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Essential Questions:
How do our decisions and actions change our lives? How does a reader identify, respond to, analyze, and compare the elements of poetry? How does the plays structure enlighten the reader? Why does a writer choose a play as the means to express himself and the world around him?
June 2012
Content Vocabulary Poetry: Genre Imagery Simile Metaphor Drama: Dialogue Scene Blocking Stage directions
Other Evidence
Word Wall of new vocabulary learned during the unit students will keep a personal word wall in the reading logs. Reading Log students will keep a running record of reading done throughout the unit. The student will record title and pages read. The teacher may choose to add reflection statements to the daily reading log regarding theme, characters, setting, etc. Reflection Journals Students will complete a daily quick-write journal entry (5 minutes) on a self-selected or teacher-provided topic (depending on the teachers preference for the day). Anecdotal Evidence during discussions the teacher will keep a running record of student responses during class discussions to assess their comprehension of the topics as well as their ability to participate in discussions in English. Use Your Senses chart group activity Paragraph in response to Echoes Cause and Effect Diamante Poem Figurative Language Worksheet (see attachment: 10.5 Other Evidence Figurative Language). Poetic Devices Test (teacher-created) 2
Source: http://www.scholastic.com/teachers/lesson-plan/create-playbill
June 2012
Unit 10.5: Create! English as a Second Language 6 weeks Stage 3 - Learning Plan Learning Activities
Sensory Imagery- Read and Respond2 The teacher will provide students with copies of the poem Echoes by Pat Mora (or another poem with strong sensory imagery). The teacher will read the poem to students twice. The first time they can read along and the second time they should underline places where they see Pat Mora using one of the five senses to describe something. The students should then take a few minutes to label which senses are used next to each passage they underlined during the second reading. During classroom discussion, students should be able to explain what the poem is about (using the map to locate the people in the poem) and how sensory imagery works to make the poem more meaningful or easier to understand. The students will then write a paragraph to summarize and analyze the poem and explain how the sensory imagery affects the meaning of the poem. Students should use textual evidence in the form of paraphrased or quoted examples from the poem to support their answers (see attachment: 10.5 Learning Activity Explanatory Paragraph for an example). If a review of cause and effect is needed, see Sample Lessons: Slipping, Sliding, Tumbling for a stepby-step lesson. Remind students of the format of Diamante Poems. Explain that for this activity, the format will be modified to make it a cause and effect poem (see below). Format for Diamante Cause and Effect Poem: o Line 1: Poem Topic (the cause) o Line 2: Two adjectives about the cause/topic o Line 3: Three ing words about the cause/topic o Line 4: Four nouns or a short phrase linking the cause/topic with its effect o Line 5: Three ing words about the effect o Line 6: Two adjectives about the effect o Line 7: The effect Students should generate a cause and effect statement that they want to turn into a diamante poem. The teacher will help them come up with a statement by offering examples (The man got a ticket because he was speeding, The referee called a penalty on the basketball player for traveling, Janice got an A on her science test because she studied very hard) and sentence frames (I think _______ was caused by_______, The main cause of _______ was probably _______, The effects of _______ were_______). The teacher might suggest that they consider current events or a particular content area for inspiration regarding their poem topic. The students should take their cause and effect statement and narrow it down to a one word cause and a one word effect. The teacher should lead the class through writing an example Cause and Effect Diamante Poem, such as the example below.
June 2012
June 2012
Identification of the Elements of Drama6 The teacher will introduce the elements of drama and definitions using attachment 10.5 Learning Activity Understanding Drama. The teacher will read aloud with students each of the elements and definitions. The teacher will facilitate a reading of a dramatic play, such as Raisin in the Sun, with the whole class. (Students can be assigned roles to read during class. Roles can change by scene or by day in order to include each student.) The teacher will encourage class discussion by asking questions about the scenes and allowing students to ask questions. This will help ensure students' comprehension of the dramatic play. The class will work together to fill in the last column on the Understanding Drama worksheet, using examples from the play. What is Poetry? Contrasting Poetry and Prose: http://www.readwritethink.org/classroomresources/lesson-plans/what-poetry-contrasting-poetry-30738.html Slipping, Sliding, Tumbling: Reinforcing Cause and Effect Through Diamante Poems: http://www.readwritethink.org/classroom-resources/lesson-plans/slipping-sliding-tumblingreinforcing-965.html Figurative Language in Poetry: http://teachershare.scholastic.com/resources/13864 Use As reference: o Unit 7.3 Poetry: ODE to Puerto Rico o Unit 8.5 Using Poetry to Express Myself o Unit 9.6 Figuratively Speaking Repeat After Us online library and language lab (recorded literature readings) http://www.repeatafterus.com/ Flocabulary: Hip-hop in the Classroom: http://flocabulary.com/hiphopmetaphors/ Educational Rap to teach elements of poetry: http://www.educationalrap.com/song/poetry-forlife.html Educational Rap to teach figurative language: http://www.educationalrap.com/song/figurativelanguage.html Explanation and Clarification example of difference between mood and tone: http://www.dowlingcentral.com/MrsD/area/literature/Terms/Tone.html Life Doesnt Frighten Me At All read by Maya Angelou: http://www.youtube.com/watch?v=2O-0i_9MyA Writing a Stage Play: http://homeworktips.about.com/od/homeworktopics/a/play.htm Full-text plays available for download: http://www.readbookonline.net/plays/ (many pop-ups)
Sample Lessons
Additional Resources
Source: http://www.scholastic.com/teachers/lesson-plan/create-playbill
June 2012
June 2012
June 2012 Adapted from Understanding by Design by Grant Wiggins and Jay McTighe