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Subject/Time: LA/9:109:30 & 1:20-1:40 Date: November 9, 2012

Name: Lisa Jacoby Overview

Unpacked Benchmark, CDAS, CRS, or IL State Standards. 2.3.10 Differentiate among the literary elements of plot, character, and setting.

Key Lesson Elements What is the Teacher Doing? What are the Students Doing?
Do Now (3-5 minutes): Skills Review State Lesson Objective & Lesson Agenda Students read passage and answer questions that follow.

MBC: I can identify and locate repetition and imagery in a poem. Agenda: Student inquiry of repetition, examples of repetition, inquiry on why a poet might use it, and explicit instruction on why. Student inquiry of images, examples of images, inquiry on why a poet might use it, explicit instruction on why a poet uses it. Image sketching to audio of poem. Exit ticket.
I Do Input (1-2 Key teaching points): Check for Understanding: --4 minutes Objective reading. Review of Mondays lesson on stanza and rhyme. 1) Poetryooohhh for the mature minded who can read between the lines or figure out what the poet is trying to tell us. One way a poet tries to talk to us, and get us to focus on an important point, is through the use of repetition. Who wants to take a stab at what repetition is? -Repetition is the use of certain words or phrases over and over again. Why would a poet do this? Take a listen to this example and tell me if you hear what is being repeated over and over again. Sunday is the best cause its okay to oversleep. Sunday is the best because its fine overeat. Sunday is the best cause I dont even have to be neat. 15 second TPS about what repetition you heard. Yes, Sunday is the best. What is the poet trying to tell us? 2) Images! What is an image? Words that poets use to make readers feel as if they are using their five senses. What are our five senses? Yes, sight, hearing, touch/feeling, taste, smell. When you read or listen to a poem pay attention to words that elicit a response from you. Think about the description the poet lays out for you. Can you get a picture of it your mind? If I wrote a poem about soft, dark blue, cotton with a fragrance of fresh cut grass what do you see, feel, smell, hear? How about if I wrote a poem about a pair of unwashed underwear with circular, greenish spots inside? Now what do you see, feel, smell? Yes! Words put visions in our head, tastes in our mouth, smells in our Students are listening to instruction and participating as prompted.

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nose, sounds in our ears, and touches on fingertips. We just have to pay close attention to the words the poet uses to help us get a complete picture of what hes sharing.

Objective(s) SWBAT: I can identify and locate repetition and imagery in a poem.

We Do Guided Practice: Check for Understanding: --6 minutes 1) Lets take another look at the poem you got to know a little bit about on Monday with Ms. Gleason, The Rose that Grew from Concrete. Lets read it together and listen close for repetition. Whats being repeated here? Why might the poet, Tupac, being repeating this phrase? Where do roses usually grow? How could it have grown from concrete? Do you think it was easy for the rose to grow from concrete? Why/why not? The rose that grew from concrete. -He is trying to focus our mind on that if one is determined one can do anything. 2) Lets practice images with our poem. We are going to listen closely and think deeply about the words in order to truly feel what the poet is sharing with us. If you all show me that youre listening intently and thinking with all of your brain I will play the musical version of the poem for you. For now, I am going to read the poem, slowly, and you are going to use your close your eyes and listen. Then we are going to TPS about what we noticed happening with our five senses. Did you hear anything? See anything? Smell anything? Taste anything? Smell anything? Lastly, you will draw the images that came to your mind as you listened to the poem. Note: This will take place at the rug in a semicircle.

Students are determining the repetition in The Rose that Grew from Concrete. Students are listening to words that elicit images and feelings from any of the five senses. Students are drawing the images evoked by the poem.

Vocabulary words/Key Concepts: Repetition the use of certain words or phrases over and over again. Why is this important? Repeated words or phrases are important because they are usually important ideas that the writer wants you to remember. Once you identify repetition, think to yourself, Why is this repeated phrase important? Images words that poets use to make readers feel as if they are using their five senses.

You Do Independent Practice: Check for Understanding: --6 minutes 1) Exit ticket shading repetition in green. 2) Exit ticket shading imagery words in purple.

Students are completing exit ticket.

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What to look for? Look for words that describe sounds, sights, smells, tastes, feel. Why is this important? Images are important because they convey what the poet is experiencing/wants you to experience. Our five senses guide to experience. How do you know if you love to walk on a soft, plush rug? How do you know you love a Snickers bar? How do you know your favorite song? Why do you hate some songs? Modifications/ Accommodations N.C.- Give verbal directions in clearly state steps, ask yes or no questions, extend time on task for completion of class assignments, walk by students desk to check for accuracy every 10 minutes.

Exit Ticket (aligned to lesson objective) or assessment: --4 minutes First stanza of Where the Sidewalk Ends. See AM and PM exit tickets.

Students are completing exit tickets.

Materials & Technology Poem, The Rose that Grew from Concrete, anchor charts, computer for audio of poem, crayons, paper, pencil, dry erase boards (for hard surface).

Closing/Preview for next lesson: Tomorrow you all will be introduced to a new poem and will apply all four of the elements of poetry to that poem with Ms. Gleason. Stanza, rhyme, repetition, and images.

Homework:

N/A Note: Stanza = blue, Rhyme = orange, Repetition = green, Images = purple