Students fill out notecards with Two Truths and Lie to use as an anticipatory set throughout the unit. Students vote on an attention-getter for class: bell, clapper, or 4-3-2-1 Re-Norming expectations for Ms. Geiers classroom Teaching/ Presentation: (Direct Instruction)
(Select the most appropriate teaching model; see attached teaching model description form for multiple options.) 1. Input: Introduce the poetry unit goals and objectives and go over the poetry unit overview 2. Modeling: Chalk Talk: For chalk talk, students write their answers to questions on a sticky note and make sure that their answer does not repeat a previous students answer, though they make ditto a students answer by adding onto it with another sticky in agreement. I will show students what a good chalk talk sticky note is vs. a bad one. Chalk Talk questions: a. What do you think of poetry (how do you feel about it?) Poetry is b. Who is a poet that you know of/have read that you like? c. Who is a poet that you know of/have read that you dont like? d. What kind of poems have you written yourself? e. What do you consider to be poetry? (Define it.) Poetry is f. Where can you see poems in everyday life? 3. Checking for Understanding: As students are answering the questions for Chalk Talk, I will circle around the room to see what answers they are writing. 4. Questioning Strategies: Knowledge: define, name Comprehension: discuss, describe, explain, tell Teaching Strategy: (Guided Practice) Workshop Model: Chalk Talk is in workshop model, where students get to move around the room for the majority of the activity and students do the heavy lifting of the learning. (Praise, Prompt, and Leave) Teaching Strategy: (Independent Practice)
Daily Journal Prompt: The daily journal prompt is time when students work on writing stamina (a full 4 minutes of writing on either the prompt or a topic of choice). Sometimes the journal prompts function as an anticipatory set for the lesson. Daily Reading: The daily reading time is when students work on reading stamina (at least a full 6 minutes) and this time can be used to conference with individual students about their reading and/or writing in class. Pre-test: The pre-test is when I see what students truly already know about literary elements and poetry, and what they still need instruction on. This part of the lesson is necessary for the unit overall especially to see how students improve by the end of the unit when taking the same test. Closure Ticket out the Door: How are literary elements important in poetry? This wrap up question for the ticket out the door will help to give a small formative assessment to see what students already know about the connection to literary elements and poetry. Materials
Butcher paper Pre-tests Markers Sticky notes Journals Free-choice novel Differentiation
To modify: students who need help writing on their sticky notes for the chalk talk can receive help; students who need help writing the answers for their pre-test can receive help from a para in the classroom or myself. To extend: students who feel confident in literary terms can write a short poem on the bottom of their pre-test to demonstrate their understanding of 3 literary terms and receive an extra point on their pre-test. Assessment
Students will be assessed formatively on the pre-assessment to determine what literary elements they can list and recall. The pre-assessment also examines what students can recognize and identify already. This tells me what elements they need instruction on this unit because the goal is for students to be able to be able to identify these elements in other writing and more importantly to be able to use these literary elements in their own writing (evaluation).
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