Objectives: Students will identify poetry terms and elements. Students will analyze poems as a group and individually for theme, mood, rhythm, meter, rhyme, stanza, and line. State Standards: South Carolina College- and Career-Ready Standards for English Language Arts Reading Literary Text 9.2 Explain how the authors choice of words, illustrations, and conventions combine to create mood, contribute to meaning, and emphasize aspects of a character or setting. Standard 12: Analyze and critique how the author uses structures in print and multimedia texts to shape meaning and impact the reader. 12.1 Identify text structures of various genres using the terms paragraph, chapter, scene, and stanza; describe how each part transitions. 12.2 Identify crafted text structures such as a collection of photographs or poetry texts, texts with a series of short memoirs, an inanimate voice text, and a framing question text. Context: The Elements of Poetry unit is taught over a five-day period. The ELA block lasts 90 minutes. On days 1-3, students have been introduced to the Poetry genre with an overview of what poetry is, a discussion of different types of poetry, and a review of figurative language and vocabulary. The class has collaborated in whole group and small groups to analyze several poems. For this lesson, Day 4, students will participate in three poetry workstations teacher directed, collaborative and independent. On day 5, students will host a Piasciks Poetry Party where they will each read a poem of their choice to the class and tell what they like about the poem. Materials: Tablets/iPads, Google Classroom, ELA Colored pencils or crayons Journal Copies of Rotten Icky Monday Mornings Copies of Interactive Notebook Foldable Copies of Back in Time worksheet Poetry app Procedures: All referenced files may be found on Mrs. Piasciks ELA on Google Classroom: *Google Classroom Code for Mrs. Piasciks ELA Class kj3s0sm https://drive.google.com/drive/folders/0B_wv2gc8NxJwflUxWlJfMzA5djdFNEtUS0FBNlZwdX ZkNVhaUnRwcE16a0Nhdm5iVFMySkE?usp=sharing Introduction (9 minutes): Using a presentation, Elements of Poetry, the teacher will review the concepts that the class has learned in previous lessons from the unit. (Google Classroom: Resources for Poetry Unit) The teacher will refer to the Elements of Poetry Anchor Chart reminding students that they may look at it throughout their workstations to help them to complete the assignments. The teacher will give the whole group brief instructions of each workstation task. (2 minutes for transitions between workstations) Teacher Directed (24 minutes): The teacher will work with the students in Small Group to analyze the poem, Rotten, Icky Monday Mornings by Alison Roozeboom (Google Classroom: Resources for Poetry Unit). Collaborative (24 minutes): Working from Google Classroom, the students will work with a partner (pre-selected by teacher) to complete two tasks. First, each pair will complete the worksheet entitled Back in Time. This worksheet asks questions about the details of the poem, the mood, theme, and supporting evidence (10-12 minutes). Once the worksheet is complete, they will cut out and paste the interactive notebook pages into their ELA Journals. The pages consist of two columns of definitions of poetry terms that will be cut apart to make flap pages. When folded, students will write the corresponding term on the front of the flap. Independent Digital (24 minutes): Students will use an app, Poetry, to select a poem (3 or more stanzas) that they will read for Piasciks Poetry Party. They will complete the Poetry Analysis Tool in preparation. Using Google Classroom, students will find a link to a Quizizz Live game Poetry Quiz. They will need to open the link and complete the game. https://itunes.apple.com/us/app/poetry-the-poetry-foundation/id370143863?mt=8 Closure (3 minutes): Students will be asked to return to their seats if they are not already there. The teacher will ask students to raise a hand if they were able to choose a poem to read for tomorrow. Pick a few to name the poem they have selected. Rationale: Google Classroom: By using Google Classroom, I am able to better manage each document and link for the lesson. They are all accessible to myself and students in one location. Additionally, I am to use the Google Forms feature to review and assess the students analysis of the poem that he/she has chosen for the presentation on the last day of the lesson. Quizizz:This tool allows me to assess whether the students have mastered the concepts in the Poetry unit. I can pose questions with multiple choice answers (as well as other response options). Quizizz has the capability to provide reports about the students performance on the quiz. Poetry: The Poetry app from the Poetry Foundation is a resource for finding poems that students will be able to search for a poem to analyze and read to the class.