Student Teaching Tws

Myers
Student Teaching
Teacher Work Sample
Poetry Unit
(10-25-1611/8/16)
Taught by:
Ms. Madison Myers
Myers
Table of Contents
3 - Setting and Context
7 - Unit Topic and Rationale
9 - Unit Standards
12 - Assessment Tools
16 - Instruction and Management PlanUnit
20 - TWS Lesson 1
22 - TWS Lesson 2
24 - TWS Lesson 3
26 - TWS Lesson 4
28 - TWS Lesson 5
30 - TWS Lesson 6
32 - TWS Lesson 7
34 - TWS Lesson 8
36 - TWS Lesson 9
38 - TWS Lesson 10
40 - Assessment Data and Analysis
45 - Student Teaching Experience Reflection
48 - Appendices
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ISetting and Context

Knowledge Quest Academy has a distinct school culture that specifically impacts the
learning that occurs. I had the opportunity to observe, talk to, interview and work with a number
of teachers and faculty during my time as a student teacher. All have helped me gain perspective
on different aspects of school culture that contribute to the community within and surrounding
the school.
From the moment that I began meeting with my cooperating teacher and the rest of the
KQA staff, I began to notice qualities and characteristics that differentiate KQA from other
middle schools. Because KQA is a charter school, it has numerous factors that make it a unique
learning environment, both for the teachers and students in attendance. When observing and
interviewing two different teachers in the middle school, they both had very different classroom
management styles and ideas about what effective teaching looks like; however, all teachers and
staff at KQA follow and teach to the 9 pillars of character. Because there is a school-wide
approach that establishes what the expectations are, a sense of community is created amongst the
staff, despite apparent differences.
The community within and surrounding KQA has unique characteristics that also
distinguish KQA from other middle schools. Because KQA is such a small school, there are only
six teachers on the middle school staff, all of whom know every middle-schooler by name.
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Additionally, KQA is located within a neighborhood where many students live and has built a
name for itself within the cities of Milliken and Johnstown. Both my cooperating teacher and the
principal discussed ways in which the community has become like family on multiple occasions.
Examples are parents volunteering, even after their kids have graduated from KQA, or
businesses within in the community supporting students and the school at large. The community
surrounding KQA is extremely supportive and plays a huge role in the success of KQA.
KQA itself has an interesting sense of community within the school, dependent on the
demographics, differentiated learning styles, parent involvement, and the physical school. There
are several factors that play into the demographics of the school, such as ethnicity, family
income, learning ability, etc While most students primary language is English, there are few
who are ELLs and struggle with English. Some teachers have labels on basic classroom items to
help students where English is not their first language. Also, because of different home
environments and family incomes, every student is sent home with a free and reduced lunch
handout during the first week of school, and families have the option if they qualify. Since KQA
is such a small school and a school of choice for parents who want an alternative learning
environment for their children, there a number of students on IEPs and 504s that receive
differentiation, whether modification or accommodations. There is a teacher that works
specifically with the students who have learning disabilities and need extra help. This teacher
works with students one-on-one to help bridge some of the gaps. There are also a few paras that
join classes each day to be extra support for specific students. These students sometimes receive
extra instructions, modified notes, a different assignment all together teaching the same concepts,
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or modified grading. One thing that is extremely unique to KQA amongst other middle schools is
that it is a kindergarten through eighth grade school. Kids know each other from elementary, and
although they are in a different wing of the school, they dont seem to have the same transition to
middle school typically seen. These students still have recess, snack time, smaller class sizes, and
interventions that are meant to help prepare them before they transition into high school.
There are several school-wide management policies in place, which also connects the
school as a whole. One policy is the warning system that holds every student accountable
through documentation. Once a student receives a verbal warning, an email is sent out to the
entire middle school staff. If that specific behavior is seen in another class by a different teacher,
that student then has repercussions and is given a written warning. Students dont have the ability
to continue the same bad behavior throughout the day, because all the teachers are aware of
warnings given. There is also a push toward good grades and good behavior school-wide.
Students who have Ds or Fs appear on the D and F list and are ineligible for sports until they
pull their grades up. Having Ds and Fs also makes students unable to participate in
Investigation Fridays, a fun middle school initiative to promote good grades and good behavior.
Students additionally have the opportunity to join extracurricular activities, such as sports,
robotics, SLT, and homework club. Students who are struggling may have supplemented math
through Kahn Academy, or language arts through the literacy elective, to make sure bridges are
gapped before the students transition into high school.
Looking at the school and the community, the culture present plays a huge factor into
each teachers teaching, as well as the unique approach I used in my own teaching. Because
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KQA is a charter school and has different guidelines on evaluations of teachers, teacher
evaluations look a bit different that the typical school setting. Teachers do quite a bit of selfreflection and peer-evaluation for a couples of reasons. They have the opportunity for feedback
from other teachers in the building, but also have the opportunity to learn from others when they
are evaluating. Linda, the principal, goes into classes about twice a year to do formal evaluations;
however, teachers are not paid based on test scores or their evaluations. Teachers, like all
schools, are also mandatory reporters in cases of suspected abuse or harm. The principal and
guidance counselor are two resources that students and teachers have in cases where mandatory
reporting becomes necessary.
The specific classes and students that I got to work with during my student teaching were
all of the 7th and 8th graders in the language arts classes. Mrs. Blickenstaff, my mentor teacher, is
one of two language arts teachers, and teaches all of the 7th and 8th graders every year. Because of
this, a classroom climate was established from day one due to the fact that all of the 8th graders
had her as their language arts teacher last year, and many of the 7th graders had her for an elective
or supplemental grammar class at some point. In the classroom, a space is designated for
learning targets on the board, so students are aware of the direction we are going in a lesson. She
has her room set up in a way that she can move freely throughout the room as well. She emphasis
to me that desk placement become critical in classroom management and avoiding disruption.
Because of the way her room is set up, and the norms that she establishes the first week of
school, the classroom culture for each of the 7th and 8th grade language arts classes is inclusive
and a safe space for learning. Each class has its differences, but I am incredibly lucky to say that
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the students I worked with were respectful, hard-working, empathetic, kind and inquisitive,
making my job as a teacher both fun and rewarding.
Overall, KQA stands out amongst other middle schools due to its unique characteristics
and community. Teachers are connected under school-wide initiatives to help every student be
their most successful selves and achieve excellence. Becoming fluent in the culture and
community helped me to differentiate my instruction and be an effective teacher to my students.
IIUnit Topic and Rationale

