FiveDayPoetryLesson

Day1Mediums
ContentObjective(s)
Studentswill.
1) Determinetheeffectsoftechniquesuniquetodifferentmediums(fictionstory,poem,drama
(play),multimedia,etc.)bycomparingandcontrastingwrittenworkstotheirperformedform.
2) Justifyemotioninwritingbyunderstandingwhatwritingtechniquesportray

LanguageObjective(s)
Studentswill
1) FindemotioninTheHighwaymanby
reading
thepoemandhighlighting.
2) Listen
toTheHighwayManbeingreadoutloudand
discuss
whatdifferencestheyfound.

Vocab

ExtraTierIIVocab

Medium

Punctuation

(oddpunctuationterms):

Visualize

Emdash
Semicolon
Colon
(oddvocabforTheHighwayman):
Galleon
Moor
Carlet
Ostler

BuildingBackground
I.

Asaclass,wewilldiscussthefollowingpunctuation:

Theemdash

Thesemicolon

Acomma/period/questionmark/exclamationmarkmidline

Acomma/period/questionmark/exclamationmarkattheendofaline

Nopunctuation

Whitespace

A. Brianstorm:Whatdoeseachofthesedoforapieceofpoetry?
1. Studentswillcallouttheirthoughts
2. Theboard/projectorwilldisplayshortexcerptsthatareexamplesforthe
useofeachofthese
a) EmDash
HopeisTheThingwithFeathers
byEmilyDickinson
Ivehearditinthechillestland
AndonthestrangestSea
YetneverinExtremity,
Itaskedacrumbofme.

b) Semicolon
SongofMyself
byWaltWhitman
Theboatmenandclamdiggersaroseearlyandstoptforme,
Ituckdmytrouserendsinmybootsandwentandhadagoodtime
Youshouldhavebeenwithusthatdayroundthechowderkettle.

c) Punctuationmidline
RedondoatDusk
byAmaudJohnson
Heatintheblood.Myblindfold.Theboneshutterswrenchedshut.
Thiswaxwhitelayerlikeacaul.Heatintheblood.

d) Punctuationendofaline
Steady,Steady
byJenniferHecht
Ibelieveyoucanbuildaboat.
Ibelieveyoucangettowater.
Idonotbelieveyoucangettheboatonwater.

e) Nopunctuation
Fox
byEllenBryantVoigt
lastyearIstartledafoxcrossingtheroadthetail
morerustthanredtheheadcrankedforwardfacingme
itstoppedstockstillasifdecidingwhethertohurryforward
orturnbackithadayellowappleinitsmouth
andthelittleoneschewontheboneso

f) Whitespace
AsYouCraveSoul
byFrankBidart
butfindflesh
tilflesh

almostseemssufficient

whentheasyetunwritten
poemwithinyou

demandsexistence

3. Iwillexplainwhatthepunctuationdoesforpoetryasidefromprose,
referringtoeachoftheexampleexcerptsprovided
a) TheemdashAnemphasisedbreakwithasmoothtransition
(oftentakestheplaceofacomma)
b) ThesemicolonIndicatesthatthethought/ideathatwasjust
portrayedhasnotyetended
c) PunctuationmidlineAshort,ifany,break
d) PunctuationattheendofalineAnemphasisedbreak
e) NopunctuationPortraysquickpacedwork,oftendisorganized
thoughts
f) WhitespaceAnemphasisedpausetoallowslowreaderdown
4. Studentswillthenbecalledontoreadthedisplayedexamplesoutloud,
translatingthepunctuationaudibly(ex.Ifthereisalotofwhitespace,it
needstobereadslowly/steadilyandpausedwherethewhitespaceexists)
5. Brainstorm
:
Whataresometopicsyouwouldpersonallyusewhitespaceto
portrayyourstanceon?Whataresomeyouwouldusealotof
punctuation?
WIDAAdaptation:Whatdoyouwanttowriteabouttoguideyourreaders
throughthinkingwithwhitespace?Whatwouldyouwanttowriteaboutto
makeadirectstatementandhowwouldyouusepunctuation?

Activity1
I.

