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AculturallyrelativepoetryunitforurbanschoolsbasedofNikkiGrimesnovel
BronxMasquerade.
EllingtonAcademy
English9
TableofContents:
Page3,UnitRationale
Page4,LearningTargets
Page5.EvidenceofLearning
Page624,LearningPlans
Page2528,Resources
Otherresourcesavailableonweeblywebsite.
UnitRationale:
This three week unit is designed for students in urban settings and for classes where the
majority of the students are reading below grade level. The unit is culturally relatable as the
books setting is inner-city New York and the characters are of diverse backgrounds. The unit
takes advantage of vibrant hip hop culture and uses that as another example of poetry
right along with William Shakespeare! Rap, spoken word, slam poetry, cipher, and others are
also used as examples of poetry. The idea is that students recognize that poetry can take any
form, and that poetry is for them, and something they do all the time, not just something
that old dead white guys wrote. The unit is a poetry unit based around Nikki Grimes book
Bronx Masquerade, which is about high school students from the Bronx who start
participating in open mic Fridays in their English class. As the students share more about
themselves through poetry and open mic Fridays, the become aware that even though they
thought they were separated by difference in race, talents, interests, religion, or personality,
they actually had a lot in common. The students who participate in the unit I wrote also
participate in open mic Fridays, where they are invited to share their poetry, raps, spoken
word, or free-writes. By doing this the students connect with the book more, because they
are doing the exact thing as those characters in Bronx Masquerade. The unit focuses on
self-identity and interpersonal relationships, and develops these areas by writing and sharing
poetry with peers. The cumulative assessment for this project is a poetry anthology in which
students must include 10 original poems as well as 10 poems from other artists that they like.
The class also learns about tone, mood, figurative language, and the purpose of poetry and
must incorporate these elements into their final poems for the poetry anthology. These
portfolios are then presented to their peers on the final open mic Friday of the unit. The
other assessments for the unit are chapter questions, exit slips, drafts of poems, participation
points, discussions, group work,
LearningTargets
I
wi
l
l
be
abl
e
t
o
wr
i
t
e
on
a
pr
oj
ect
over
t
i
me
usi
ng
t
echnol
ogy
and
publ
i
sh
my
wor
k
i
n
a
bl
og.
wi
l
l
be
abl
e
t
o
t
el
l
you
at
l
east
5
t
hi
ngs
about
t
he
Har
l
em
Renai
ssance
and
what
happened
dur
i
ng
t
hi
s
t
i
me.
wi
l
l
be
abl
e
t
o
r
ecogni
ze
at
l
east
3
poet
s
f
r
om
t
he
Har
l
em
Renai
ssance.
wi
l
l
be
abl
e
t
o
i
dent
i
f
y
t
he
aut
hor
s
t
one
f
r
om
a
passage
of
wr
i
t
i
ng.
wi
l
l
be
abl
e
t
o
expr
ess
t
he
mood
of
a
passage
of
wr
i
t
i
ng
bot
h
i
n
wor
ds
and
i
n
wr
i
t
i
ng.
St
udent
wi
l
l
be
abl
e
t
o
i
dent
i
f
y
t
ypes
of
f
i
gur
at
i
ve
l
anguage
i
ncl
udi
ng
met
aphor
,
si
mi
l
e,
per
soni
f
i
cat
i
on,
r
hyme,
hyper
bol
e,
onomat
opoei
a,
and
al
l
i
t
er
at
i
on.
wi
l
l
be
abl
e
t
o
use
f
i
gur
at
i
ve
l
anguage
i
n
poems.
The
st
udent
wi
l
l
be
abl
e
t
o
i
dent
i
f
y
t
he
pur
pose
of
a
poem
and
answer
t
he
quest
i
on
why
di
d
t
he
poet
wr
i
t
e
t
hi
s
poem
i
n
t
he
f
i
r
st
pl
ace?
wi
l
l
be
abl
e
t
o
t
el
l
you
what
poet
i
c
f
or
m
i
s.
wi
l
l
be
abl
e
t
o
descr
i
be
poet
r
y
f
or
ms
such
as
hai
ku
f
or
m,
sonnet
f
or
m,
and
el
egy
f
or
ms.
wi
l
l
be
abl
e
t
o
wr
i
t
e
a
hai
ku.
wi
l
l
be
abl
e
t
o
wr
i
t
e
a
sonnet
.
wi
l
l
be
abl
e
t
o
wr
i
t
e
an
el
egy.
wi
l
l
be
abl
e
t
o
j
ust
i
f
y
why
t
hi
nk
musi
c
such
as
r
ap
or
hi
p
hop,
ci
pher
,
and
spoken
wor
d
i
s
or
i
s
not
a
f
or
m
of
poet
r
y.
wi
l
l
be
abl
e
t
o
r
evi
se
my
wr
i
t
i
ng
t
o
i
mpr
ove
i
t
.
wi
l
l
be
abl
e
t
o
pr
esent
my
wr
i
t
i
ng
t
o
an
audi
ence.
EvidenceofLearning
1.Par
t
i
ci
pat
i
on
i
n
open
mi
c
Fr
i
days.
2.Cor
nel
l
not
es.
3.Exi
t
t
i
cket
s.
4.Cont
r
i
but
i
ons
t
o
cl
ass
di
sc
ussi
ons.
5.Qui
zzes
on
concept
s
and
vocabul
ar
y
r
el
at
ed
t
o
poet
r
y.
6.Dr
af
t
s
of
poems.
7.Fi
nal
copy
of
poems.
8.Dr
awi
ngs
or
i
l
l
ust
r
at
i
ons
r
el
at
ed
t
o
t
he
poems.
9.Cumul
at
i
ve
Qui
z.
10.
Poet
r
y
ant
hol
ogy
pr
esent
at
i
on.
DailyLessonPlans
Day1:IntroductoryLesson.Thislessonisdesignedtopreassess/determine
studentscurrentlevelofunderstandingofpoetryaswellasoffigurative
language.
CommonCoreStandards:
Conduct
s
hor
t
as
wel
l
as
mor
e
sust
ai
ned
r
esear
ch
pr
oj
ect
s
t
o
answer
a
quest
i
on
(
i
ncl
udi
ng
a
sel
f
gener
at
ed
quest
i
on)
or
sol
ve
a
pr
obl
em
nar
r
ow
or
br
oaden
t
he
i
nqui
r
y
when
appr
opr
i
at
e
synt
hesi
ze
mul
t
i
pl
e
sour
ces
on
t
he
subj
ect
,
demonst
r
at
i
ng
under
st
andi
ng
of
t
he
subj
ect
under
i
nvest
i
gat
i
on.
W.
9
10.
7
Learningtargets:
I
wi
l
l
be
abl
e
t
o
accur
at
el
y
gauge
my
knowl
edge
of
f
i
gur
at
i
ve
l
anguage.
Objective:
Compl
et
e
pr
e
assess
ment
of
knowl
edge
of
f
i
gur
at
i
ve
l
anguage
and
di
scuss
what
poet
r
y
i
s.
Learningplan:
12:I
nt
r
oduce
f
i
nal
poet
r
y
ant
hol
ogy
assi
gnment
whi
ch
wi
l
l
be
t
he
cumul
at
i
ve
assessment
f
or
t
hi
s
uni
t
.
Revi
ew
t
he
r
ubr
i
c
so
t
hat
st
udent
s
under
st
and
t
he
expect
at
i
ons
and
how
t
hey
can
but
successf
ul
on
t
hi
s
pr
oj
ect
.
(
I
t
em
t
wo
i
n
r
esour
ces
page.
)
10:
Di
scussi
on:
What
i
s
poet
r
y?
Why
do
peopl
e
wr
i
t
e
poet
r
y?
What
s
t
he
poi
nt
of
wr
i
t
i
ng
poet
r
y?
What
i
s
poet
r
y
good
f
or
?
Be
sur
e
t
o
segue
t
he
conver
sat
i
on
t
o
t
he
f
act
t
hat
poet
r
y
uses
cr
eat
i
ve
l
anguage
such
as
f
i
gur
at
i
ve
l
anguage.
t
hen
ask
what
do
we
know
about
f
i
gur
at
i
ve
l
anguage,
bef
or
e
movi
ng
on
t
o
t
he
f
i
gur
at
i
ve
l
anguage
pr
e
assessment
.
15:Pr
eassessment
of
f
i
gur
at
i
ve
l
anguage
(
f
ound
i
n
r
esour
ces,
i
t
em
8.
)
5:
Gr
ade
t
he
pr
e
assessment
t
oget
her
.
How
di
d
we
do
as
a
cl
ass?
5:
Assi
gn
homewor
k:
Wr
i
t
e
a
l
i
st
of
wor
ds
obj
ect
s
event
s
(
or
what
ever
)
t
hat
descr
i
be
who
you
ar
e.
Br
i
ng
t
hi
s
l
i
st
t
o
cl
ass
wi
t
h
you
t
omor
r
ow
as
we
wi
l
l
be
wor
ki
ng
wi
t
h
i
t
i
n
t
hi
s
cl
ass
i
n
t
he
f
ut
ur
e.
Lat
er
t
hi
s
l
i
st
wi
l
l
ser
ve
as
t
he
pr
ewr
i
t
i
ng
f
or
anot
her
poem.
Accommodations:St
udent
s
ar
e
pr
ovi
ded
wi
t
h
a
r
ubr
i
c
t
o
keep
t
hem
on
t
r
ack
and
make
cl
ear
al
l
expect
at
i
ons
f
or
t
he
f
i
nal
pr
oj
ect
,
t
he
poet
r
y
ant
hol
ogy.
The
t
eacher
i
s
al
ways
avai
l
abl
e
t
o
answer
any
quest
i
ons
t
hat
st
udent
s
mi
ght
have.
The
cl
assr
oom
al
so
has
a
cl
assr
oom
ai
d
avai
l
abl
e
who
comes
i
n
t
o
hel
p
keep
st
udent
s
f
ocussed
and
6
ans
wer
any
quest
i
ons
and
cr
eat
e
a
co
t
eachi
ng
model
i
f
t
hi
s
i
s
appr
opr
i
at
e.
St
udent
s
wi
t
h
I
EPs
and
504s
ar
e
assessed
and
t
r
eat
ed
as
mandat
ed
by
t
hei
r
document
s
i
ncl
udi
ng
but
not
l
i
mi
t
ed
t
o
ext
ended
t
i
mes
f
or
t
aki
ng
assessment
s,
r
educed
assi
gnment
l
oads,
r
el
ocat
i
ng
st
udent
s
t
o
a
mor
e
qui
et
wor
k
space,
r
eadi
ng
assi
gnment
s
and
assessment
s
out
l
oud
t
o
st
udent
.
The
t
eacher
al
so
speaks
Spani
sh
and
can
expl
ai
n
cl
assr
oom
i
nst
r
uct
i
ons
i
n
Spani
sh
as
wel
l
as
Engl
i
sh
upon
r
equest
onl
y.
Gr
oup
wor
k
i
s
us
ed
ext
ensi
vel
y
wi
t
h
t
he
i
nt
ent
i
on
of
havi
ng
mor
e
advanced
l
ear
ner
s
t
each
l
ower
st
udent
s.
Assessment:
Jour
nal
,
f
i
gur
at
i
ve
l
anguage
pr
e
assessment
.
Day2
CommonCoreStandards:
Det
er
mi
ne
t
he
meani
ng
of
wor
ds
and
phr
ases
as
t
hey
ar
e
used
i
n
t
he
t
ext
,
i
ncl
udi
ng
f
i
gur
at
i
ve
and
connot
at
i
ve
meani
ngs
anal
yze
t
he
cumul
at
i
ve
i
mpact
of
speci
f
i
c
wor
d
choi
ces
on
meani
ng
and
t
one
(
e.
g.
,
how
t
he
l
anguage
evokes
a
sense
of
t
i
me
and
pl
ace
how
i
t
set
s
a
f
or
mal
or
i
nf
or
mal
t
one)
.