For my Teacher Work Sample unit, I taught a ten-day unit on poetry. Rather than focus on
writing poetry or recognizing different structures or types, we concentrated on different steps to
analyze and find deeper meaning when reading a poem. In preparation for the novel we would
end the semester with, I wanted students to be introduced to literary devices and to be able to
pull apart difficult passages for understanding when it does not come easily. By using poetry,
students were able to follow eight steps to analyze difficult content, and draw conclusions that
were not obviously stated. Students read poems every day for homework, and came to class
where we went over them together to reinforce the concepts learned. We also completed
activities in class to move from levels of basic understanding to mastery.
While there are not many Colorado Academic Standards that deal specifically with Poetry
and teaching poetry, through this unit we were able to engage in discussion, determine and
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analyze themes and central ideas throughout texts, employ strategies for understanding difficult
concepts and unknown words, and look at the authors language to determine tone and mood
throughout the poems we read. Many of the skills and objectives for 7th and 8th grade outlined in
the standards were touched on and accomplished using poetry as the means for this achievement.
I shared with the students many times throughout the unit that some of them may love poetry and
continue reading and writing it in their personal lives; others may despise poetry and find it
boring. No matter how they felt about poetry, when taking a step back, and looking at it in terms
developing skill sets, poetry is an excellent and efficient way for me to teach similes, metaphors,
theme, tone, mood, personification, analyzing skills etc. that would extend into the following
novel unit, and the units for the rest of the year. This poetry unit was not isolated; it was a
stepping stone for students to practice analyzing and evaluating on a smaller scale.
All of the poems I selected for the students to read dealt with the topic of death in various
forms. I found poetry to be an effective way to discuss a difficult yet relevant topic, especially
after the suicides and tragedies that have occurred this year alone. Students were able to talk
about difficult topics and circumstances, but in a way that was removed and not too personal. I
had the ultimate teaching moment when I was able to have a conversation with the students
about suicide and the impacts that it has on the people left behind. Instead of me telling them
this, we were able to analyze it and discuss it together using poetry. Poetry, for me, is a way to
talk about the things that we often have a hard time talking about. We can have those meaningful
conversations with students that may not occur otherwise, all while having the opportunity to
gain skill sets outlined in the state standards.
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IIIUnit Standards, Goals, and Objectives

