics. Students refer to their Handout: Analyzing Poetry: Purpose and Poetic Characteristics. Review the different forms of poetry studied thus far. 3. Remind students that poets use poetic techniques (sound effects), figurative language, and graphic elements to create poetry that has meaning. 4. In the Teacher Writer s Notebook, review the generated ideas on the selected theme/topic including the use of figurative language. 5. Think Aloud and select a form of poetry that would suit the theme/topic and the ideas wanting to be conveyed. 6. Refer to and read a grade-appropriate poem in the selected poetic form as a model text for writing a poem in the Teacher Writer s Notebook. page 21 of 50

22 Characteristics. 7. Ask: What sound effects were in the poem? Discuss responses and record on the Anchor Chart: Analyzing Poetry: Purpose and Poetic Characteristics. Students refer to the poetry terms on the Handout: Poetic Terms or in their Reader s Notebook as necessary. 7. Think Aloud and begin to draft a poem in the form of choice about the selected theme/topic in the Teacher Writer s Notebook. Discuss the use of poetic techniques, figurative language, and graphic elements. Learning Applications 8. Ask: What graphic elements were in the poem? Discuss responses and record on the Anchor Chart: Analyzing Poetry: Purpose and Poetic Characteristics. Students refer to the poetry terms on the Handout: Poetic Terms or in their Reader s Notebook as necessary. 9. Ask: What literary language and devices were in the poem? Discuss responses and record on the Anchor Chart: Analyzing Poetry: Purpose and Poetic Characteristics. Students refer to the poetry terms on the Handout: Poetic Terms or in their Reader s Notebook as necessary. 10. Ask: How do these characteristics relate to the purpose of the poem? Discuss responses. 1. Distribute one of the other selected poems to each student. 2. With a partner or in small groups, students read the poem with appropriate fluency. Students discuss the purpose of the poem and record the author, title, and purpose on the Handout: 1. In their Writer s Notebook, students review the ideas generated on their selected theme/topic including the use of figurative language. 2. Students begin to draft a poem in their poetic form of choice. Students use poetic techniques, figurative language, and graphic elements. page 22 of 50

23 Analyzing Poetry: Purpose and Poetic Characteristics. 3. Students discuss the characteristics of the poem and record them on the Handout: Analyzing Poetry: Purpose and Poetic Characteristics. Students use model texts as resources for writing their poems. 3. Monitor and support students as necessary. 4. Individually, students write a response in their Reader s Notebook that describes the relationship between the purpose and the characteristics of their poem. Students provide text evidence to support their ideas. Engage in Small Group Instruction as appropriate. Closure 1. As a class, compare the selected poems for their purpose and characteristics. On the Anchor Chart: Analyzing Poetry: Purpose and Poetic Characteristics, make some generalizations about the purpose and characteristics of the selected poetry form. 2. Discuss and model writing a response in the Teacher Writer s Notebook about how the purpose and characteristics of this form of poetry compare with the form of poetry explored in Daily Lesson 2 Reading. 3. Collect Reader s Notebooks to assess student responses to determine who may need additional support. 1. Students share their drafts with a partner. page 23 of 50

24 Reflection through Poetry Lesson Preparation Daily Lesson #: 4 WORD STUDY READING WRITING TEKS Ongoing TEKS TEKS Ongoing TEKS TEKS Ongoing TEKS 8.2A 8.Fig19A,C,D,F 8.4A 8.8A 8.17C 8.28A 8.14B 8.15Bi,Bii,Biii Key Understandings and Guiding Questions Understanding new words and concepts enhances comprehension and oral and Readers use strategies to support interpretation of text. Authors use techniques, structures, and forms in order to communicate new and written communication. - How do the characteristics of different different perspectives. - How does knowledge of roots and affixes forms of poetry communicate purpose? - How do poets convey perspective through help you determine the meaning of poetry? unfamiliar words? Vocabulary of Instruction Suffix Poetic technique Figurative language Graphic element Materials Vocabulary Notebook (1 per student) Reader s Notebook (1 per student) Writer s Notebook (1 per student) Teacher Vocabulary Notebook (1) Teacher Reader s Notebook (1) Teacher s Writer s Notebook (1) Set of three different color highlighters (1 2 5 grade appropriate poems in the same Collection of grade appropriate poems in set per student) form (1 copy of each per student) a variety of forms to be used as model texts Chart paper (if applicable) Chart paper (if applicable) Chart paper (if applicable) Attachments and Resources Teacher Resource: Unit 02A Word Study Overview (1) Advance Preparation 1. Prepare to display visuals as 1. Prepare to display visuals as 1. Prepare to visuals as appropriate. page 24 of 50