RL.
9
10.
4
Learningtargets:
St
udent
wi
l
l
be
abl
e
t
o
i
dent
i
f
y
t
ypes
of
f
i
gur
at
i
ve
l
anguage
i
ncl
udi
ng
met
aphor
,
si
mi
l
e,
per
soni
f
i
cat
i
on,
r
hyme,
hyper
bol
e,
onomat
opoei
a,
and
al
l
i
t
er
at
i
on.
Objective:
Def
i
ne
si
mi
l
e
and
met
aphor
and
i
dent
i
f
y
i
t
i
n
a
poem.
Learningplan:
15:Jour
nal
:
Wr
i
t
e
a
r
ap.
St
udent
s
i
n
t
hi
s
di
st
r
i
ct
ar
e
i
nt
i
mat
el
y
acquai
nt
ed
wi
t
h
r
ap
and
havi
ng
t
hem
wr
i
t
e
one
i
s
a
cul
t
ur
al
l
y
appr
opr
i
at
e
j
our
nal
.
Not
onl
y
t
hat
,
r
ap
i
s
a
f
or
m
of
poet
r
y
t
hat
act
ual
l
y
i
ncor
por
at
es
a
l
ot
of
f
i
gur
at
i
ve
and
cr
eat
i
ve
l
anguage
t
hat
i
s
so
i
mpor
t
ant
i
n
poet
r
y.
We
wi
l
l
make
t
hi
s
connect
i
on
l
at
er
on
i
n
t
he
uni
t
.
Make
s
ur
e
t
o
not
e
t
hat
t
he
r
aps
do
need
t
o
be
cl
assr
oom
appr
opr
i
at
e.
5:St
udent
s
vol
unt
eer
t
o
shar
e
t
hei
r
r
aps
wi
t
h
t
he
cl
ass.
10:Book
checkout
:
Hand
out
book
s
and
r
ecor
d
whi
ch
st
udent
has
whi
ch
book.
Di
scuss
r
espect
i
ng
t
he
book.
Resour
ces
ar
e
l
i
mi
t
ed
at
t
he
school
,
and
t
he
st
udent
s
wi
l
l
have
t
o
pay
f
or
any
mi
ssi
ng
or
damaged
books.
Take
c
ar
e
of
t
hem!
10:I
nt
r
oduce
f
i
gur
at
i
ve
l
anguage
i
t
ems
si
mi
l
e
and
met
aphor
:
have
st
udent
s
t
ake
not
es
as
you
wr
i
t
e
on
t
he
boar
d.
Si
mi
l
e:
a
compar
i
son
usi
ng
l
i
ke
or
as.
Met
aphor
:
a
compar
i
son
wi
t
hout
usi
ng
l
i
ke
or
as.
5:Di
scussi
on.
Scaf
f
ol
di
ng
quest
i
ons:
1.What
s
t
he
poi
nt
of
usi
ng
si
mi
l
es
and
met
aphor
s.
2.What
s
t
he
di
f
f
er
ence
bet
ween
a
sent
ence
wi
t
h
a
si
mi
l
e
and
met
aphor
and
one
wi
t
hout
?
3.What
does
f
i
gur
at
i
ve
l
anguage
do
f
or
our
wr
i
t
i
ng?
4.What
advant
age
i
s
t
her
e
t
o
usi
ng
f
i
gur
at
i
ve
l
anguage
i
nst
ead
of
concr
et
e
l
anguage
when
wr
i
t
i
ng
and
speaki
ng?
5:Exi
t
sl
i
p:
Di
vi
de
st
udent
s
i
nt
o
pai
r
s
and
gi
ve
t
hem
a
copy
of
Langst
on
Hughes
poem
Dr
eams.
Ask
st
udent
s
t
o
hi
ghl
i
ght
t
he
si
mi
l
es
and
met
aphor
s
i
n
t
he
poem
bef
or
e
l
eavi
ng
cl
ass.
Homewor
k:
Read
pages
1
15
of
Br
onx
Masquer
ade,
and
i
ncor
por
at
e
a
met
aphor
or
a
si
mi
l
e
i
nt
o
t
hei
r
r
ap.
Accommodations:The
t
eacher
i
s
al
ways
avai
l
abl
e
t
o
answer
any
quest
i
ons
t
hat
st
udent
s
mi
ght
have.
The
cl
assr
oom
al
so
has
a
cl
assr
oom
ai
d
avai
l
abl
e
who
comes
i
n
t
o
hel
p
keep
st
udent
s
f
ocussed
and
answer
any
quest
i
ons
and
cr
eat
e
a
co
t
eachi
ng
model
i
f
t
hi
s
i
s
appr
opr
i
at
e.
St
udent
s
wi
t
h
I
EPs
and
504s
ar
e
assessed
and
t
r
eat
ed
as
mandat
ed
by
t
hei
r
document
s
i
ncl
udi
ng
but
not
l
i
mi
t
ed
t
o
ext
ended
t
i
mes
f
or
t
aki
ng
assessment
s,
r
educed
assi
gnment
l
oads,
r
el
ocat
i
ng
st
udent
s
t
o
a
mor
e
qui
et
wor
k
spac
e,
r
eadi
ng
assi
gnment
s
and
assessment
s
out
l
oud
t
o
st
udent
.
The
t
eac
her
al
so
speaks
Spani
sh
and
can
expl
ai
n
cl
assr
oom
i
nst
r
uct
i
ons
i
n
Spani
sh
as
wel
l
as
Engl
i
sh
upon
r
equest
onl
y.
Gr
oup
wor
k
i
s
used
ext
ensi
vel
y
wi
t
h
t
he
i
nt
ent
i
on
of
havi
ng
mor
e
adv
anced
l
ear
ner
s
t
each
l
ower
st
udent
s.
Assessment:
Jour
nal
,
di
scussi
on,
and
exi
t
sl
i
p
answer
.
Day3
Commoncorestandards:
9.
Anal
yze
semi
nal
U.
S.
document
s
of
hi
st
or
i
cal
and
l
i
t
er
ar
y
si
gni
f
i
cance
(
e.
g.
,
Washi
ngt
on'
s
Far
ewel
l
Addr
ess,
t
he
Get
t
ysbur
g
Addr
ess,
Roosevel
t
'
s
Four
Fr
eedoms
speech,
Ki
ng'
s
"
Let
t
er
f
r
om
Bi
r
mi
ngham
Jai
l
"
)
,
i
ncl
udi
ng
how
t
hey
addr
ess
r
el
at
ed
t
hemes
and
concept
s.
RI
.
9
10.
9
Learningtargets:
I
wi
l
l
be
abl
e
t
o
wr
i
t
e
on
a
pr
oj
ect
over
t
i
me
usi
ng
t
echnol
ogy
and
publ
i
sh
my
wor
k
i
n
a
bl
og.
wi
l
l
be
abl
e
t
o
t
el
l
you
at
l
east
5
t
hi
ngs
about
t
he
Har
l
em
Renai
ssance
and
what
happened
dur
i
ng
t
hi
s
t
i
me.
wi
l
l
be
abl
e
t
o
r
ecogni
ze
at
l
east
3
poet
s
f
r
om
t
he
Har
l
em
Renai
ssance.
Objective:Connect
hi
st
or
y
t
o
moder
n
posi
t
i
ve
st
er
eot
ypes
f
or
Af
r
i
can
Amer
i
cans
i
n
moder
n
c
ul
t
ur
e.
Learningplan:
15:Jour
nal
:
What
ar
e
some
t
hi
ngs
t
hat
peopl
e
say
bl
ack
peopl
e
ar
e
good
at
?
Do
you
t
hi
nk
t
hose
t
hi
ngs
ar
e
t
r
ue?
Use
exampl
es
f
r
om
your
own
l
i
f
e.
5:Shar
e:
St
udent
s
vol
unt
eer
t
o
s
har
e
t
hei
r
j
our
nal
s.
Di
scuss
t
he
f
act
t
hat
t
hese
st
er
eot
ypes
come
f
r
om
somewher
e,
and
t
hat
some
of
t
hos
e
come
f
r
om
what
happened
dur
i
ng
The
Har
l
em
Renai
ssance.
10:Acces
s
pr
i
or
knowl
edge
about
The
Har
l
em
Renai
ssance.
Use
a
ci
r
cl
e
map
gr
aphi
c
or
gani
zer
t
o
pl
ace
i
nf
or
mat
i
on
about
t
hi
s
t
i
me
per
i
od.
Put
t
he
sour
ces
of
knowl
edge
or
how
t
he
st
udent
l
ear
ned
t
hi
s
knowl
edge
out
si
de
of
t
he
ci
r
cl
e.
Pl
ace
speci
f
i
c
knowl
edge
about
t
hi
s
t
i
me
per
i
od
such
as
t
hey
l
i
ked
j
azz,
on
t
he
i
nsi
de
of
t
he
ci
r
cl
e.
Ci
r
cl
e
map
i
s
i
t
em
3
i
n
r
esour
ces.
15:Wat
c
h
movi
e
about
t
he
Har
l
em
Renai
ssance
(
i
t
em
4,
)
whi
l
e
st
udent
s
t
ake
Cor
nel
l
Not
es
t
o
or
i
ent
t
hei
r
f
ocus
t
owar
ds
t
he
Bi
g
Quest
i
ons.
(
I
t
em
5)
10:Di
scussi
on:
have
t
he
st
udent
s
l
ook
back
over
t
hei
r
j
our
nal
s
about
t
hi
ngs
Af
r
i
c
an
Amer
i
cans
ar
e
good
at
.
Now
l
ook
at
t
he
Cor
nel
l
not
es
and
ci
r
cl
e
map
you
ve
cr
eat
ed
t
hi
s
cl
ass
per
i
od.
I
s
t
her
e
any
connect
i
on
t
her
e?
(
Ther
e
i
s.
Gui
de
st
udent
s
i
nt
o
seei
ng
t
hat
many
t
hi
ngs
we
st
er
eot
ype
and
say
bl
ack
peopl
e
ar
e
good
at
come
out
of
t
he
Har
l
em
Renai
ssance.
Some
exampl
es
of
act
i
ng,
bei
ng
musi
ci
ans,
bei
ng
soul
f
ul
,
si
ngi
ng,
spor
t
s,
et
cet
er
a.
)
5:Assi
gn
homewor
k:
Read
pages
16
26
or
Br
onx
Masquer
ade.
Begi
n
f
i
l
l
i
ng
out
BM
homewor
k
1
(
i
t
em
6,
)
due
on
Thur
sday.
Accommodations:
Thi
s
l
ess
on
uses
gr
aphi
c
or
gani
zer
s
and
gui
ded
not
es
t
o
hel
p
or
i
ent
t
he
l
ear
ner
s
t
owar
ds
t
he
bi
g
quest
i
ons
and
what
s
i
mpor
t
ant
f
r
om
t
he
l
esson
as
wel
l
as
vi
sual
l
y
pi
ct
ur
e
t
he
concept
s
i
n
t
aught
i
n
t
he
l
esson.
The
t
eacher
i
s
al
ways
avai
l
abl
e
t
o
answer
any
ques
t
i
ons
t
hat
st
udent
s
mi
ght
have.
The
cl
assr
oom
al
so
has
a
cl
assr
oom
ai
d
avai
l
abl
e
who
comes
i
n
t
o
hel
p
k
eep
st
udent
s
f
ocussed
and
answer
any
quest
i
ons
and
cr
eat
e
a
co
t
eachi
ng
model
i
f
t
hi
s
i
s
appr
opr
i
at
e.
St
udent
s
wi
t
h
I
EPs
and
504s
ar
e
assessed
and
t
r
eat
ed
as
mandat
ed
by
t
hei
r
document
s
i
ncl
udi
ng
but
not
l
i
mi
t
ed
t
o
ext
ended
t
i
mes
f
or
t
ak
i
ng
assessment
s,
r
educed
assi
gnment
l
oads,
r
el
ocat
i
ng
st
udent
s
t
o
a
mor
e
qui
et
wor
k
space,
r
eadi
ng
assi
gnment
s
and
assessment
s
out
l
oud
t
o
st
udent
.
