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SOAPSTone Strategy

Subject: 11th Grade English

and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of s
e meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other a
reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, p

r imagined experiences or events using effective technique, wellchosen details, and wellstructured event sequ
by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of v
ogression of experiences or events.
telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or chara

y dissecting various parts poems using the SOAPSTone strategy.


stand the poem Mending Wall by Robert Frost by explaining the poem through class discussion.
their knowledge of the poem Mending Wall, by producing a Haiku summarizing their interpretation.
heir understanding of the lesson by assessing themselves with their own poetry.

):

will be able identify each part of SOAPSTone.


Haiku, that summarizes the theme in the poem Mending Wall.
ch part of the SOAPSTone in their own Blackout Poetry.

ed from basic to complex):

One by restating each part.


ch part of SOAPSTone.
ll, by explaining their understanding
ding wall by discussing the Poem with their classmates.
a Haiku that explains the poem in its entirety.
sing the blackout poetry strategy.

Materials/Technology Resources to be

ct to previous learning, and make relevant to real life)

king students the following questions:


y not?
etry?
ieve to be important in analyzing a poem?
mly for answers.

Mending Wall Poem


SOAPSTone Strategy Worksheet
Haiku Worksheet
Something to write with
Examples of Haiku
Example of blackout poetry

y things to identify in a poem. SOAPSTOne

Student Will:
A.

ch of the words mean, and why they feel they are important,

ey serve.
their worksheet accordingly.
the poem Mending Wall and instruct students to use
along to identify each part of the SOAPSTone.
their initial responses, or questions they have about the

Answer questions accordingly .


Fill out worksheets in the time allotted.
Read along with the teacher and annota
Provide initial responses to poem on the

Understand the formatting of a Haiku.


Answer the Check for understanding qu

B.

syllables,7 syllables,5 syllables )


fy syllables through a clapping technique using fingers only.
ding

Differentiation

: One teacher will teach while one observes. One teacher will give the lesson, and the other teacher will observ
nts during independent practice and will help walk around and monitor the class to ensure they are all on task.

nts that may require additional help will be allowed to work with a partner. They will be allowed to work with a p

n their own. The parts of SOAPSTone will be left on the board for them to go back to.

Student Will:
A.

ons of the poem and discuss each section with the class.
the classroom to engage in discussion to come to a consensus

Engage in a class discussion and take n

s is describing.
raw a picture based on their class analysis, that would best

understanding of them.
Draw a picture to depict the analysis of

Write Haiku using the technique present


Share Haiku with the class.

visual form.

h the writing and thought process of a Haiku.


the board to set a foundation for the students.
tes to complete their Haiku, and will adjust time accordingly.
are.

B.

Differentiation

acher will sit on one side with the students, while the other teacher sits with the others, Each teacher will help g

ents. Each teacher will share their own Haiku to give students two different examples and two different explana
nts needing additional help, will be provided with possible questions to ask during class discussion. Teacher will

y believe the answers are, and correct them if they are wrong before answering.

black out poetry and walk students through three different

music to get students in the zone.


work on black out poetry alongside with them.
riodically to ensure students are working diligently and are

Student Will:
A.

Ask any questions they have regarding


Students will work alone on their poetry
Identify SOAPSTone for their poem.
Students will share their poem, and SOA

y the SOAPSTone of their own poem.

arily share.
Differentiation

will take turns walking around the classroom and helping students. Both teacher will share their poem and enco
nt who require additional help, will be guided by the teachers. They will receive additional time to work on assig

pleted in class. If student wants to share, teacher will read over it with them and help them complete it during c

fe connections:
h an exit ticket with the following questions:

m?

m Mending Wall?