25 Daily Lesson #: 4 WORD STUDY READING WRITING appropriate. 2. Select a grade-appropriate suffix. Prepare to define and discuss the origin of the suffix. 3. Select an example of a gradelevel academic word that contains the suffix. If possible, select a word related to or from texts in the Reading or Writing Instructional Routines. 4. Refer to Teacher Resource: Unit 02 Word Study Overview. Prepare accordingly. appropriate. 2. Students will need the Handout: Analyzing Poetry: Purpose and Poetic Characteristics from Daily Lesson 2 Reading. Prepare accordingly. 3. Prepare to display Anchor Charts: Analyzing Poetry: Purpose and Poetic Characteristics and Poetic Terms from Daily Lesson 2 Reading. 4. Select and duplicate 2-5 poems that represent the same poetic form (e.g., epic poetry, lyric poetry, haiku, sonnet, etc.). Choose a poetic form that is different from the one explored in Daily Lessons 2 and 3. One of the poems will be used for modeling in the Mini Lesson and the others will be used for student practice in Learning Applications. Each student should receive a copy of the modeled poem and one of the other selected poems for a total of two poems. The poems should continue to be centered around the themes or topics from Daily Lesson 1 Reading. 2. From the collection of poetry, select another grade-appropriate poem as a model text for the poem that is being written in the Teacher Writer s Notebook. 3. Students will need the Handout: Poetry Terms from Daily Lesson 3 as a reference. Prepare accordingly. 4. Prepare to display Anchor Charts: Analyzing Poetry: Purpose and Poetic Characteristics and Poetic Terms from Reading. page 25 of 50

26 Daily Lesson #: 4 WORD STUDY READING WRITING Background Information Teacher Notes Refer to Daily Lesson 2 Reading page 26 of 50

27 Instructional Routines Daily Lesson # 4 WORD STUDY READING WRITING Duration and Objective Suggested Duration: 15 min. Suggested Duration: min. Suggested Duration: min. Content Objective: Students analyze words Content Objective: Students compare and Content Objective: Students draft poems in order to understand the effect of roots contrast different forms of poetry including using poetic techniques, figurative and affixes on the meaning of words. the relationship between the purpose and language, and graphic elements. characteristics of poems. Mini Lesson 1. Display the selected suffix. 2. Explain the meaning and origin of the suffix. 1. Display the Anchor Chart: Poetic Terms from Daily Lesson 2 Reading. Review the different characteristics of poetry. 1. Display the Anchor Chart: Poetic Terms from Shared Reading. Review the different characteristics of poetry. 3. Display an example of a gradelevel academic word containing the suffix. Highlight the suffix and any other roots or affixes using different colors. 4. Discuss the influence of the suffix on the meaning of the word and if it changes the part of speech. 2. Display the Anchor Chart: Analyzing Poetry: Purpose and Poetic Characteristics from Daily Lessons 2 and 3 Reading. Review the poetic forms that were explored including their purposes and characteristics. 3. Display and distribute the selected poem for modeling. Record the author and title on the Anchor Chart: Analyzing Poetry: Purpose and Poetic Characteristics. Introduce and record the new form of poetry on the chart. Remind students that different forms of poetry have certain characteristics that make them unique. 4. Ask students to think about the 2. Ask students for examples of sound effects, graphic elements, figurative language from the poems they started in Daily Lesson 3 Writing. 3. Display the Anchor Chart: Analyzing Poetry: Purpose and Poetic Characteristics. Students refer to their Handout: Analyzing Poetry: Purpose and Poetic Characteristics. Review the different forms of poetry studied thus far. 4. Remind students that poets use poetic techniques (sound effects), figurative language, and graphic elements to create poetry that has meaning. page 27 of 50