The
t
eacher
al
so
speaks
Spani
sh
and
can
expl
ai
n
cl
assr
oom
i
nst
r
uct
i
ons
i
n
Spani
sh
as
wel
l
as
Engl
i
sh
upon
r
equest
onl
y.
Gr
oup
wor
k
i
s
used
ext
ensi
vel
y
wi
t
h
t
he
i
nt
ent
i
on
of
havi
ng
mor
e
advanced
l
ear
ner
s
t
each
l
ower
st
udent
s.
Assessment:Jour
nal
,
Cor
nel
l
Not
es,
di
scussi
on,
ci
r
cl
e
map.
Day4
Commoncorestandards:
Det
er
mi
ne
t
he
meani
ng
of
wor
ds
and
phr
ases
as
t
hey
ar
e
used
i
n
t
he
t
ext
,
i
ncl
udi
ng
f
i
gur
at
i
ve
and
connot
at
i
ve
meani
ngs
anal
yze
t
he
i
mpact
of
speci
f
i
c
wor
d
choi
ces
on
9
meani
ng
and
t
one,
i
nc
l
udi
ng
wor
ds
wi
t
h
mul
t
i
pl
e
meani
ngs
or
l
anguage
t
hat
i
s
par
t
i
cul
ar
l
y
f
r
esh,
engagi
ng,
or
beaut
i
f
ul
.
(
I
ncl
ude
Shakespear
e
as
wel
l
as
ot
her
aut
hor
s.
)
RL.
11
12.
4
Learningtargets:
St
udent
wi
l
l
be
abl
e
t
o
i
dent
i
f
y
t
ypes
of
f
i
gur
at
i
ve
l
anguage
i
ncl
udi
ng
met
aphor
,
si
mi
l
e,
per
soni
f
i
cat
i
on,
r
hyme,
hyper
bol
e,
onomat
opoei
a,
and
al
l
i
t
er
at
i
on.
wi
l
l
be
abl
e
t
o
use
f
i
gur
at
i
ve
l
anguage
i
n
poems.
Objective:
Anal
yze
how
char
act
er
s
change
over
t
i
me
i
n
t
he
novel
Br
onx
Masquer
ade.
Learningplan:
15:Jour
nal
:
Fr
ee
wr
i
t
e
a
poem.
Some
i
deas
coul
d
be
a
r
ap,
f
r
ee
ver
se
poem,
cypher
,
a
song,
a
r
hymi
ng
poem,
or
f
ound
poem.
Be
r
eady
t
o
shar
e
wi
t
h
our
cl
ass.
5:Shar
e:
10:I
nt
r
oduct
i
on
t
o
f
i
gur
at
i
ve
l
anguage
per
soni
f
i
cat
i
on
and
al
l
i
t
er
at
i
on.
10:Book
di
scussi
on:
What
i
s
i
nt
er
est
i
ng
about
t
he
st
r
uct
ur
e
of
t
he
book?
Have
st
udent
s
go
t
o
page
7
and
r
ead
t
he
poem
Zor
r
o.
Do
you
see
and
i
nst
ances
of
si
mi
l
es,
met
aphor
s,
or
al
l
i
t
er
at
i
on
i
n
i
t
?
10:Read
pages
27
33
al
l
owed
t
o
st
udent
s
whi
l
e
t
hey
f
ol
l
ow
al
ong
i
n
t
hei
r
t
ext
,
ans
wer
i
ng
any
quest
i
ons
as
you
r
ead.
(
Readi
ng
al
l
owed
t
o
t
he
st
udent
s
i
s
i
mpor
t
ant
i
n
popul
at
i
ons
wi
t
h
l
ow
r
eadi
ng
l
evel
s,
because
i
t
gi
ves
t
he
st
udent
s
a
chance
t
o
ask
quest
i
ons
as
you
ar
e
r
eadi
ng
and
hear
what
a
f
l
uent
r
eader
sound
l
i
ke
as
wel
l
as
ai
ds
i
n
under
st
andi
ng
t
he
t
ext
.
5:Exi
t
s
l
i
p:
Cr
eat
e
and
exampl
e
of
al
l
i
t
er
at
i
on
and
per
soni
f
i
cat
i
on.
Gi
ve
homewor
k:
Read
pages
34
44
i
n
Br
onx
Masquer
ade
and
compl
et
e
gui
ded
r
eadi
ng
quest
i
ons
f
or
pages
1
33
(
i
t
em
6.
)
St
udy
f
or
f
i
gur
at
i
ve
l
anguage
qui
z
on
Fr
i
day.
Accommodations:St
udent
ar
e
gi
ven
choi
ce
as
t
o
what
ki
nd
of
poem
t
hey
woul
d
l
i
ke
t
o
wr
i
t
e.
By
gi
vi
ng
st
udent
s
choi
c
e
you
ar
e
l
et
t
i
ng
t
he
st
udent
s
be
mor
e
i
n
cont
r
ol
and
t
her
ef
or
e,
i
nvest
ed
i
n
t
hei
r
l
ear
ni
ng.
The
t
eacher
i
s
al
ways
avai
l
abl
e
t
o
answer
any
quest
i
ons
t
hat
st
udent
s
mi
ght
have.
The
cl
assr
oom
al
so
has
a
cl
assr
oom
ai
d
avai
l
abl
e
who
comes
i
n
t
o
hel
p
k
eep
st
udent
s
f
ocussed
and
answer
any
quest
i
ons
and
cr
eat
e
a
co
t
eachi
ng
model
i
f
t
hi
s
i
s
appr
opr
i
at
e.
St
udent
s
wi
t
h
I
EPs
and
504s
ar
e
assessed
and
t
r
eat
ed
as
mandat
ed
by
t
hei
r
document
s
i
ncl
udi
ng
but
not
l
i
mi
t
ed
t
o
ext
ended
t
i
mes
f
or
t
ak
i
ng
assessment
s,
r
educed
assi
gnment
l
oads,
r
el
ocat
i
ng
st
udent
s
t
o
a
mor
e
qui
et
wor
k
space,
r
eadi
ng
assi
gnment
s
and
assessment
s
out
l
oud
t
o
st
udent
.
The
t
eacher
al
so
speaks
Spani
sh
and
can
expl
ai
n
cl
assr
oom
i
nst
r
uct
i
ons
i
n
Spani
sh
as
wel
l
as
Engl
i
sh
upon
r
equest
onl
y.
Gr
oup
wor
k
i
s
used
ext
ensi
vel
y
wi
t
h
t
he
i
nt
ent
i
on
of
havi
ng
mor
e
advanced
l
ear
ner
s
t
each
l
ower
st
udent
s.
Assessment:
Jour
nal
,
di
scussi
on,
and
exi
t
sl
i
p.
10
Day5
Commoncorestandards:
Det
er
mi
ne
t
he
meani
ng
of
wor
ds
and
phr
ases
as
t
hey
ar
e
used
i
n
t
he
t
ext
,
i
ncl
udi
ng
f
i
gur
at
i
ve
and
connot
at
i
ve
meani
ngs
anal
yze
t
he
cumul
at
i
ve
i
mpact
of
speci
f
i
c
wor
d
choi
ces
on
meani
ng
and
t
one
(
e.
g.
,
how
t
he
l
anguage
evokes
a
sense
of
t
i
me
and
pl
ace
how
i
t
set
s
a
f
or
mal
or
i
nf
or
mal
t
one)
.
RL.
9
10.
4
Learningtargets:
I
wi
l
l
be
abl
e
t
o
use
f
i
gur
at
i
ve
l
anguage
i
n
poems.
Objective:Compl
et
e
f
i
gur
at
i
ve
l
anguage
qui
z.
Learningplan:
15:Jour
nal
:
Fr
ee
wr
i
t
e.
25:Shar
e:
Bef
or
e
openi
ng
t
he
cl
ass
up
t
o
shar
e
t
hei
r
f
r
ee
wr
i
t
es,
est
abl
i
sh
t
hat
we
wi
l
l
do
t
hi
s
ever
y
Fr
i
day
and
we
wi
l
l
be
set
t
i
ng
asi
de
ext
r
a
t
i
me
t
o
shar
e.
St
udent
s
can
ei
t
her
shar
e
what
t
hey
wr
ot
e
f
or
t
hei
r
f
r
ee
wr
i
t
e,
or
t
hey
can
shar
e
poems
or
wr
i
t
i
ngs
t
hey
have
wr
i
t
t
en
out
si
de
of
cl
ass
as
wel
l
.
We
ar
e
i
mi
t
at
i
ng
t
he
open
mi
c
Fr
i
days
t
hat
t
he
st
udent
i
n
Br
onx
Masquer
ade
par
t
i
ci
pat
e
i
n.
The
i
dea
wi
t
h
t
hi
s
i
s
t
hat
we
gi
ve
st
udent
s
a
voi
ce
and
al
so
hel
p
t
hem
connect
t
o
t
he
book
mor
e
by
i
mi
t
at
i
ng
i
t
.
13:Compl
et
e
f
i
gur
at
i
ve
l
anguage
qui
z
f
or
t
he
r
emai
nder
of
cl
ass.
Be
sur
e
t
o
r
evi
ew
your
expect
at
i
ons
f
or
assessment
s
bef
or
e
gi
vi
ng
st
udent
s
t
hei
r
qui
zzes.
For
exampl
e
st
udent
s
shoul
d
not
t
al
k
dur
i
ng
assessment
,
l
ook
at
each
ot
her
s
paper
,
and
t
he
t
eacher
s
houl
d
expl
ai
n
what
t
hey
st
udent
s
ar
e
al
l
owed
t
o
do
i
f
t
hey
f
i
ni
sh
t
he
assessment
ear
l
y
(
f
or
exampl
e,
s
t
udent
s
may
l
i
st
en
t
o
musi
c
qui
et
l
y
once
t
hey
compl
et
e
t
he
qui
z.
)
(
I
t
em
6.
)
2:Assi
gn
homewor
k:
r
ead
pages
45
55
f
r
om
Br
onx
Masquer
ade.
Accommodations:The
t
eacher
i
s
al
ways
avai
l
abl
e
t
o
answer
any
quest
i
ons
t
hat
st
udent
s
mi
ght
have.
The
cl
assr
oom
al
so
has
a
cl
assr
oom
ai
d
avai
l
abl
e
who
comes
i
n
t
o
hel
p
keep
st
udent
s
f
ocussed
and
answer
any
quest
i
ons
and
cr
eat
e
a
co
t
eachi
ng
model
i
f
t
hi
s
i
s
appr
opr
i
at
e.
St
udent
s
wi
t
h
I
EPs
and
504s
ar
e
assessed
and
t
r
eat
ed
as
mandat
ed
by
t
hei
r
document
s
i
ncl
udi
ng
but
not
l
i
mi
t
ed
t
o
extendedtimesfortaking
assessments,
r
educed
assi
gnment
l
oads,
r
el
ocat
i
ng
st
udent
s
t
o
a
mor
e
qui
et
wor
k
spac
e,
r
eadi
ng
assi
gnment
s
and
assessment
s
out
l
oud
t
o
st
udent
.
The
t
eac
her
al
so
speaks
Spani
sh
and
can
expl
ai
n
cl
assr
oom
i
nst
r
uct
i
ons
i
n
Spani
sh
as
wel
l
as
Engl
i
sh
upon
r
equest
onl
y.
Gr
oup
wor
k
i
s
used
ext
ensi
vel
y
wi
t
h
t
he
i
nt
ent
i
on
of
havi
ng
mor
e
adv
anced
l
ear
ner
s
t
each
l
ower
st
udent
s.
11
Assessment:
Fi
gur
at
i
ve
l
anguage
qui
z.
