Terminal Objective: Students can write a MEAL on sounds in poetry from Stopping by Woods on a Snowy Evening by Robert Frost.

Sub-Objectives Teaching Strategies Active Student Participation

(15 min) 1. a. Each student can write about the difference between the three phrases: Hush! Please be quiet! and Shut up! b. Each student can, first, recall what these sayings imply. c. Each student can, then, recall what the tone is of each saying. d. Finally, each student can recall what the sayings sound like. e. Each student compares his or her answer in his or her note taker to their partner. (Knowledge) (5 min) 2. a. Each student can recall, verbalize (to their partner), and write into their note taker what all the different thingsa poem, a line in music, a honking horn, and a tapping on the wallhave in common. (Knowledge) b. Each student can paraphrase in

1. a. Bellwork: What is the difference between: Hush! Please be quiet! and Shut up! ? b. Have students refer to their note taker in order to answer Bellwork. c. Walk trenches to check for understanding. d. Think. Pair. Share answers to Bellwork in note taker.

1. a. Each student writes about the difference of what these saying imply in their note taker, and they share their answers with their partner. b. Each student writes about the different tone of each saying into their note taker, and he or she share their answer with their partner. c. Each student writes about how the sayings sound into their note taker, and they share their answer with their partner. d. Call on non-volunteers to share answer for each.

2. a. Anticipatory Set: What do all of these different things have in common? A line in a poem, A line in music, and A tapping on the wall? b. Explain: yes, they are all sounds, but what kind of sounds are they? c. Think. Pair. Share. to discover ______ sounds.

2. a. Each student can recall, verbalize (to their partner), and write into their note taker what all the different thingsa poem, a line in music, a honking horn, and a tapping on the wallhave in common. b. Each student can verbalize what they, as a group, filled in their blank as regards to what all the different things have in common. c. Each student can paraphrase in writing the definition of sounds and chosen sounds in regards to poetry.

writing the definition of sounds and chosen sounds in regards to poetry. (Comprehension)

d. Call on non-volunteers to verbalize what they placed in the blank. d. Have students write in their note taker the difference between sounds and chosen sounds in regards to poetry. 3. a. PowerPoint: Definition of Onomatopoeia and examples. b. Give directions for each student to write their own example of Onomatopoeia first, on their Note Taker, and, then, on their slates. c. PowerPoint: Consonants that are liquids, aspirates, stronger than aspirates and mutes. Vowels. Explain how they rise in tension with each one. Going from soft to loud, gentle to aggressive, dull to exciting, beautiful to ugly. d. Provide examples of liquid, aspirate, stronger than aspirate, mute, and vowel from Stopping by Woods on a Snowy Evening.: Liquid: My little horse must think it queer. Aspirate: To stop without a farmhouse near. Stronger than an aspirate: Between the woods and frozen lake. Mute: The darkest evening of the year. Vowel: The woods are lovely. 4. Direct Instruction: a. Anticipatory 3. a .Each student writes an example of onomatopoeia in their note taker and then writes it on their slates. b. Each student can paraphrase in writing in their note taker the sounds in the alphabet. c. Each student can write example words, in their note taker from the poem, which majorly contains a liquid, an aspirate, a stronger than aspirate, a mute, and a vowel. d. Each student can math the words from the PowerPoint to the blanks on their Note Taker.

(15 min) 3. a. Each student can write an example of onomatopoeia. (Application) b. Each student can paraphrase in writing the sounds in the alphabet: liquids, aspirates, stronger than aspirates, mutes, and vowels. (Comprehension) c. Each student can write an example word from the poem that majorly containing either a liquid, aspirate, stronger than aspirate, mute, or vowel after seeing examples of each from Stopping by Woods on a Snowy Evening. (Application) d. Each student can match the words from the PowerPoint to the blanks on their Note Taker. (Knowledge)

(10 min)

4. a. Each student draws a picture of a rock and a stone.

4. a. Each student describes the difference between a rock and a stone through drawing each. (Knowledge) b. Each student can write in their note taker and vocalize about the difference between rock and stone based on the sounds within the words and their drawing. (Analysis) (8 min) 5. a. Each student listens to the poem 3 times: the first time, they are just listening; the second time, they are trying to make better sense of the poem by highlighting key words or phrases; and by the third time they write down possible themes. (Comprehension) b. Each student can show some possible themes for the poem with their partner in order to verbalize to the rest of the class. (Application) c.. Each student can write down an insight into how the sounds of the poem will contribute to these possible themes. (Application) (5 min) 6. a. Each student can writes the MEAL format into their notes (if they

Set: Draw a rock. Draw a Stone. b. Think. Pair. Share. Each student compares their drawing with their partner. c. PowerPoint: Show an actual rock and an actual stone d. Discuss the difference between each according to their sound. Explain how this would give off a different image in the mind of the reader, also. 5. a. Read Aloud: Stopping by Woods on a Snowy Evening b. Clarify what the students should be doing during each reading: 1.) just listen 2.) highlight key words or phrases that contribute to meaning. 3.) write down any possible themes/motifs for the poem. c. Think. Pair. Share. possible themes/motifs for the poem. Call on all groups to share possible theme/motif. d. Power Point: show example themes e. Model how sounds can contribute to these themes. f. Have students write down an insight into how the sounds of the poem will help to contribute to the possible themes. 6. a. PowerPoint: MEAL format. b. Explain how MEAL format will apply with the MEAL format for

b. Students compare drawing with their neighbor and discuss similarities or differences. c. Each student writes about the difference in sound between rock and stone d. Call on non-volunteers to share the difference between rock and stone according to their sound. Is it in their drawing?

5. a. Each student listens to the poem and demonstrates this by staying quiet and following along with Mr. Miranos reading of Stopping by Woods on a Snowy Evening b. During a second reading, each student identifies key words and phrases that help contribute to a meaning of the poem. c. After a third reading, each student takes notes on possible themes/motifs in order to share with a partner for presenting to the class. d. Each student writes down an insight into their Note Taker on how the sounds of the poem will contribute to the possible themes.

6. a. Each student writes the MEAL format into their notes. b. Each student writes notes on how the MEAL format will apply with the MEAL format for writing on sounds in poetry.

do not know it). (Knowledge) b. Each student can write notes on how the MEAL format will apply with the MEAL format for writing on sounds in poetry. (Application) c. Each student can write a MEAL on sounds in poetry from Stopping by Woods on a Snowy Evening by Robert Frost. (Analysis)

writing on sounds in poetry. Make sure students take notes on this. c. Give final direction: Write a MEAL on sounds in poetry that conveys a theme in Stopping by Woods on a Snowy Evening. Your example should be evidence of sound.

c. Each student writes a MEAL on sound in poetry from Stopping by Woods on a Snowy Evening in order to convey a theme portrayed in the poem.

Materials Needed: 50 copies of Stopping by Woods on a Snowy Evening by Robert Frost PowerPoint: Sounds in Poetry 50 copies of Sounds in Poetry Note Taker Common Core Standards 11-12.W.1 11-12.SL.1 11-12.SL.3 11-12.RL.4 ELL Language Standard

9-12.E-7