28 purpose and characteristics of the poem as it is being read. Read the poem aloud. 5. Ask: What was the purpose of the poem? Discuss responses and record on the Anchor Chart: Analyzing Poetry: Purpose and Poetic Characteristics. 6. Ask: What sound effects were in the poem? Discuss responses and record on the Anchor Chart: Analyzing Poetry: Purpose and Poetic Characteristics. Students refer to the poetry terms on the Handout: Poetic Terms or in their Reader s Notebook as necessary. 7. Ask: What graphic elements were in the poem? Discuss responses and record on the Anchor Chart: Analyzing Poetry: Purpose and Poetic Characteristics. Students refer to the poetry terms on the Handout: Poetic Terms or in their Reader s Notebook as necessary. 8. Ask: What literary language and devices were in the poem? Discuss responses and record on the Anchor Chart: Analyzing Poetry: Purpose and Poetic Characteristics. Students refer to 5. In the Teacher Writer s Notebook, review the generated ideas on the selected theme/topic including the use of figurative language. 6. Reread the poem started in the Teacher Writer s Notebook in Daily Lesson 3 Writing. 7. Refer to and read another gradeappropriate poem in the selected poetic form as a model text for writing a poem in the Teacher Writer s Notebook. Review the characteristics of the selected poetic form. 8. Think Aloud and continue to draft a poem in the form of choice about the selected theme/topic in the Teacher Writer s Notebook. Discuss the use of poetic techniques, figurative language, and graphic elements. page 28 of 50

29 the poetry terms on the Handout: Poetic Terms or in their Reader s Notebook as necessary. 9. Ask: How do these characteristics relate to the purpose of the poem? Discuss responses. Learning Applications 1. Students work individually or in small groups to brainstorm as many words they can think of that contain the suffix. Students record the words in their Vocabulary Notebooks. 2. Record and display a list of the words brainstormed by students. Students may add words to their own list. 3. Engage students in the Interactive Process in order to analyze each word and highlight the roots, prefixes, and suffixes using separate colors. 1. Distribute one of the other selected poems to each student. 2. With a partner or in small groups, students read the poem with appropriate fluency. Students discuss the purpose of the poem and record the author, title, and purpose on the Handout: Analyzing Poetry: Purpose and Poetic Characteristics. 3. Students discuss the characteristics of the poem and record them on the Handout: Analyzing Poetry: Purpose and Poetic Characteristics. 1. In their Writer s Notebook, students review the ideas generated on their selected theme/topic including the use of figurative language. 2. Students continue to draft a poem in their poetic form of choice. Students use poetic techniques, figurative language, and graphic elements. Students use model texts as resources for writing their poems. 3. Monitor and support students as necessary. 4. Discuss the effect of the suffixes on the meaning of each word and its part of speech. Engage in Small Group Instruction as appropriate. Closure 1. Identify grade-level vocabulary words from the list of words containing the suffix. Post words 1. As a class, compare the selected poems for their purpose and characteristics. On the Anchor 1. Students share their drafts with a partner. The partner shares constructive feedback to the page 29 of 50

30 next to the suffix on the Word Wall. Chart: Analyzing Poetry: Purpose and Poetic Characteristics, make some generalizations about the purpose and characteristics of the selected poetry form. student reading their poem. 2. Individually, students write a response in their Reader s Notebook that compares and contrasts the relationships between the purposes and characteristics of the poetic forms including the effectiveness of poetic techniques, figurative language, and graphic elements. Students include text evidence to support their ideas. page 30 of 50