Day6
Commoncorestandards:
a.
Appl
y
gr
ades
910
Readi
ng
st
andar
ds
t
o
l
i
t
er
at
ur
e
(
e.
g.
,
"
Anal
yze
how
an
aut
hor
dr
aws
on
and
t
r
ansf
or
ms
sour
ce
mat
er
i
al
i
n
a
speci
f
i
c
wor
k
[
e.
g.
,
how
Shakespear
e
t
r
eat
s
a
t
heme
or
t
opi
c
f
r
om
Ovi
d
or
t
he
Bi
bl
e
or
how
a
l
at
er
aut
hor
dr
aws
on
a
pl
ay
by
Shakespear
e]
"
)
.
W.
9
10.
9.
A
Learningtargets:
I
wi
l
l
be
abl
e
t
o
t
el
l
you
what
poet
i
c
f
or
m
i
s.
Objective:
Wr
i
t
e
a
f
r
ee
ver
se
poem
descr
i
bi
ng
who
t
he
st
udent
i
s
as
a
per
son
or
t
el
l
s
about
t
hei
r
i
dent
i
t
y
Learningplan:
5:
Teac
her
l
ed
i
nst
r
uct
i
on:
def
i
nes,
expl
ai
ns
and
asks
scaf
f
ol
di
ng
quest
i
ons
about
poet
r
y
f
or
m.
Some
poet
r
y
f
or
ms
t
hat
we
wi
l
l
be
st
udyi
ng
i
n
t
hi
s
uni
t
ar
e
i
mi
t
at
i
on
f
r
om
Br
onx
Masquer
ade,
Hai
kus,
sonnet
s,
and
el
egi
es.
10:Read
pages
22
or
t
he
Z
Poem
as
wel
l
as
page
27
or
t
he
I
f
woul
d
You?
Poem.
5:Have
s
t
udent
s
pul
l
out
a
pi
ece
of
paper
and
wr
i
t
e
what
t
he
st
udent
s
not
i
ce
about
t
he
f
or
m
of
each
poem.
25:Spend
t
he
r
est
of
cl
ass
t
i
me
havi
ng
t
he
st
udent
compose
a
f
r
ee
ver
se
Thumbpr
i
nt
poem.
Thi
s
poem
i
s
al
l
about
t
he
i
dent
i
t
y
of
t
he
st
udent
.
Have
t
he
st
udent
s
t
ake
a
pi
ece
of
paper
and
st
amp
t
hei
r
t
humbpr
i
nt
i
nt
o
t
he
cent
er
.
For
f
or
m,
hav
e
t
he
st
udent
s
make
a
l
i
ne
i
n
t
he
shape
of
t
hei
r
own
f
i
nger
pr
i
nt
.
The
st
udent
s
wi
l
l
l
at
er
wr
i
t
e
t
hei
r
poems
al
ong
t
hi
s
l
i
ne
so
t
hat
t
he
poem
i
s
i
n
t
he
shape
of
t
he
st
udent
s
f
i
nger
pr
i
nt
poem.
Next
have
st
udent
pr
ewr
i
t
e
by
maki
ng
a
l
i
st
of
al
l
t
he
t
hi
ngs
t
hat
make
each
st
udent
uni
que:
adj
ec
t
i
ve,
act
i
vi
t
i
es,
hobbi
es,
l
i
kes,
di
sl
i
kes,
names
of
f
ami
l
y
member
s,
et
cet
er
a.
Once
st
udent
s
get
at
l
east
15
i
t
ems
i
n
t
hei
r
l
i
st
,
have
t
hem
begi
n
wr
i
t
i
ng
t
hei
r
poem.
I
t
doesn
t
need
t
o
r
hyme.
Thi
s
i
s
j
ust
t
o
get
t
he
st
udent
s
t
hi
nki
ng
about
poet
r
y
as
a
way
t
o
expr
ess
i
dent
i
t
y,
one
of
t
he
maj
or
t
hemes
st
udent
s
need
t
o
i
ncl
ude
i
n
t
hei
r
cumul
at
i
ve
assessment
,
t
he
poet
r
y
ant
hol
ogy.
5:Exi
t
sl
i
p:
What
i
s
f
or
m?
Does
your
t
humbpr
i
nt
poem
hav
e
a
f
or
m?
Why
or
why
not
12
Accommodations:Thi
s
l
esson
i
ncor
por
at
es
a
pr
e
wr
i
t
e,
whi
ch
scaf
f
ol
ds
t
he
l
es
s
on,
and
gi
ves
t
he
st
udent
mat
er
i
al
whi
ch
can
ser
ve
as
a
l
aunchi
ng
poi
nt
f
or
t
hei
r
f
r
ee
ver
s
e
poem.
By
doi
ng
t
hi
s
pr
ewr
i
t
i
ng,
st
udent
s
ar
e
not
as
over
whel
med
wi
t
h
t
he
assi
gnment
wr
i
t
e
a
f
r
ee
ver
se
poem.
The
t
eacher
i
s
al
ways
avai
l
abl
e
t
o
answer
any
quest
i
ons
t
hat
st
udent
s
mi
ght
have.
The
cl
assr
oom
al
so
has
a
cl
assr
oom
ai
d
avai
l
abl
e
who
comes
i
n
t
o
hel
p
k
eep
st
udent
s
f
ocussed
and
answer
any
quest
i
ons
and
cr
eat
e
a
co
t
eachi
ng
model
i
f
t
hi
s
i
s
appr
opr
i
at
e.
St
udent
s
wi
t
h
I
EPs
and
504s
ar
e
assessed
and
t
r
eat
ed
as
mandat
ed
by
t
hei
r
document
s
i
ncl
udi
ng
but
not
l
i
mi
t
ed
t
o
ext
ended
t
i
mes
f
or
t
ak
i
ng
assessment
s,
r
educed
assi
gnment
l
oads,
r
el
ocat
i
ng
st
udent
s
t
o
a
mor
e
qui
et
wor
k
space,
r
eadi
ng
assi
gnment
s
and
assessment
s
out
l
oud
t
o
st
udent
.
The
t
eacher
al
so
speaks
Spani
sh
and
can
expl
ai
n
cl
assr
oom
i
nst
r
uct
i
ons
i
n
Spani
sh
as
wel
l
as
Engl
i
sh
upon
r
equest
onl
y.
Gr
oup
wor
k
i
s
used
ext
ensi
vel
y
wi
t
h
t
he
i
nt
ent
i
on
of
havi
ng
mor
e
advanced
l
ear
ner
s
t
each
l
ower
st
udent
s.
Assessment:Jour
nal
s,
di
scussi
ons,
pr
ewr
i
t
e,
poem,
and
exi
t
sl
i
p.
Day7
Commoncorestandards:
Anal
yze
t
he
i
mpact
of
t
he
aut
hor
'
s
choi
ces
r
egar
di
ng
how
t
o
devel
op
and
r
el
at
e
el
ement
s
of
a
st
or
y
or
dr
ama
(
e.
g.
,
wher
e
a
st
or
y
i
s
set
,
how
t
he
act
i
on
i
s
or
der
ed,
how
t
he
char
act
er
s
ar
e
i
nt
r
oduced
and
devel
oped)
.
RL.
11
12.
3
Learningtargets:
I
wi
l
l
be
abl
e
t
o
t
el
l
you
what
poet
i
c
f
or
m
i
s.
Objective:
I
mi
t
at
e
poet
r
y
f
or
ms
f
ound
i
n
t
he
novel
Br
onx
Masquer
ade.
Learningplan:
10:I
nt
r
oduce
assi
gnment
f
or
t
he
day.
Bef
or
e
you
begi
n
t
hi
s
l
esson
hang
an
exampl
e
of
Raul
Z
Poem
f
r
om
page
22
and
Di
ondr
a
s
I
f
woul
d
You
poem
f
r
om
page
27
on
t
he
wal
l
.
Di
vi
de
st
udent
s
i
nt
o
t
wo
bi
g
gr
oups.
and
have
each
gat
her
i
n
t
abl
es
ar
ound
t
he
exampl
e.
You
and
you
cl
assr
oom
ai
de
expl
ai
n
t
he
char
act
er
i
st
i
cs
of
each
poem,
poi
nt
i
ng
out
t
hat
t
he
Z
poem
i
s
about
st
er
eot
ypes
or
l
abel
s
t
hat
peopl
e
put
on
you
and
t
he
i
f
woul
d
You
poem
i
s
about
t
hi
ngs
i
n
your
l
i
f
e
t
hat
you
f
eel
ar
e
condi
t
i
onal
(
l
ove,
t
r
ust
,
f
r
i
endshi
p
et
cet
er
a.
)
St
udent
ar
e
about
t
o
st
ar
t
wr
i
t
i
ng
t
hei
r
own
ver
si
on
of
t
hese
t
wo
poems
usi
ng
t
hei
r
form.
20:Each
gr
oup
spends
20
mi
nut
es
at
each
st
at
i
on
cr
af
t
i
ng
t
hei
r
poem
wi
t
h
t
he
gui
dance
of
ei
t
her
t
he
l
ead
t
eacher
or
t
he
cl
assr
oom
ai
d.
Af
t
er
20
mi
nut
es
have
t
he
13
st
udent
s
move
cl
ockwi
se
t
o
t
he
next
st
at
i
on
wher
e
t
hey
wi
l
l
begi
n
wor
ki
ng
on
t
hat
poem.
20:Cr
af
t
ot
her
poem
wi
t
h
t
he
gui
dance
of
ei
t
her
t
he
l
ead
t
eacher
or
cl
assr
oom
ai
de.
5:St
udent
s
pl
ace
wor
k
i
n
f
ol
der
s
so
t
hat
i
t
does
not
get
l
ost
.
Homewor
k:
Read
pages
57
72
of
Br
onx
Masquer
ade.
Accommodations:The
t
eacher
i
s
al
ways
avai
l
abl
e
t
o
answer
any
quest
i
ons
t
hat
st
udent
s
mi
ght
have.
The
cl
assr
oom
al
so
has
a
cl
assr
oom
ai
d
avai
l
abl
e
who
comes
i
n
t
o
hel
p
keep
st
udent
s
f
ocussed
and
answer
any
quest
i
ons
and
cr
eat
e
a
co
t
eachi
ng
model
i
f
t
hi
s
i
s
appr
opr
i
at
e.
St
udent
s
wi
t
h
I
EPs
and
504s
ar
e
assessed
and
t
r
eat
ed
as
mandat
ed
by
t
hei
r
document
s
i
ncl
udi
ng
but
not
l
i
mi
t
ed
t
o
ext
ended
t
i
mes
f
or
t
aki
ng
assessment
s,
r
educed
assi
gnment
l
oads,
r
el
ocat
i
ng
st
udent
s
t
o
a
mor
e
qui
et
wor
k
spac
e,
r
eadi
ng
assi
gnment
s
and
assessment
s
out
l
oud
t
o
st
udent
.
The
t
eac
her
al
so
speaks
Spani
sh
and
can
expl
ai
n
cl
assr
oom
i
nst
r
uct
i
ons
i
n
Spani
sh
as
wel
l
as
Engl
i
sh
upon
r
equest
onl
y.
Gr
oup
wor
k
i
s
used
ext
ensi
vel
y
wi
t
h
t
he
i
nt
ent
i
on
of
havi
ng
mor
e
adv
anced
l
ear
ner
s
t
each
l
ower
st
udent
s.
Thi
s
l
esson
di
vi
des
gr
oups
i
nt
o
smal
l
er
mor
e
manageabl
e
si
z
es
t
hat
ar
e
admi
ni
st
er
ed
by
a
t
eacher
so
t
hat
st
udent
s
get
t
he
suppor
t
t
hey
need
whi
l
e
wr
i
t
i
ng
t
hei
r
poems.
Assessment:
Dr
af
t
of
t
he
t
humbpr
i
nt
poem
and
t
eacher
obser
vat
i
on.
