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Subject: Language Arts
ELL Stage: Mixed intermediate or advanced fluency stage in GE
classroom.
Grade Level: 8th grade level
Topic: Forms of Poetry State Reading Standard 3.1 determine and
articulate the relationship between different forms of poetry (e.g. ballad,
lyric, epic, elegy, ode, and sonnet). State Written and Oral Language
Conventions 1.5 Use correct punctuation and grammar. Listening and
Speaking 2.2 Deliver oral responses to Literature. Listening and Speaking
2.5 Recite Poems…using voice modulation, tones and gestures expressively
to enhance meaning
Content Objectives: Students will show mastery of forms of poetry by
comparing and contrasting poetic forms. Students will demonstrate
analytical skills by using clustering/charts to compare and contrast. Students
will show ability to determine connections by use of connection charts.
Students will demonstrate ability to punctuate coordinate adjectives by
completing practice and workbook exercises. Students will demonstrate
knowledge of specific exceptions to antonym formation by using untrodden
and tread correctly in oral and workbook exercises.
English Language Development Objective:
Content Objective: Students will show mastery of the events in two
Haiku by creating storyboards of each line.
English Language Development Objective: Students will show
mastery of the terms latticework, drifting, cicada, sawing,
overflowing, slashing, nightheron by drawing images of objects or
actions in their journal, conducting lightshadow experiments, and
using the words correctly in their own ode or haiku.
Materials: Computer with DVD and display projector. Projection
screen or blank wall. Student workstations with highspeed Internet
connections, CD, and DVD Drives, microphone port. Recording
microphones. Blank CDs or DVDs. Sufficient partitioned memory on
computer network. Cassette Player backup. Student journals.
Prentice Hall Literature Timeless Voices, Timeless themes Silver
level. Copies of Poems (Ode to Enchanted Light by Pablo Neruda, Two
Haiku by Basho, She dwelt among untrodden ways by Wordsworth,
Invocation Steven Vincent Benét, Harriet Beacher Stove by Paul Lawrence
Dunbar, 400meter freestyle by Maxine Kumin). Copies of Listening to
Literature Audio cassettes/CDs. List of URLs for poetry web sites.
Biomaterials including URls on Neruda, Basho, Wordsworth, John
Brown, and Harriet Beacher Stow. Images of forest light, pictures of
herons in nature and from the art multiple cultures (Japanese,
Chinese, Korean, Floridian Californian, kitsch etc),
Examples of Photos:
Garden Nesting Blue herons Blackcrown
Monterrey, CA heron
Koei
Hashimoto Woodcut 1955
Heron and Lotus Yamamoto Baiitsu
URL List: This list includes resources for beginning through GATE ELL students.
1. Kidz Page! Poetry and Verse for children of all ages http://www.veeceet.com/
2. Modern American Poetry http://www.english.uiuc.edu/maps/poets.htm
Biographical material and poetry selections of a heterogeneous group of
American poets. Including:
Sherman Alexie, Native American
http://www.english.uiuc.edu/maps/poets/a_f/alexie/alexie.htm
Gregory Curso
http://www.english.uiuc.edu/maps/poets/a_f/corso/corso.htm
Paul Lawrence Dunbar
http://www.english.uiuc.edu/maps/poets/a_f/dunbar/dunbar.htm
Louise Erdich
http://www.english.uiuc.edu/maps/poets/a_f/erdrich/erdrich.htm
Langston Hughes
http://www.english.uiuc.edu/maps/poets/g_l/hughes/hughes.htm
Japanese-American Councentration Camp Haiku
http://www.english.uiuc.edu/maps/poets/g_l/haiku/haiku.htm
Maxine Kumin
http://www.english.uiuc.edu/maps/poets/g_l/kumin/kumin.htm
Gary Synder
http://www.english.uiuc.edu/maps/poets/s_z/snyder/snyder.htm
3. Online Poetry Class Room : Find a poem by subject key word
http://www.onlinepoetryclassroom.org/poems/search.cfm
Ex. Search on heron
4. Poetry Archives Collections of Classical Poems http://www.emule.com/poetry
Ex. Wordsworth http://www.emule.com/poetry/?page=overview&author=62
5. Norton Intorduction to Poetry Website Contains links to audio and video recordings
of poems. http://wwnorton.com/introlit/poetry.htm
Examples: Robert Frost recordings The road not taken
6. Poetry Conncetion.net Biographies and Poems
Examples: Pablo Neruda http://www.poetryconnection.net/poets/Pablo_Neruda
Matsui Basho http://www.poetryconnection.net/poets/Matsuo_Basho
7. John Brown Biographical Information including contemporary newspaper sources
from 1859 covering Harper’s Ferry raid. http://www.iath.virginia.edu/jbrown/master.html
8. The Harriet Beecher Stow Center http://www.harrietbeecherstowecenter.org/
SDAIE PROCEDURES
1.Access Prior Knowledge: During the warm up to this unit, I ask
How do you celebrate or praise or remember people in your
community? (I give an example of a banner). What songs do
you know that celebrate or praise people in your community?