31 Reflection through Poetry Lesson Preparation Daily Lesson #: 5 READING WRITING TEKS Ongoing TEKS TEKS Ongoing TEKS 8.Fig19A,C,D,F 8.4A 8.8A 8.17C 8.28A 8.1A 8.14B 8.15Bi,Bii,Biii Key Understandings and Guiding Questions Vocabulary of Instruction Materials Attachments and Resources Advance Preparation Readers use strategies to support interpretation of text. - How do the characteristics of different forms of poetry communicate purpose? Reader s Notebook (1 per student) Teacher Reader s Notebook (1) 2 5 grade appropriate poems in the same form (1 copy of each per student) Chart paper (if applicable) Teacher Resource: Unit 02A Reading Appetizer (1) 1. Prepare to display visuals as appropriate. 2. Students will need the Handout: Analyzing Poetry: Purpose and Poetic Characteristics from Daily Lesson 4 Reading. Prepare Authors use techniques, structures, and forms in order to communicate new and different perspectives. - How do poets convey perspective through poetry? Poetic technique Figurative language Graphic element Writer s Notebook (1 per student) Teacher s Writer s Notebook (1) Collection of grade appropriate poems in a variety of forms to be used as model texts Chart paper (if applicable) 1. Prepare to visuals as appropriate. 2. From the collection of poetry, select another grade-appropriate poem as a model text for the poem that is being written in the Teacher page 31 of 50

32 Daily Lesson #: 5 READING WRITING accordingly. Writer s Notebook. 3. Prepare to display the Anchor Charts: Analyzing Poetry: Purpose and Poetic Characteristics and Poetic Terms from Daily Lesson 2 through 4 Reading. 4. Select and duplicate 2-5 poems that represent the same poetic form (e.g., epic poetry, lyric poetry, haiku, sonnet, etc.). Choose a poetic form that is different from the one explored in Daily Lessons 2 through 4 Reading. One of the poems will be used for modeling in the Mini Lesson and the others will be used for student practice in Learning Applications. Each student should receive a copy of the modeled poem and one of the other selected poems for a total of two poems. The poems should continue to be centered on the themes or topics from Daily Lesson 1 Reading. 3. Students will need the Handout: Poetry Terms from Daily Lesson 4 as a reference. Prepare accordingly. 4. Prepare to display the Anchor Charts: Analyzing Poetry: Purpose and Poetic Characteristics and Poetic Terms from Reading. 5. Refer to the Teacher Resource: Unit 02A Reading Appetizer. Prepare accordingly. Background Information Teacher Notes page 32 of 50

33 Instructional Routines Daily Lesson # 5 READING WRITING Duration and Objective Mini Lesson Suggested Duration: min. Content Objective: Students compare and contrast different forms of poetry including the relationship between the purpose and characteristics of poems. 1. Reading Appetizer: 3-5 min. 2. Display the Anchor Chart: Poetic Terms. Review the different characteristics of poetry. 3. Display the Anchor Chart: Analyzing Poetry: Purpose and Poetic Characteristics from Daily Lessons 2 through 4 Reading. Review the poetic forms that were explored including their purposes and characteristics. 4. Display and distribute the selected poem for modeling. Record the author and title on the Anchor Chart: Analyzing Poetry: Purpose and Poetic Characteristics. Introduce and record the new form of poetry on the chart. Remind students that different forms of poetry have certain characteristics that make them unique. 5. Ask students to think about the purpose and characteristics of the poem as it is being read. Read the poem aloud. 6. Ask: What was the purpose of the poem? Discuss responses and record on the Anchor Chart: Analyzing Poetry: Purpose and Poetic Suggested Duration: min. Content Objective: Students draft poems using poetic techniques, figurative language, and graphic elements. 1. Display the Anchor Chart: Poetic Terms from Shared Reading. Review the different characteristics of poetry. 2. Ask students for examples of sound effects, graphic elements, and figurative language from the poems they have written in Daily Lessons 3-4 Writing. 3. Display the Anchor Chart: Analyzing Poetry: Purpose and Poetic Characteristics. Students refer to their Handout: Analyzing Poetry: Purpose and Poetic Characteristics. Review the different forms of poetry studied thus far. 4. Remind students that poets use poetic techniques (sound effects), figurative language, and graphic elements to create poetry that has meaning. 5. In the Teacher Writer s Notebook, review the generated ideas on the selected theme/topic including the use of figurative language. 6. Reread the poem in the Teacher Writer s Notebook from Daily Lessons 3-4 Writing. page 33 of 50