Day8
Commoncorestandards:
Wr
i
t
e
r
out
i
nel
y
over
ext
ended
t
i
me
f
r
ames
(
t
i
me
f
or
r
esear
ch,
r
ef
l
ect
i
on,
and
r
evi
si
on)
and
shor
t
er
t
i
me
f
r
ames
(
a
si
ngl
e
si
t
t
i
ng
or
a
day
or
t
wo)
f
or
a
r
ange
of
di
sci
pl
i
ne
speci
f
i
c
t
ask
s,
pur
poses
,
and
audi
ences.
W.
9
10.
10
Learningtargets:
I
wi
l
l
be
abl
e
t
o
t
el
l
you
what
poet
i
c
f
or
m
i
s.
wi
l
l
be
abl
e
t
o
descr
i
be
poet
r
y
f
or
ms
such
as
hai
ku
f
or
m,
sonnet
f
or
m,
and
el
egy
f
or
ms.
wi
l
l
be
abl
e
t
o
wr
i
t
e
a
hai
ku.
Objective:
Cr
eat
e
a
poem
model
ed
af
t
er
t
he
Japanese
hai
ku
poet
r
y
f
or
m.
Learningplan:
15:Jour
nal
:
Bef
or
e
st
udent
s
begi
n
wr
i
t
i
ng
have
t
hem
wat
ch
Can
We
Aut
ocor
r
ect
Humani
t
y?
ht
t
p:
/
/
www.
yout
ube.
com/
r
esul
t
s?q=can+we+aut
ocor
r
ect
+humani
t
y%3F
14
Toget
her
and
t
hen
r
es
pond:
What
di
d
you
t
hi
nk
of
t
he
vi
deo?
Do
you
t
hi
nk
t
hat
what
t
hi
s
man
i
s
doi
ng
i
s
poet
r
y?
Why
or
why
not
?
10:I
nt
r
oduct
i
on
t
o
t
he
hai
ku
f
or
m:
3
l
i
nes.
No
r
hyme
scheme.
Japanese.
Of
t
en
about
nat
ur
e,
sel
f
ex
pr
essi
on,
or
humor
.
Fi
r
s
t
l
i
ne
has
f
i
ve
syl
l
abl
es.
Second
l
i
ne
has
seven
syl
l
abl
es.
Thi
r
d
l
i
ne
has
f
i
ve
syl
l
abl
es.
10:Show
exampl
es
and
di
scuss
how
t
hese
poems
do
or
do
not
r
epr
esent
t
he
hai
ku
f
or
m.
(
i
t
em
7)
25:Wi
t
h
t
he
gui
dance
of
t
he
t
eac
her
t
he
st
udent
s
wor
k
t
o
wr
i
t
e
t
hr
ee
of
t
hei
r
own
hai
kus.
5:Exi
t
sl
i
p:
Wr
i
t
e
down
t
hr
ee
t
hi
ngs
you
know
about
Hai
kus.
Homewor
k:
Read
pages
73
88
of
Br
onx
Masquer
ade
and
t
ur
n
i
n
gui
ded
r
eadi
ng
quest
i
ons
pages
34
76.
(
i
t
em
8)
Accommodations:Vi
sual
ai
ds
ar
e
used
i
n
t
he
f
or
m
of
t
he
movi
e
Can
We
Aut
ocor
r
ect
Humani
t
y?
Thi
s
cl
i
p
model
s
t
he
spoken
wor
d
poem
f
or
m,
and
i
s
cul
t
ur
al
l
y
appr
opr
i
at
e
f
or
t
hi
s
st
udent
popul
at
i
on.
The
t
eacher
i
s
al
ways
avai
l
abl
e
t
o
ans
wer
any
quest
i
ons
t
hat
st
udent
s
mi
ght
have.
The
cl
ass
r
oom
al
so
has
a
cl
assr
oom
ai
d
avai
l
abl
e
who
comes
i
n
t
o
hel
p
keep
st
udent
s
f
ocussed
and
answer
any
quest
i
ons
and
cr
eat
e
a
co
t
eachi
ng
model
i
f
t
hi
s
i
s
appr
opr
i
at
e.
St
udent
s
wi
t
h
I
EPs
and
504s
ar
e
assessed
and
t
r
eat
ed
as
mandat
ed
by
t
hei
r
document
s
i
ncl
udi
ng
but
not
l
i
mi
t
ed
t
o
ext
ended
t
i
mes
f
or
t
ak
i
ng
assessment
s,
r
educed
assi
gnment
l
oads,
r
el
ocat
i
ng
st
udent
s
t
o
a
mor
e
qui
et
wor
k
space,
r
eadi
ng
assi
gnment
s
and
assessment
s
out
l
oud
t
o
st
udent
.
The
t
eacher
al
so
speaks
Spani
sh
and
can
expl
ai
n
cl
assr
oom
i
nst
r
uct
i
ons
i
n
Spani
sh
as
wel
l
as
Engl
i
sh
upon
r
equest
onl
y.
Gr
oup
wor
k
i
s
used
ext
ensi
vel
y
wi
t
h
t
he
i
nt
ent
i
on
of
havi
ng
mor
e
advanced
l
ear
ner
s
t
each
l
ower
st
udent
s.
Assessment:
Jour
nal
,
hai
kus,
di
scussi
on
cont
r
i
but
i
ons,
obser
vat
i
ons
of
t
he
t
eacher
,
and
exi
t
sl
i
p.
Day9
Commoncorestandards:
Wr
i
t
e
r
out
i
nel
y
over
ext
ended
t
i
me
f
r
ames
(
t
i
me
f
or
r
esear
ch,
r
ef
l
ect
i
on,
and
r
evi
si
on)
and
shor
t
er
t
i
me
f
r
ames
(
a
si
ngl
e
si
t
t
i
ng
or
a
day
or
t
wo)
f
or
a
r
ange
of
di
sci
pl
i
ne
speci
f
i
c
t
ask
s,
pur
poses
,
and
audi
ences.
W.
9
10.
10
Learningtargets:
15
wi
l
l
be
abl
e
t
o
t
el
l
you
what
poet
i
c
f
or
m
i
s.
wi
l
l
be
abl
e
t
o
descr
i
be
poet
r
y
f
or
ms
such
as
hai
ku
f
or
m,
sonnet
f
or
m,
and
el
egy
f
or
ms.
wi
l
l
be
abl
e
t
o
wr
i
t
e
a
sonnet
.
wi
l
l
be
abl
e
t
o
use
t
he
i
nt
er
net
t
o
publ
i
sh
my
wr
i
t
i
ng.
Objective:
Cr
eat
e
a
poem
ut
i
l
i
zi
ng
t
he
sonnet
poet
r
y
f
or
m.
Learningplan:
15:
Jour
nal
:
Do
you
bel
i
eve
i
n
t
r
ue
l
ove?
Why
or
why
not
?
Thi
s
j
our
nal
connect
s
t
o
t
he
day
s
l
esson
because
t
he
st
udent
s
wi
l
l
be
wr
i
t
i
ng
a
sonnet
,
whi
ch
i
s
about
l
ov
e.
5:Di
scuss:
gui
de
a
di
scussi
on
based
on
t
he
j
our
nal
quest
i
on
t
o
see
what
your
st
udent
s
per
spect
i
ve
i
s
on
t
r
ue
l
ove.
Segue
i
nt
o
t
he
f
act
t
hat
t
oday
we
wi
l
l
be
wor
ki
ng
wi
t
h
a
poet
r
y
f
or
m
t
hat
i
s
most
f
amous
f
or
bei
ng
wr
i
t
t
en
about
l
ove:
The
Shakespear
ean
Sonnet
.
15:I
nt
r
oduce
t
he
sonnet
:
14
l
i
nes.
Shakespear
e
i
s
most
f
amous
f
or
wr
i
t
i
ng
sonnet
s.
Wr
i
t
t
en
i
n
i
ambi
c
pent
amet
er
.
The
easi
est
way
t
o
t
each
t
hi
s
i
s
t
o
si
mpl
y
have
t
he
st
udent
s
count
syl
l
abl
es
and
make
sur
e
t
her
e
ar
e
t
en
syl
l
abl
e
i
n
each
l
i
ne.
Ther
e
i
s
a
r
hymi
ng
coupl
et
at
t
he
end
of
t
he
sonnet
.
The
r
hyme
scheme
i
s
ABABCDCDEFEFGG.
20:St
udent
s
spend
t
he
r
emai
nder
of
t
hei
r
t
i
me
wor
ki
ng
on
a
sonnet
t
hat
i
s
ei
t
her
about
gr
owi
ng
up
or
l
ove,
t
wo
t
hemes
t
hat
t
hey
need
t
o
i
ncl
ude
i
n
t
hei
r
f
i
nal
poet
r
y
ant
hol
ogy.
St
udent
s
have
a
choi
ce
as
t
o
whi
ch
one
t
hey
woul
d
l
i
ke
t
o
wr
i
t
e
about
.
The
t
eacher
and
cl
assr
oom
ai
de
shoul
d
const
ant
l
y
be
avai
l
abl
e
because
t
he
sonnet
i
s
a
ver
y
di
f
f
i
c
ul
t
poem
t
o
wr
i
t
e.
When
t
he
t
eacher
i
s
not
hel
pi
ng
st
udent
s
wi
t
h
t
hei
r
poems,
s
he/
he
shoul
d
wor
k
on
her
own
sonnet
s
on
t
he
ov
er
head
t
o
model
t
he
wr
i
t
i
ng
pr
ocess
i
n
f
r
ont
of
st
udent
s.
Al
l
ow
t
he
st
udent
s
t
o
l
ook
up
r
hymi
ng
wor
ds
on
t
hei
r
dev
i
ces
i
f
necessar
y
t
o
f
aci
l
i
t
at
e
t
he
wr
i
t
i
ng
pr
ocess.
Homework:Read
pages
77
92
of
Br
onx
Masquer
ade.
Accommodations:The
t
eacher
model
s
wr
i
t
i
ng
a
shakespear
ean
sonnet
on
t
he
over
head
when
he/
she
i
s
not
ans
wer
i
ng
quest
i
ons
or
wor
ki
ng
wi
t
h
st
udent
s.
By
model
i
ng
t
he
wr
i
t
i
ng
pr
ocess
t
he
st
udent
s
have
a
vi
sual
of
what
t
he
wr
i
t
i
ng
pr
oces
s
l
ooks
l
i
ke,
i
ncl
udi
ng
t
hi
nk
t
i
mes,
er
asi
ng,
r
ewr
i
t
i
ng,
et
cet
er
a.
The
t
eacher
i
s
al
ways
avai
l
abl
e
t
o
answer
any
quest
i
ons
t
hat
st
udent
s
mi
ght
have.
The
cl
assr
oom
al
so
has
a
cl
assr
oom
ai
d
avai
l
abl
e
who
comes
i
n
t
o
hel
p
keep
st
udent
s
f
ocussed
and
answer
any
ques
t
i
ons
and
cr
eat
e
a
co
t
eachi
ng
model
i
f
t
hi
s
i
s
appr
opr
i
at
e.
St
udent
s
wi
t
h
I
EPs
and
504s
ar
e
assessed
and
t
r
eat
ed
as
mandat
ed
by
t
hei
r
document
s
i
ncl
udi
ng
but
not
l
i
mi
t
ed
t
o
ext
ended
t
i
mes
f
or
t
aki
ng
assessment
s,
r
educed
assi
gnment
l
oads,
r
el
ocat
i
ng
st
udent
s
t
o
a
mor
e
qui
et
wor
k
space,
r
eadi
ng
assi
gnment
s
and
assessment
s
out
l
oud
t
o
st
udent
.
The
t
eacher
al
so
speaks
Spani
sh
and
can
expl
ai
n
cl
assr
oom
i
nst
r
uct
i
ons
i
n
Spani
sh
as
wel
l
as
Engl
i
sh
upon
r
equest
onl
y.
