Sei sulla pagina 1di 28

PoetryIsForMe!

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

Potrebbero piacerti anche