Studentswilleachbeassigned~5stanzas(twostudentswillbeassignedtoeachofthe
groupsofstanzasforalaterthinkpairshare)of
TheHighwaymanbyAlfredNoyes

to
readtothemselves.
*ALLhandoutsofthepoemwillhavefootnotesforthefollowingwords,asIfind
thatitisvocabularythatcanbedifficulttodefinethroughcontextalone:
Galleon
Asailingshipinuse(especiallybySpain)fromthe15ththrough17thcenturies,
originallyasawarship,laterfortrade.

Moor
Makefast(aboat)byattachingitbycableorropetotheshoreortoananchor.
Claret
AredwinefromBordeaux.
Ostler
Amanemployedtolookafterthehorsesofpeoplestayingataninn.

*introducingfootnotesisimportantfortomorrowslesson

A. Studentswillreadovertheirstanzassecondtimewithapartner*,thistimethey
will

highlightinbluewheretheyfindsinisteremotion

highlightinpinkwheretheyfindergency

highlightinyellowwheretheyfindseriousness

*
Partnerswillbehomogeneouslygrouped
toallowWIDAstudentstohave
differentworksheetsandmoreassistancefromme
II.

Asaclass,wewillthendiscusswhateveryonehighlighted
A. Studentswillexplainwhattheyandtheirpartnerhadbothhighlighted
B. Studentswillbeexpectedtojustifywhytheyhighlightedwhattheydid

Differentiation:
WIDA3+4

Extravocab(TierII)footnotes

Extraguidanceforeachstanza

ie.Whatwordsonthisstanza(of6lines)soundevil?

WIDA1+2

Whiletheclassisreadingandhighlightingtothemselves,Iwillreadandclarify
confusionineachstanzatoWIDA1+2students

Studentswillorallyidentifyanyemotioninthestanzathroughdiscussion

Activity

2
I.

Studentswillwatchandlistentothe
animatedversionofTheHighwayMan
A. ThinkPairShare
:Insmallgroupsof34*,studentswilldiscuss..

Similarities/Differencesfromthereadingtothevideo

Visualizedimageswhilereadingversesthevideosimages

Howwascolorusedinthefilm?

Howweresoundeffectsusedinthefilm?

Howwascamerapan(zoomin/out)usedinthefilm?

*
Studentswillbegroupedheterogeneously
,astheseideascanbegraspedby
languagelearnersbutwouldbenefitfromtheguidanceofnativespeakers.
II.

Studentswilleachcompareandcontrasttheirexperiencewithreadingthepoemand
watchingtheanimatedfilmonaVennDiagram*

*
TheVennDiagramwillhelpstudentsunderstandthestrengthsandweaknessesofthetwowaysof

presentingthispoembycomparingandcontrastingthestudentsresponsestoreadingthepoemverses
listeningtothepoembeingreadwithanimation.

Differentiation
WIDA3+4
Discussion:Provideoptionsforanswers
ex.Howwascolorusedinthefilm?=Whatdidthecolorlooklike?Didthecolor
makeitlookhappy?Sad?Angry?
GraphicOrganizer:

WIDA1+2
Discussion:Handoutthatincludespicturesofscenesfromtheanimationwithsimpler
questionswithansweroptions

Activity3
I.

Portraitpoemsintroduction:
A. Iwillbrieflygoover8typesofportraitpoemsfoundon
this
website
B. Studentswillwritetheirownportraitpoemusinganyofthe8formatsonthe
board/projector
1. Studentsmustremembertocreateanimagefortheirreaderstovisualize
andanemotionfortheirreaderstofeel.

WIDA3+4
StudentswillfilloutskeletalIAmpoemkeepinginmindanemotiontoportray.

WIDA1+2

StudentswillalsofillouttheskeletalIAmpoem(picturedabove)butwillbeassistedasIsit
downwiththemandguidethemthroughtheprocesswhilethegeneralclassroomisworkingon
theirownpoems.

Assessment
FortheIampoem,Iwillbelookingtoseethatstudentskeptathemethroughoutpoemthat
whichpaintedapicturefortheirreaderstovisualizeandportrayedacertainemotion.

WIDA3+4
FortheIampoem,Iwillbelookingtobesurestudentsdidnotfillinrandomwords
withouthavingthemrelatetooneanother.Iwillbelookingformultipleconnections
madethroughoutthepoem.

WIDA1+2

FortheIampoem,Iwillbelookingtobesurestudentsdidnotfillinrandomwords
withouthavingthemrelatetooneanother.Iwillbelookingtoseethattheanswersareat
leastrelatedtotherepeatingIamline.