Gr
oup
wor
k
i
s
16
used
ext
ensi
vel
y
wi
t
h
t
he
i
nt
ent
i
on
of
havi
ng
mor
e
advanced
l
ear
ner
s
t
each
l
ower
st
udent
s.
St
udent
s
ar
e
al
l
owed
t
o
use
t
hei
r
devi
ces
t
o
f
i
nd
r
hymi
ng
wor
ds
t
o
f
aci
l
i
t
at
e
t
he
sonnet
wr
i
t
i
ng
pr
ocess.
Assessment:
Teacher
obser
vat
i
on
and
sonnet
poem.
Day10
Commoncorestandards:
Wr
i
t
e
r
out
i
nel
y
over
ext
ended
t
i
me
f
r
ames
(
t
i
me
f
or
r
esear
ch,
r
ef
l
ect
i
on,
and
r
evi
si
on)
and
shor
t
er
t
i
me
f
r
ames
(
a
si
ngl
e
si
t
t
i
ng
or
a
day
or
t
wo)
f
or
a
r
ange
of
di
sci
pl
i
ne
speci
f
i
c
t
ask
s,
pur
poses
,
and
audi
ences.
W.
9
10.
10
Learningtargets:
I
wi
l
l
be
abl
e
t
o
t
el
l
you
what
poet
i
c
f
or
m
i
s.
wi
l
l
be
abl
e
t
o
descr
i
be
poet
r
y
f
or
ms
such
as
hai
ku
f
or
m,
sonnet
f
or
m,
and
el
egy
f
or
ms.
wi
l
l
be
abl
e
t
o
wr
i
t
e
an
el
egy
poem.
Objective:
Cr
eat
e
a
poem
i
mi
t
at
i
ng
t
he
el
egy
poet
r
y
f
or
m.
Learningplan:
15:
You
can
obvi
ousl
y
l
ose
t
hi
ngs
l
i
ke
l
oved
ones
or
pet
s,
but
what
ar
e
some
ot
her
t
hi
ngs
t
hat
a
per
son
can
l
ose
t
hat
ar
e
not
al
i
ve?
Ar
e
t
hey
j
ust
as
i
mpor
t
ant
?
Why
or
why
not
?
10:I
nt
r
oduct
i
on
t
o
t
he
el
egy
f
or
m:
Sad
i
n
nat
ur
e
and
ar
e
about
someone
or
somet
hi
ng
t
hat
you
have
l
ost
.
Thr
ee
st
anzas
t
hat
f
ol
l
ow
t
he
st
ages
of
gr
i
ef
.
Fi
r
s
t
st
anza
i
s
about
mour
ni
ng.
Second
st
anza
i
s
about
cel
ebr
at
i
ng
l
i
f
e.
Thi
r
d
st
anza
i
s
about
comi
ng
t
o
peace
wi
t
h
t
he
l
oss
.
Rhyme
scheme
i
s
r
hymi
ng
coupl
et
s:
AABBCCDDEEFF
10:Cr
eat
e
an
exampl
e:
t
oget
her
wi
t
h
your
st
udent
s
wor
k
t
o
cr
eat
e
an
exampl
e
el
egy
t
oget
her
.
Thi
s
i
s
i
mpor
t
ant
because
t
he
f
or
m
of
el
egi
es
i
s
so
var
i
ed
t
hat
i
f
st
udent
s
t
r
y
t
o
f
i
nd
an
exampl
e
exact
l
y
l
i
ke
t
he
one
you
have
gi
ven
onl
i
ne,
i
t
wi
l
l
be
al
most
i
mpossi
bl
e.
I
t
i
s
bet
t
er
t
o
si
mpl
y
cr
eat
e
an
exampl
e
wi
t
h
your
cl
ass,
and
i
n
doi
ng
so
you
ar
e
al
so
model
i
ng
t
he
wr
i
t
i
ng
pr
ocess,
so
good
j
ob!
15:The
st
udent
s
wi
l
l
use
t
he
r
emai
ni
ng
t
i
me
t
o
wr
i
t
e
t
hei
r
own
el
egy
poems.
Homework:Read
pages
93
108
of
Br
onx
Masquer
ade.
Accommodations:
17
The
t
eac
her
i
s
al
ways
avai
l
abl
e
t
o
answer
any
quest
i
ons
t
hat
st
udent
s
mi
ght
hav
e.
For
t
hi
s
par
t
i
cul
ar
ass
i
gnment
st
udent
s
wi
l
l
be
di
vi
ded
i
n
hal
f
so
t
hat
mor
e
i
ndi
vi
dual
at
t
ent
i
on
may
be
gi
ven
t
o
each
st
udent
,
because
wr
i
t
i
ng
a
sonnet
i
s
ver
y
di
f
f
i
cul
t
,
and
st
udent
s
may
need
mor
e
i
ndi
vi
dual
at
t
ent
i
on
f
r
om
t
he
t
eacher
s.
The
cl
assr
oom
al
so
has
a
cl
as
sr
oom
ai
d
avai
l
abl
e
who
comes
i
n
t
o
hel
p
keep
st
udent
s
f
ocussed
and
ans
wer
any
quest
i
ons
and
cr
eat
e
a
co
t
eachi
ng
model
i
f
t
hi
s
i
s
appr
opr
i
at
e.
St
udent
s
wi
t
h
I
EPs
and
504s
ar
e
assessed
and
t
r
eat
ed
as
mandat
ed
by
t
hei
r
document
s
i
ncl
udi
ng
but
not
l
i
mi
t
ed
t
o
ext
ended
t
i
mes
f
or
t
aki
ng
assessment
s,
r
educed
assi
gnment
l
oads,
r
el
ocat
i
ng
st
udent
s
t
o
a
mor
e
qui
et
wor
k
space,
r
eadi
ng
assi
gnment
s
and
assessment
s
out
l
oud
t
o
st
udent
.
The
t
eacher
al
so
speaks
Spani
sh
and
can
expl
ai
n
cl
assr
oom
i
nst
r
uct
i
ons
i
n
Spani
sh
as
wel
l
as
Engl
i
sh
upon
r
equest
onl
y.
Gr
oup
wor
k
i
s
us
ed
ext
ensi
vel
y
wi
t
h
t
he
i
nt
ent
i
on
of
havi
ng
mor
e
advanced
l
ear
ner
s
t
each
l
ower
st
udent
s.
Assessment:
Teacher
obser
vat
i
on,
j
our
nal
,
and
el
egy
dr
af
t
.
Day11
CommonCoreStandard:
Anal
yze
how
an
aut
hor
'
s
choi
ces
concer
ni
ng
how
t
o
st
r
uct
ur
e
a
t
ext
,
or
der
event
s
wi
t
hi
n
i
t
(
e.
g.
,
par
al
l
el
pl
ot
s)
,
and
mani
pul
at
e
t
i
me
(
e.
g.
,
paci
ng,
f
l
ashbacks)
cr
eat
e
such
ef
f
ect
s
as
myst
er
y,
t
ensi
on,
or
sur
pr
i
se.
RL.
9
10.
5
Learningtargets:
I
wi
l
l
be
abl
e
t
o
t
el
l
you
what
poet
i
c
f
or
m
i
s.
wi
l
l
be
abl
e
t
o
descr
i
be
poet
r
y
f
or
ms
such
as
hai
ku
f
or
m,
sonnet
f
or
m,
and
el
egy
f
or
ms.
Objective:
Compl
et
e
t
he
f
i
gur
at
i
ve
l
anguage
qui
z
over
hai
ku,
sonnet
,
and
el
egy
f
or
ms.
Learningplan:
15:Jour
nal
:
I
f
you
coul
d
t
r
avel
t
o
any
t
i
me
per
i
od
i
n
any
count
r
y,
wher
e
and
when
woul
d
you
go
and
why
?
5:Revi
ew
t
he
expect
at
i
ons
f
or
as
sessment
s:
CHAMPS.
30:Use
t
he
r
emai
nder
of
t
he
t
i
me
f
or
st
udent
s
t
o
compl
et
e
t
he
qui
z.
Be
sur
e
t
o
r
evi
ew
expect
at
i
ons
bef
or
e
handi
ng
out
t
he
qui
z.
Al
so
be
r
eady
t
o
hel
p
st
udent
s
i
f
t
her
e
ar
e
any
ques
t
i
ons
dur
i
ng
t
he
t
i
me
t
hey
t
ake
t
he
assessment
.
5:Cl
ean
up
and
assi
gn
homewor
k:
Homewor
k:
Read
pages
109
124
and
compl
et
e
t
he
gui
ded
r
eadi
ng
quest
i
ons
f
or
sect
i
on
74
106,
due
on
Wednesday.
Accommodations:The
t
eacher
i
s
al
ways
avai
l
abl
e
t
o
answer
any
quest
i
ons
t
hat
st
udent
s
mi
ght
have.
The
cl
assr
oom
al
so
has
a
cl
assr
oom
ai
d
avai
l
abl
e
who
comes
i
n
18
t
o
hel
p
keep
st
udent
s
f
ocussed
and
answer
any
quest
i
ons
and
cr
eat
e
a
co
t
eachi
ng
model
i
f
t
hi
s
i
s
appr
opr
i
at
e.
St
udent
s
wi
t
h
I
EPs
and
504s
ar
e
assessed
and
t
r
eat
ed
as
mandat
ed
by
t
hei
r
document
s
i
ncl
udi
ng
but
not
l
i
mi
t
ed
t
o
ext
ended
t
i
mes
f
or
t
aki
ng
assessment
s,
r
educed
assi
gnment
l
oads,
r
el
ocat
i
ng
st
udent
s
t
o
a
mor
e
qui
et
wor
k
spac
e,
r
eadi
ng
assi
gnment
s
and
assessment
s
out
l
oud
t
o
st
udent
.
The
t
eac
her
al
so
speaks
Spani
sh
and
can
expl
ai
n
cl
assr
oom
i
nst
r
uct
i
ons
i
n
Spani
sh
as
wel
l
as
Engl
i
sh
upon
r
equest
onl
y.
Gr
oup
wor
k
i
s
used
ext
ensi
vel
y
wi
t
h
t
he
i
nt
ent
i
on
of
havi
ng
mor
e
adv
anced
l
ear
ner
s
t
each
l
ower
st
udent
s.
Assessment:
Jour
nal
,
f
i
gur
at
i
ve
l
anguage
qui
z
.
Day12
Commoncorestandards:
Devel
op
and
st
r
engt
hen
wr
i
t
i
ng
as
needed
by
pl
anni
ng,
r
evi
si
ng,
edi
t
i
ng,
r
ewr
i
t
i
ng,
or
t
r
yi
ng
a
new
appr
oach,
f
ocusi
ng
on
addr
essi
ng
what
i
s
most
si
gni
f
i
cant
f
or
a
speci
f
i
c
pur
pose
and
audi
ence.
W.
9
10.
5
Learningtargets:
I
wi
l
l
be
abl
e
t
o
r
evi
se
my
wr
i
t
i
ng
t
o
i
mpr
ove
i
t
.
Objective:
Revi
se
poet
r
y
dr
af
t
s
usi
ng
t
he
STAR
t
echni
que.
Learningplan:
15:Jour
nal
:
Wr
i
t
e
a
poem
f
r
om
t
he
per
spect
i
ve
of
anot
her
cr
eat
ur
e
(
a
uni
cor
n
f
or
exampl
e.
)
You
can
use
any
f
or
m
or
r
hyme
scheme
t
hat
you
want
.
10:I
nt
r
oduce
r
evi
si
on
st
ep
of
t
he
wr
i
t
i
ng
pr
ocess
usi
ng
t
he
STAR
t
echni
que.
SSubstitute.
TTakeout.
AAdd.
RRemove.
Today
we
wi
l
l
be
f
ocussi
ng
on
S
and
T.
Have
st
udent
s
t
ak
e
out
t
hei
r
poems
t
hat
t
hey
hav
e
cr
eat
ed
so
f
ar
.