Each day of the unit had a specific learning objective targeted toward Colorado Academic
Standards. These objectives were used for the students to be introduced to, and eventually reach
mastery, the objectives allowing proficiency to be gained as the unit progressed. Each objective
and the associated standards are present on each lesson plan; however, I compiled all of the days
objectives and standards to be easily accessed. Evidence that objectives addressed literacy,
numeracy and technology is present throughout the individual lesson plans, and evidence that
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objectives addressed the higher order thinking skills of Blooms Taxonomy are also present
within the individual lesson plans.
Day 1:
Objective- (Speaking, Reading, Writing and Listening addressed)
What do I already know about poetry and poetic devices and how can I look up words that I
dont know to help me understand a poem?
Standards Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text. (CCSS: RI.8.1)
Select and employ strategies to persist when encountering unknown or ambiguous words
or difficult passages (CAS: L.8.a.i)
Day 2:
Objective- (Speaking, Reading, Writing, Listening and Technology addressed)
How do mood and tone add greater meaning to a text and how do I differentiate the authors
opinions from my own?
Standards Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including analogies or allusions to other texts. (CCSS: RL.8.4)
Explain how word choice and sentence structure are used to achieve specific effects (such
as tone, voice, and mood) (CAS: L.8.a.iii)
Day 3:
How do mood, tone and theme add greater meaning to a text and how are they seen through
color?
Standards Explain how word choice and sentence structure are used to achieve specific effects (such
Determine a central idea of a text and analyze its development over the course of the text,
including its relationship to supporting ideas; provide an objective summary of the text.
(CCSS: RI.8.2)
Day 4:
How do I recognize different literary devices in a text or poem?
Standards-
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Explain how authors use language to influence audience perceptions of events, people,
and ideas (CAS: L.8.a.ii)
(CCSS: RI.8.2)
Day 5:
How do specific literary devices add greater meaning to a poem?
Standards Explain how authors use language to influence audience perceptions of events, people,
Day 6:
How do different mediums affect how poetry is understood?
Standards Compare and contrast the structure of two or more texts and analyze how the differing
structure of each text contributes to its meaning and style. (CCSS: RL.8.5)
Evaluate the advantages and disadvantages of using different mediums (e.g., print or
digital text, video, multimedia) to present a particular topic or idea. (CCSS: RI.8.7)
Day 7:
Objective- (Speaking, Reading, Writing, Listening and Numeracy addressed)
How do words and phrases change when used for a specific purpose or in a certain context?
Standards Use context (e.g., the overall meaning of a sentence or paragraph; a words position or
function in a sentence) as a clue to the meaning of a word or phrase. (CCSS: L.8.4a)
Determine the meaning of words and phrases as they are used in a text, including
Day 8:
Objective- (Reading and Writing addressed)
How can I organize all of the information I have learned throughout this unit into a way that will
help me remember for the test?
Use graphic organizers and note-taking formats while reading to map relationships
among implied or explicit ideas or viewpoints (CAS: RL.8.c.ii)
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Day 9:
Objective- (Speaking and Technology addressed)
What do I know, and what do I need to study before the test tomorrow?
Day 10:
ObjectiveHow can I do my best and show my teachers what I have learned?
Standards- Students will show me their levels of mastery of these standards throughout the
unit, on the unit test.
Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text. (CCSS: RI.8.1)
Select and employ strategies to persist when encountering unknown or ambiguous words
or difficult passages (CAS: L.8.a.i)
Determine the meaning of words and phrases as they are used in a text, including
Explain how word choice and sentence structure are used to achieve specific effects (such
(CCSS: RI.8.2)
Explain how authors use language to influence audience perceptions of events, people,
Compare and contrast the structure of two or more texts and analyze how the differing
Evaluate the advantages and disadvantages of using different mediums (e.g., print or
digital text, video, multimedia) to present a particular topic or idea. (CCSS: RI.8.7)
Use context (e.g., the overall meaning of a sentence or paragraph; a words position or
function in a sentence) as a clue to the meaning of a word or phrase. (CCSS: L.8.4a)
IVAssessment Tools (Pre-, Post and Instructional)
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Pre- and Post assessments were given to the students to measure growth of the specific
learning objectives based off the Colorado Academic Standards. The Pre-assessment was
comprised of seven questions worth eight points. The pre-assessment also included a long essay
question to see how comfortable students felt with the topic of poetry. The essay portion was not
used for quantitative data, but was used for qualitative data based on the amount students were
able to write and the time it took during the pre-assessment as compared to the post-assessment.
The post-assessment was comprised of twenty questions and three extra credit questions, all
worth 55 points if all extra credit responses were answered correctly. While there were more
questions on the post-assessment, the seven questions from the pre-assessment were included
word for word, and were the only questions utilized when collecting growth data. As listed in
section three, all of the objectives aligned with the standards taught throughout the unit were
measured on the post-assessment to see the levels of mastery students achieved. The preassessment gave me indication about what the students were already familiar with, and what I
needed to spend more time and focus on throughout the unit to achieve mastery.
All of the questions utilized for my data analysis are aligned to the Colorado Academic
Standards in the following ways:
Questions
1) What is the tone of the
poem? Underline the
words that show the tone.
Standards and Objectives Measured

