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D A IL Y D O UB LE P LA N

Subject/Time: LA/9:059:25 A.M. Date: OHO March 13, 2013

Name: Lisa Jacoby Overview


Unpacked Benchmark, CDAS, CRS, or IL State Standards. 2.3.10 Differentiate among literary elements.

Key Lesson Elements What is the Teacher Doing? What are the Students Doing?
Do Now (3-5 minutes): Skills Review State Lesson Objective & Lesson Agenda MBC: I can locate and illustrate images in a poem. Agenda: Objective reading, shared reading of poem/model of activity, pairs locate image words or phrases and circle and shade. Students describe what sounds and sights might be found in a self-created short film version of poem based on the imagery in the poem, then students complete exit ticket. I Do Input (1-2 Key teaching points): Check for Understanding: Approx. 4 minutes Good morning all. Today we are going to continue studying elements of poetry. Lets read our objective for todays lesson: I can locate and color code rhyme and images in a poem. So far we have learned 4 elements of poetry: stanzas, repetition, rhyme, and images. Today we are focusing on two elements: rhyme and images. -What is rhyme? 10 second continent T-P-S. (I expect students to respond that rhyme is when words have the same ending sound. If they do not I will lead them to use their classroom tools to make the determination.) -Where does rhyme occur in a poem? 10 second turn and talk. (I expect students to respond that is occurs at the end of the lines of a poem, if not I will ask them: are we looking for rhyming words in the middle of the lines? How about the beginning? I will also guide students back to classroom tools if necessary.) -How about image words and phrases? What are those? 10 second continent T-P-S. (I expect students to be able to verbalize that images are words or phrases that make the reader feel as if theyre using their senses. If they do not I will ask: When we read a poem or a story are our brains blank or do we see something? What do we see? If I was reading a book that said it was so hot outside you could fry an egg on the sidewalk, how does that make your skin feel? Why? I will also refer them back to their classroom tools if necessary.) Today your job is to find rhymes and images on a poem. You are going to pair up and locate Students read passage and answer questions that follow.

Students are reading objective, participating in review of rhyme and images in poetry, observing modeling of activity, and sitting up, paying attention to whomever is speaking.

D A IL Y D O UB LE P LA N
rhymes and images in a poem and then each one of you will use the imagery you located in the poem to help you describe what someone could expect to see if you made a short film based on, or about this poem. But first, we must thoroughly read poem! -Why is it so important to thoroughly read the poem first? (I expect students to respond that they need to make meaning of the poem. If they dont I will ask them how they can understand the poem if they only look for rhymes or if they only look for image words and phrases. I will use the example of the poem Dancing Pants and how you had to make meaning of the poem first to understand that the pants dance all by themselves! Sure, the word feet and legs were in the poem but if you didnt thoroughly read it then you wouldnt know that were no feet and there were no legs in the pants. The pants danced without them. Additional questioning will be used as necessary based upon student responses.) Lets take a look at this poem together. (Eyes on the overhead). I read poem and verbalize the meaning I made from it. I reread the poem locating and circling and hooking rhymes as I go along giving students a 10 second elbow partner share about what the rhymes are in the poem. I reread the poem locating image words and phrases as I go along giving students a 10 second elbow partner share about what the rhymes are in the poem. Objective(s) SWBAT: I can locate and color code rhyme and image words or phrases in a poem. We Do Guided Practice: Check for Understanding: Approx. 12 minutes And now its your turn. But you must listen very carefully to the directions in order for our activity to be productive and for each person to get their turn. Each one of you should know who your partner* is. I want each pair to point at each other to make sure you know who your partner is. *Pairings are based on similar abilities based on RIT bands and STEP levels as well as knowledge of compatibility. **--Directions will be given/displayed for student one and student two. Students: The first letter of your last name determines who will be student one and who will be student two. If the first letter of your last name appears first in the alphabet then you are student one. The other person is student two.

Students are participating in shared reading, T-PSing meaning of poem, collaborating with partner on location of rhyme and images in given poem then color coding each element, taking turns with partner describing what one could expect to see from a self-created short film version of this poem. When appropriate, students are at voice level 1.

D A IL Y D O UB LE P LA N
Where are my ones? Where are my twos? You will see there are two places for names and one place for the date. When your pair gets a paper, student one will write their name first and also write the date. Student two writes their name second. What will student one do? What will students two do? Continent captains, please look inside your desk, get out the papers inside. Student ones please put a one in the air. Continent captains please give each student one, including yourself if youre student one, one copy of the paper. Student one, when you get the paper write your name and the date then give the paper to student two. I will know when the date and both names are on the paper because you will be in sitting position, at level 0, when youre done. I display the poem on overhead. I am going to read the poem aloud while you all follow silently. Is someone going to hog the poem so their partner cant see? Where would be the best place to put the poem? I read the poem. Students have 30 second continent T-P-S on meaning of poem. I cold-call for three answers, accept feasible answer but challenge anything that is a direct interpretation (do you think that is all the author is trying to tell you?) Now its time for each pair to locate, circle and hook rhyming words. Remember how we speak to each other and agree and disagree respectfully. If you disagree with something your partner suggests what words might you use to express that you disagree? (I expect someone to say I disagree with you because but I will guide them to their classroom tools if they dont.) Important: The following steps must be done at level 1! Step 1: As a team, reread the poem, looking and listening for rhyme. Decide on rhymes together then student 1 circles and hooks rhyme. You have 1:30 seconds to complete this. Step 3: As a team, reread the poem, looking and listening for images, words or phrases in the poem that make you see, taste, hear, feel, or smell something. Decide on images together then circle and shade image words/phrases. You have 1:30 seconds to complete this. --I call attention signal and explain last step. Step 6: Have a little fun with the imagery in this poem using the following scenario:

D A IL Y D O UB LE P LA N
You are a movie producer. Your job is to create a 5 minute film based on the poem. What kinds of sounds would we hear in your movie? Why? What kinds of things would we see in your movie? Why? TIP: Use the meaning of the poem, not just the words you read, to help you imagine what your movie would be like. Have fun but stay at level one! We will start with student 1. Each person has 1:30 seconds to describe their scenario. Student 1, when you hear the timer go off, your turn is over and student 2 begins. You Do Independent Practice: Check for Understanding: 6 minutes Exit Ticket. All students in this class have mastered the AA, BB, etc. rhyme scheme with tier one words. Exit Ticket A is for students who exhibit some difficulty with AB rhyme schemes and identifying imagery in context to the poem. Exit Ticket B is for students who have mastered AB rhyme schemes with tier one words and is intended to assess whether or not can make rhyme connections with higher level vocabulary and identify imagery that evokes more than sight. Exit Ticket (aligned to lesson objective) or assessment: Please see You Do section of plan. Students are completing exit tickets.

Vocabulary words/Key Concepts: Rhyme When lines of poetry end with the same sound. Images words that poets use to make readers feel as if they are using their five senses. Modifications/ Accommodations N.C.- Give verbal directions in clearly state steps, ask yes or no questions, extend time on task for completion of class assignments, walk by students desk to check for accuracy every 10 minutes.

Students are independently completing exit tickets at level 0.

Materials & Technology Poem for each pair of students, color pencils, overhead projector, timer, exit tickets. Homework: N/A

Closing/Preview for next lesson: N/A

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