Appr
opr
i
at
e
subst
i
t
ut
i
ons
ar
e
weak
wor
ds:
wor
ds
t
hat
do
not
car
r
y
a
l
ot
of
meani
ng.
Some
exampl
e
of
weak
wor
ds
may
be:
good
bad
happy
sad
f
un
pr
et
t
y
and
many
mor
e.
19
I
nst
ead
use
wor
ds
t
hat
have
mor
e
dept
h
of
meani
ng
or
ar
e
mor
e
speci
f
i
c.
Remove
wor
ds
or
phr
ases
t
hat
ar
e
r
epet
i
t
i
ve
or
do
not
cont
r
i
but
e
somet
hi
ng
i
mpor
t
ant
t
o
your
poem
i
n
gener
al
.
10:Read
over
poems
i
ndi
vi
dual
l
y
maki
ng
not
e
of
wher
e
t
hey
want
t
o
subst
i
t
ut
e
or
t
ake
out
cer
t
ai
n
el
ement
s.
10:Have
st
udent
s
swi
t
ch
wi
t
h
a
par
t
ner
and
do
t
he
same
wi
t
h
t
hei
r
paper
t
o
do
a
peer
edi
t
.
Af
t
er
t
hi
s
have
each
st
udent
wr
i
t
e
t
wo
st
ar
s
and
a
wi
sh
on
t
he
bot
t
om
of
t
hei
r
par
t
ner
paper
.
St
ar
t
hi
ngs
t
he
aut
hor
di
d
wel
l
.
A
wi
sh
What
you
t
hi
nk
t
he
aut
hor
coul
d
i
mpr
ove
on.
10:Revi
ew
homewor
k
and
assi
gn
new
homewor
k.
Homewor
k:
Read
pages
107
123.
Accommodations:Revi
ewi
ng
homewor
k
t
oget
her
as
a
c
l
ass
makes
sur
e
t
hat
al
l
st
udent
s
under
st
and
what
i
s
expect
ed
of
t
hem
f
or
homewor
k
and
gi
ves
st
udent
a
chance
t
o
ask
quest
i
ons
about
t
he
homewor
k.
The
t
eacher
i
s
al
ways
avai
l
abl
e
t
o
ans
wer
any
quest
i
ons
t
hat
st
udent
s
mi
ght
have.
The
cl
ass
r
oom
al
so
has
a
cl
assr
oom
ai
d
avai
l
abl
e
who
comes
i
n
t
o
hel
p
keep
st
udent
s
f
ocussed
and
answer
any
quest
i
ons
and
cr
eat
e
a
co
t
eachi
ng
model
i
f
t
hi
s
i
s
appr
opr
i
at
e.
St
udent
s
wi
t
h
I
EPs
and
504s
ar
e
assessed
and
t
r
eat
ed
as
mandat
ed
by
t
hei
r
document
s
i
ncl
udi
ng
but
not
l
i
mi
t
ed
t
o
ext
ended
t
i
mes
f
or
t
ak
i
ng
assessment
s,
r
educed
assi
gnment
l
oads,
r
el
ocat
i
ng
st
udent
s
t
o
a
mor
e
qui
et
wor
k
space,
r
eadi
ng
assi
gnment
s
and
assessment
s
out
l
oud
t
o
st
udent
.
The
t
eacher
al
so
speaks
Spani
sh
and
can
expl
ai
n
cl
assr
oom
i
nst
r
uct
i
ons
i
n
Spani
sh
as
wel
l
as
Engl
i
sh
upon
r
equest
onl
y.
Gr
oup
wor
k
i
s
used
ext
ensi
vel
y
wi
t
h
t
he
i
nt
ent
i
on
of
havi
ng
mor
e
advanced
l
ear
ner
s
t
each
l
ower
st
udent
s.
Assessment:
Jour
nal
and
poem
r
evi
si
ons.
Day13
Commoncorestandards:
Devel
op
and
st
r
engt
hen
wr
i
t
i
ng
as
needed
by
pl
anni
ng,
r
evi
si
ng,
edi
t
i
ng,
r
ewr
i
t
i
ng,
or
t
r
yi
ng
a
new
appr
oach,
f
ocusi
ng
on
addr
essi
ng
what
i
s
most
si
gni
f
i
cant
f
or
a
speci
f
i
c
pur
pose
and
audi
ence.
W.
9
10.
5
Learningtargets:
I
wi
l
l
be
abl
e
t
o
r
evi
se
my
wr
i
t
i
ng
t
o
i
mpr
ove
i
t
.
wi
l
l
be
abl
e
t
o
use
t
he
i
nt
er
net
t
o
publ
i
sh
my
wr
i
t
i
ng.
Objective:
Appl
y
STAR
t
echni
que
t
o
poem
dr
af
t
s.
20
Learningplan:
15:Jour
nal
:
Wr
i
t
e
a
poem
about
your
f
avor
i
t
e
f
ami
l
y
t
r
adi
t
i
on
or
memor
y.
What
i
s
t
he
t
one
of
t
he
poem
you
ve
wr
i
t
t
en?
What
do
you
t
hi
nk
t
he
mood
of
your
poem
coul
d
be
f
or
someone
el
se
who
r
eads
i
t
?
10:Move
on
t
o
A
and
R
par
t
of
r
evi
si
on.
add:
You
shoul
d
add
somet
hi
ng
t
o
your
poem
i
f
you
f
eel
t
hat
your
poem
i
s
t
oo
shor
t
,
or
does
not
say
enough
t
o
get
your
maj
or
i
deas
acr
oss
t
o
t
he
r
eader
.
r
emov
e:
You
shoul
d
r
emove
par
t
s
t
hat
ar
e
not
essent
i
al
t
o
t
he
under
st
andi
ng
of
t
he
poem
or
i
f
i
t
i
s
r
epet
i
t
i
ve.
I
f
you
use
a
wor
d
t
o
much,
consi
der
t
aki
ng
i
t
out
or
f
i
ndi
ng
anot
her
wor
d
you
coul
d
us
e
i
nst
ead.
St
udent
s
t
ake
out
t
hei
r
poems
and
begi
n
addi
ng
not
es
t
o
wher
e
t
hey
want
t
o
r
evi
se.
10:St
udent
s
t
hen
swi
t
ch
poems
wi
t
h
par
t
ner
s
t
o
peer
edi
t
usi
ng
t
he
STAR
t
echni
que.
Al
so
make
sur
e
t
hat
par
t
ner
s
wr
i
t
e
2
st
ar
s
and
a
wi
sh
on
t
he
bot
t
om
of
t
hei
r
par
t
ner
s
paper
.
10:St
udent
s
use
t
he
r
emai
nder
of
cl
ass
t
o
begi
n
t
ypi
ng
up
your
poet
r
y
ant
hol
ogy
i
n
Googl
e
Docs
on
t
hei
r
Chr
omebooks
keepi
ng
i
n
mi
nd
t
he
or
gani
zat
i
onal
r
equi
r
ement
s
as
descr
i
bed
i
n
t
he
r
ubr
i
c.
5:Homewor
k:
Fi
ni
sh
t
ypi
ng
poet
r
y
ant
hol
ogy.
Thi
s
shoul
d
be
compl
et
ed
by
t
omor
r
ow.
Accommodations:The
t
eacher
i
s
al
ways
avai
l
abl
e
t
o
answer
any
quest
i
ons
t
hat
st
udent
s
mi
ght
have.
The
cl
assr
oom
al
so
has
a
cl
assr
oom
ai
d
avai
l
abl
e
who
comes
i
n
t
o
hel
p
keep
st
udent
s
f
ocussed
and
answer
any
quest
i
ons
and
cr
eat
e
a
co
t
eachi
ng
model
i
f
t
hi
s
i
s
appr
opr
i
at
e.
St
udent
s
wi
t
h
I
EPs
and
504s
ar
e
assessed
and
t
r
eat
ed
as
mandat
ed
by
t
hei
r
document
s
i
ncl
udi
ng
but
not
l
i
mi
t
ed
t
o
ext
ended
t
i
mes
f
or
t
aki
ng
assessment
s,
r
educed
assi
gnment
l
oads,
r
el
ocat
i
ng
st
udent
s
t
o
a
mor
e
qui
et
wor
k
spac
e,
r
eadi
ng
assi
gnment
s
and
assessment
s
out
l
oud
t
o
st
udent
.
The
t
eac
her
al
so
speaks
Spani
sh
and
can
expl
ai
n
cl
assr
oom
i
nst
r
uct
i
ons
i
n
Spani
sh
as
wel
l
as
Engl
i
sh
upon
r
equest
onl
y.
Gr
oup
wor
k
i
s
used
ext
ensi
vel
y
wi
t
h
t
he
i
nt
ent
i
on
of
havi
ng
mor
e
adv
anced
l
ear
ner
s
t
each
l
ower
st
udent
s.
Assessment:
Jour
nal
and
STAR
poem
r
evi
si
ons
.
Day14
Commoncorestandards:
Use
t
echnol
ogy,
i
ncl
udi
ng
t
he
I
nt
er
net
,
t
o
pr
oduce,
publ
i
sh,
and
updat
e
i
ndi
vi
dual
or
shar
ed
wr
i
t
i
ng
pr
oduc
t
s
i
n
r
esponse
t
o
ongoi
ng
f
eedback,
i
ncl
udi
ng
new
ar
gument
s
or
i
nf
or
mat
i
on.
W.
11
12.
6
21
I
nt
egr
at
e
mul
t
i
pl
e
sour
ces
of
i
nf
or
mat
i
on
pr
esent
ed
i
n
di
ver
se
f
or
mat
s
and
medi
a
(
e.
g.
,
vi
sual
l
y,
quant
i
t
at
i
vel
y,
or
al
l
y)
i
n
or
der
t
o
make
i
nf
or
med
deci
si
ons
and
sol
ve
pr
obl
ems,
eval
uat
i
ng
t
he
cr
edi
bi
l
i
t
y
and
accur
acy
of
each
sour
ce
and
not
i
ng
any
di
scr
epanci
es
among
t
he
dat
a.
SL.
11
12.
2
Learningtargets:
I
wi
l
l
be
abl
e
t
o
j
ust
i
f
y
why
t
hi
nk
musi
c
such
as
r
ap
or
hi
p
hop,
ci
pher
,
and
spoken
wor
d
i
s
or
i
s
not
a
f
or
m
of
poet
r
y.
Objective:
Cr
eat
e
an
al
bum
cover
t
hat
r
epr
esent
s
who
t
he
st
udent
i
s
as
a
per
son.
Learningplan:
5:Di
scussi
on:
I
s
musi
c
poet
r
y?
What
ki
nd
of
musi
c
can
be
consi
der
ed
poet
r
y?
What
i
s
t
he
power
of
musi
c?
What
songs
do
you
guys
t
hi
nk
expr
ess
who
you
ar
e
as
a
per
son?
10:Expl
ai
n
al
bum
cov
er
poem:
We
have
been
wor
ki
ng
ver
y
har
d
on
poems
t
o
i
ncl
ude
i
n
our
poet
r
y
ant
hol
ogy.
Today
we
ar
e
goi
ng
t
o
wor
k
on
a
di
f
f
er
ent
way
of
expr
ess
i
ng
our
sel
ves
:
We
ar
e
goi
ng
t
o
desi
gn
an
al
bum
cover
and
pl
ayl
i
st
about
our
l
i
f
e.
I
n
t
hi
s
poem
y
ou
need
t
o
i
ncl
ude:
1.A
f
r
ont
cover
wi
t
h
a
symbol
on
i
t
t
hat
you
desi
gn
wi
t
h
or
i
gi
nal
ar
t
wor
k
t
hat
r
epr
esent
s
who
you
ar
e
as
a
per
son.
2.At
l
east
5
songs
t
hat
r
epr
esent
your
l
i
f
e.