How do you learn about family stories or adventures?
In your cooperative learning groups fill out the poetry form
table with columns (use either online form or newsprint
version). Write down the characteristics of each form. Write
down what you like or dislike about the forms. Ex. Concrete
poems are cool. They look like the subject of the poem.
Ode Haiku Elegy Sonnet Epic Concrete
Poem
Purpose
Subject/
theme
Tone
Rhyme
Lines and
Stanzas
Com
ments
2. Cognitively Engaging Input with contextual support:
Visual Aids: I show images of light streaming through forest
canopies before we read Neruda’s ode; The heron Imagery before
the Basho haiku, pictures of violets in the woods and a single star
in the night sky for Wordsworth. I show pictures of John Brown,
the newspaper articles on Harper’s Ferry for Steven Vincent Benét
epic and pictures of Harriet Beecher Stowe for the Dunbar and we
visit the HBS website cited above.
We also do light and shadow experiments (manipulatives) in the
cooperative learning teams as well as play with/adjust the
classroom shades (realia) to create different moods in the
classroom.
Oral Input: Explain what you saw in your mind (envisioned) when
you read the haiku? Ask, Why would someone write a poem about
nature? Review: Recall that a poet often uses details to tell you
about how he/she feels. Ask: What can you infer about the
speaker’s feelings toward this woman? (How does he feel about
her?) Ask: What does the speaker seem to be saying about John
Brown at the end of the poem? What are” the consciences that have
long slept
Reading:
•Explain that the class is going to read poems having different forms
and review the forms that they have learned in earlier units. These
poems were written by a Chilean Noble Prize winner, the greatest of
the Japanese Haiku Poets, a “revolutionary poet”, a Pulitzer Prize
winning poet, an African American who contributed to the struggle
for civil rights, and a feminist from New Hampshire
•Read aloud poems. Play recordings of poems from CD Rom. Note
that you “ do not pause at the end of every line of the poem. Look for
commas to know when to pause. “ Stop when you see a period.
Listen to pauses and stops as they follow along with the text. Work
with a partner and read the poems to each other.
• Model correct usage of coordinate adjectives. Example: American
Muse, whose strong and diverse Heart…Define and remind students
to Use a comma to separate coordinate adjectives. State test criteria
for coordinate adjectives.
• Model word relationships: example untrodden: tread
3. Active Language Use in Cooperative Groups:
•Form ELL fluent reader pairs who can help Ell paraphrase “ode to
enchanted Light and the Basho Haikus. Students to read and discuss
each line in poem, rephrase in own words. Pairs to sketch scene.
• Form Cooperative learning teams to study rhythm of
Wordsworth poem.
readerreads aloud for the group
writer counts and writes number of syllables and beats
checkerchecks writer and identifies rhyming words in poem
reportershares group’s work with class
• Form Cooperative learning team to make 3column prediction
table about “Invocation”. Make 3 predictions about John Brown
based on what you know about him. After reading the poem
aloud in your team, write down what the poem says. Evaluate
your predictions in 3rd column.
•Assist the groups as they work together to read the rest of the
section "During the Civil War" and then write three more events on
timeline using the correct past tense. With Ell students, this is the
third and often most overlooked step. After providing the cognitively
demanding visual, oral and reading input in part 2, the teacher needs
to see if the students have met the objective. The best way is through
actually putting the content and language objectives to use in a
cooperative situation. This is also known as "student to student
interaction". It allows students to practice output in both written and
oral form through writing and speaking. If the students do not
interact, they cannot practice their oral skills and you will not know if
the have acquired the content and language.
4. Assessment to Provide Feedback:
• Students will write 3 poems using the forms that they have
learned. Prewriting Topic tables will be completed.
Model: My hero
ode epic concrete
Elevated qualities adventures Visual effect
Loyal, fastest Skateboard park An Ollie
Students will contribute poems and illustrations to class poetry
book and website.