34 Characteristics. 7. Ask: What sound effects were in the poem? Discuss responses and record on the Anchor Chart: Analyzing Poetry: Purpose and Poetic Characteristics. Students refer to the poetry terms on the Handout: Poetic Terms or in their Reader s Notebook as necessary. 8. Ask: What graphic elements were in the poem? Discuss responses and record on the Anchor Chart: Analyzing Poetry: Purpose and Poetic Characteristics. Students refer to the poetry terms on the Handout: Poetic Terms or in their Reader s Notebook as necessary. 7. Refer to and read another grade-appropriate poem in the selected poetic form as a model text for writing a poem in the Teacher Writer s Notebook. Review the characteristics of the selected poetic form. 8. Think Aloud and continue to draft a poem in the form of choice about the selected theme/topic in the Teacher Writer s Notebook. Discuss the use of poetic techniques, figurative language, and graphic elements. Learning Applications 9. Ask: What literary language and devices were in the poem? Discuss responses and record on the Anchor Chart: Analyzing Poetry: Purpose and Poetic Characteristics. Students refer to the poetry terms on the Handout: Poetic Terms or in their Reader s Notebook as necessary. 10. Ask: How do these characteristics relate to the purpose of the poem? Discuss responses. 1. Distribute one of the other selected poems to each student. 2. With a partner or in small groups, students read the poem with appropriate fluency. Students discuss the purpose of the poem and record the author, title, and purpose on the Handout: 1. In their Writer s Notebook, students review the ideas generated on their selected theme/topic including the use of figurative language. 2. Students continue to draft a poem in their poetic form of choice. Students use poetic techniques, figurative language, and graphic page 34 of 50

35 Analyzing Poetry: Purpose and Poetic Characteristics. 3. Students discuss the characteristics of the poem and record them on the Handout: Analyzing Poetry: Purpose and Poetic Characteristics. elements. Students use model texts as resources for writing their poems. 3. Monitor and support students as necessary. Engage in Small Group Instruction as appropriate. Closure 1. As a class, compare the selected poems for their purpose and characteristics. On the Anchor Chart: Analyzing Poetry: Purpose and Poetic Characteristics, make some generalizations about the purpose and characteristics of the selected poetry form. 2. Individually, students write a response in their Reader s Notebook that compares and contrasts the relationships between the purposes and characteristics of the poetic forms including the effectiveness of poetic techniques, figurative language, and graphic elements. Students include text evidence to support their ideas. 1. Choose 3-5 students to share their poems in the Author s Chair. page 35 of 50

36 Reflection through Poetry Lesson Preparation Daily Lesson #: 6 WORD STUDY READING WRITING TEKS Ongoing TEKS TEKS Ongoing TEKS TEKS Ongoing TEKS 8.2A 8.Fig19A,C,D,F 8.4A 8.8A 8,17C 8.28A 8.14C 8.15Bi,Bii,Biii Key Understandings and Guiding Questions Understanding new words and concepts enhances comprehension and oral and Readers use strategies to support interpretation of text. Authors use techniques, structures, and forms in order to communicate new and written communication. - How do the characteristics of different different perspectives. - How does knowledge of roots and affixes forms of poetry communicate purpose? - How do poets convey perspective through help you determine the meaning of poetry? unfamiliar words? Vocabulary of Instruction Suffix Textual evidence Revise Prefix Root Materials Vocabulary Notebook (1 per student) Reader s Notebook (1 per student) Writer s Notebook (1 per student) Teacher Vocabulary Notebook (1) Teacher Reader s Notebook (1) Teacher s Writer s Notebook (1) Set of three different color highlighters (1 2 5 grade appropriate poems in the same Chart paper (if applicable) set per student) form (1 copy of each per student) Chart paper (if applicable) Chart paper (if applicable) Attachments and Resources Teacher Resource: Unit 02A Word Study Overview (1) Advance Preparation 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. page 36 of 50