3.Two
sent
ences
per
song
ex
pl
ai
ni
ng
why
you
chose
t
o
i
ncl
ude
i
t
.
25:Wor
k
on
al
bum
cover
poem
t
o
be
i
ncl
uded
i
n
t
he
poet
r
y
ant
hol
ogy:
due
t
omor
r
ow.
5:Homewor
k:
Read
t
o
t
he
end
of
Br
onx
masquer
ade.
Put
any
necessar
y
f
i
ni
shi
ng
t
ouches
on
your
poet
r
y
ant
hol
ogi
es
whi
ch
we
wi
l
l
pr
esent
t
omor
r
ow
dur
i
ng
our
Open
Mi
c
Fr
i
day
.
Accommodations:The
t
eacher
i
s
al
ways
avai
l
abl
e
t
o
answer
any
quest
i
ons
t
hat
st
udent
s
mi
ght
have.
The
cl
assr
oom
al
so
has
a
cl
assr
oom
ai
d
avai
l
abl
e
who
comes
i
n
t
o
hel
p
keep
st
udent
s
f
ocussed
and
answer
any
quest
i
ons
and
cr
eat
e
a
co
t
eachi
ng
model
i
f
t
hi
s
i
s
appr
opr
i
at
e.
St
udent
s
wi
t
h
I
EPs
and
504s
ar
e
assessed
and
t
r
eat
ed
as
mandat
ed
by
t
hei
r
document
s
i
ncl
udi
ng
but
not
l
i
mi
t
ed
t
o
ext
ended
t
i
mes
f
or
t
aki
ng
assessment
s,
r
educed
assi
gnment
l
oads,
r
el
ocat
i
ng
st
udent
s
t
o
a
mor
e
qui
et
wor
k
spac
e,
r
eadi
ng
assi
gnment
s
and
assessment
s
out
l
oud
t
o
st
udent
.
The
t
eac
her
al
so
speaks
Spani
sh
and
can
expl
ai
n
cl
assr
oom
i
nst
r
uct
i
ons
i
n
Spani
sh
as
wel
l
as
Engl
i
sh
upon
r
equest
onl
y.
Gr
oup
wor
k
i
s
used
ext
ensi
vel
y
wi
t
h
t
he
i
nt
ent
i
on
of
havi
ng
mor
e
adv
anced
l
ear
ner
s
t
each
l
ower
st
udent
s.
Assessment:
Al
bum
cover
pr
oj
ect
,
t
eacher
obs
er
vat
i
ons,
and
cont
r
i
but
i
ons
t
o
di
scussi
on.
22
Day15
Commoncorestandards:
Pr
esent
i
nf
or
mat
i
on,
f
i
ndi
ngs,
and
suppor
t
i
ng
evi
dence
cl
ear
l
y,
conci
sel
y,
and
l
ogi
cal
l
y
such
t
hat
l
i
st
ener
s
can
f
ol
l
ow
t
he
l
i
ne
of
r
easoni
ng
and
t
he
or
gani
zat
i
on,
devel
opment
,
subst
anc
e,
and
st
yl
e
ar
e
appr
opr
i
at
e
t
o
pur
pose,
audi
ence,
and
t
ask.
SL.
9
10.
4
Learningtargets:
I
wi
l
l
be
abl
e
t
o
pr
esent
my
wr
i
t
i
ng
t
o
an
audi
ence.
Objective:
Pr
esent
poet
r
y
ant
hol
ogi
es
t
o
t
he
cl
ass.
Learningplan:
10:
Jour
nal
:
Ref
l
ect
on
our
poet
r
y
uni
t
t
hat
we
ar
e
about
t
o
compl
et
e.
Do
you
t
hi
nk
t
hat
you
have
a
bet
t
er
i
dea
of
what
poet
r
y
i
s
and
t
he
pur
pose
t
hat
i
t
ser
ves?
How
coul
d
t
he
t
eacher
i
mpr
ove
t
hi
s
uni
t
i
n
t
he
f
ut
ur
e
t
o
hel
p
st
udent
s
l
ear
n
even
bet
t
er
?
What
gener
al
suggest
i
ons
do
you
have?
5:
Congr
at
ul
at
e
st
udent
s
on
compl
et
i
ng
t
he
poet
r
y
uni
t
and
t
hei
r
poet
r
y
ant
hol
ogi
es!
Revi
ew
expect
at
i
ons
f
or
t
he
poet
r
y
ant
hol
ogy
pr
esent
at
i
ons.
Ever
yone
needs
t
o
shar
e
at
l
east
t
wo
poems:
one
t
hat
you
f
ound
and
one
t
hat
you
wr
ot
e.
Al
l
st
udent
s
shoul
d
pay
at
t
ent
i
on
and
show
r
espect
t
o
al
l
pr
esent
er
s.
Ther
e
wi
l
l
be
no
t
al
ki
ng
whi
l
e
ot
her
s
ar
e
pr
esent
i
ng
t
hei
r
poems.
No
t
echnol
ogy
use
dur
i
ng
pr
esent
at
i
ons.
No
l
aughi
ng
or
bei
ng
sar
cast
i
c
about
anyone
s
pr
esent
at
i
on.
Thi
s
i
s
ser
i
ous
wor
k,
and
i
t
needs
t
o
be
t
aken
ser
i
ousl
y.
40:
St
udent
s
pr
esent
t
hei
r
poet
r
y
ant
hol
ogi
es
t
o
cl
ass.
Hav
e
st
udent
s
r
ead
at
l
eas
t
one
of
t
hei
r
f
avor
i
t
e
f
ound
and
wr
i
t
t
en
poems
f
or
a
t
ot
al
of
t
wo
poems.
Be
sur
e
t
o
make
t
i
me
f
or
al
l
st
udent
s
t
o
pr
esent
.
Dependi
ng
on
cl
ass
si
ze,
l
et
pr
esent
at
i
ons
r
un
f
or
t
wo
day
s.
Recor
d
t
hese
so
t
hat
you
can
i
ncl
ude
t
hem
on
your
cl
ass
websi
t
e
and
have
evi
dence
of
st
udent
l
ear
ni
ng.
Al
so
be
sur
e
t
hat
t
he
st
udent
s
have
shar
ed
t
hei
r
doc
ument
wi
t
h
you
on
Googl
e
Docs
i
n
t
hei
r
Engl
i
sh
9
f
ol
der
s.
Accommodations:
For
st
udent
s
who
ar
e
sel
f
consci
ous
of
speaki
ng
i
n
f
r
ont
of
cr
owds
t
her
e
i
s
t
he
al
t
er
nat
i
ve
pr
esent
at
i
on
opt
i
on
of
pr
e
r
ecor
di
ng
t
he
pr
esent
at
i
on
on
t
hei
r
Chr
omebooks
ahead
of
t
i
me
and
pl
ayi
ng
t
hem
i
n
f
r
ont
of
cl
assmat
es.
The
t
eacher
i
s
al
ways
avai
l
abl
e
t
o
answer
any
quest
i
ons
t
hat
st
udent
s
mi
ght
have.
The
cl
assr
oom
al
so
has
a
cl
assr
oom
ai
d
avai
l
abl
e
who
comes
i
n
t
o
hel
p
keep
st
udent
s
f
ocussed
and
ans
wer
any
quest
i
ons
and
cr
eat
e
a
co
t
eachi
ng
model
i
f
t
hi
s
i
s
appr
opr
i
at
e.
St
udent
s
wi
t
h
I
EPs
and
504s
ar
e
assessed
and
t
r
eat
ed
as
mandat
ed
by
t
hei
r
document
s
i
ncl
udi
ng
but
not
l
i
mi
t
ed
t
o
ext
ended
t
i
mes
f
or
t
aki
ng
assessment
s,
r
educed
assi
gnment
l
oads,
r
el
ocat
i
ng
st
udent
s
t
o
a
mor
e
qui
et
wor
k
space,
r
eadi
ng
23
assi
gnment
s
and
assessment
s
out
l
oud
t
o
st
udent
.
The
t
eacher
al
so
speaks
Spani
sh
and
can
expl
ai
n
cl
assr
oom
i
nst
r
uct
i
ons
i
n
Spani
sh
as
wel
l
as
Engl
i
sh
upon
r
equest
onl
y.
Gr
oup
wor
k
i
s
us
ed
ext
ensi
vel
y
wi
t
h
t
he
i
nt
ent
i
on
of
havi
ng
mor
e
advanced
l
ear
ner
s
t
each
l
ower
st
udent
s.
Assessment:
Pr
esent
at
i
ons
of
poet
r
y
ant
hol
ogi
es.
24
Resources
Item1:
Br
onx
Masquer
ade
Di
al
Book
s
f
or
Young
Reader
,
2002
I
SBN:
978
0
8037
2569
0
Item2:
PoetryAnthologyRubric
Due:Thursday,October30th,2014
Rubric:
Points:
Tone/Emotion
The
poem
enabl
es
t
he
r
eader
t
o
see,
hear
,
f
eel
,
or
t
hi
nk
about
t
he
subj
ect
i
n
a
new
way
or
i
n
a
st
r
onger
way
t
han
ever
bef
or
e.
25
20 15 10
5 2
FigurativeLanguage
The
use
of
f
i
gur
at
i
ve
Language
(
si
mi
l
e,
met
aphor
,
per
soni
f
i
cat
i
on,
hyper
bol
e,
and
al
l
i
t
er
at
i
on)
cont
r
i
but
es
t
o
t
he
meani
ng
and
i
mpact
of
t
he
poet
r
y
col
l
ect
i
on.
25
20 15 10
5 2
Grammar/Usage/Spelling/Mechanics
Al
l
dr
af
t
s
ar
e
ac
c
ount
ed
f
or
t
her
e
ar
e
no
or
f
ew
er
r
or
s
i
n
gr
ammar
/
usage/
spel
l
i
ng/
mechani
cs.
25
20 15 10
5 2
Organization
Tabl
e
of
Cont
ent
s
and
f
ol
l
owed
by
10
or
i
gi
nal
poems.
25
20 15 10
5 2
V. MeetingProjectRequirements
Al
l
poems
f
ocus
on
t
he
t
hemes
and
poet
r
y
f
or
ms
pr
ovi
ded:
I
dent
i
t
y
(thumbprint)
25
Lov
e
(sonnet)
Sel
f
Expr
essi
on
(haiku)
Fami
l
y
(elegy)
Label
s
(letterpoemz)
Deat
h/
Dyi
ng
(elegy)
Gr
owi
ng
up
(sonnet)
Over
comi
ng
Adver
si
t
y
(haiku)
I
f
woul
d
you.
.
and
Al
bum/
CD
cover
25
20 15 10
5 2
TurningitinontimeandTitlePage
The
t
i
t
l
e
page
i
ncl
udes
al
l
el
ement
s
r
equi
r
ed:
titleofyouranthology(canbethesameasyouralbumcover)
yourname
EllingtonAcademy
yourgrade
dateandyear.
25
20 15 10
5 2
TOTAL
Item3:Langst
on
Hughes
Poem
Dr
eams
Dr
eams
By
Langst
on
Hughes
Hol
d
f
ast
t
o
dr
eams
26
For
i
f
dr
eams
di
e
Li
f
e
i
s
a
br
oken
wi
nged
bi
r
d
That
cannot
f
l
y.
Hol
d
f
ast
t
o
dr
eams
For
when
dr
eams
go
Li
f
e
i
s
a
bar
r
en
f
i
el
d
Fr
ozen
wi
t
h
snow.
Item4:CircleMap:
Item5:HarlemRenaissanceMovie:
http://www.youtube.com/watch?v=Z3ozfYC9CZE
Item6:CornellNotes:http://coe.jmu.edu/learningtoolbox/cornellnotes.html
27
Item7:firstitemonmyresourcepage:
http://yonkersa.weebly.com/createdmaterials.html
Item8:
http://www.ereadingworksheets.com/figurativelanguageworksheets/figurativela
nguagetest.pdf
28