Explain how authors use language to influence audience
perceptions of events, people, and ideas (CAS: L.8.a.ii)
Determine the meaning of words and phrases as they are
used in a text, including figurative and connotative
meanings; analyze the impact of specific word choices on
meaning and tone, including analogies or allusions to other
texts. (CCSS: RL.8.4)
Explain how word choice and sentence structure are used
to achieve specific effects (such as tone, voice, and mood)
(CAS: L.8.a.iii)
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2) What is the mood of the

poem? Circle the words
that show the mood.
3) What is the theme of the

poem? Put a box around
the context clues as
evidence.
Cite the textual evidence that most strongly supports an

analysis of what the text says explicitly as well as
inferences drawn from the text. (CCSS: RI.8.1)
Determine the meaning of words and phrases as they are
used in a text, including figurative and connotative
meanings; analyze the impact of specific word choices on
meaning and tone, including analogies or allusions to other
texts. (CCSS: RL.8.4)
Explain how word choice and sentence structure are used
to achieve specific effects (such as tone, voice, and mood)
(CAS: L.8.a.iii)
Determine a central idea of a text and analyze its
development over the course of the text, including its
relationship to supporting ideas; provide an objective
summary of the text. (CCSS: RI.8.2)
4) A metaphor compares two

unlike things, or uses one
thing to represent or
symbolize something else.
True or False.
Use context (e.g., the overall meaning of a sentence or

paragraph; a words position or function in a sentence) as a
clue to the meaning of a word or phrase. (CCSS: L.8.4a)
5) A simile combines two or

more senses. True or
False.

6) Choose two (2) letters that

correctly finish the
sentence.
Personification
a describes a person
b describes nonhuman
things using human
characteristics.
c can only be found in
poetry.
d can be found in poetry
and literature, but not
usually in non-fiction.
7) Imagery in writing creates

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a mental picture for the
reader appealing to
a sound
b smell
c taste
d touch
e all of the above
f none of the above

The standards that were not measured by these specific seven questions, were measured
through other questions on the post-assessment, as well as throughout the unit through formative
assessment. Students had a poem that they read every night for homework, completing the steps
we had gone through so far in class. The following day, we would go over the steps together,
where they had the opportunity to share what they discovered from the reading they had done. I
gave a stamp of completion on a homework calendar everyday to track student work completion.
This stamp gave them five points in the grade book, the other five coming from the notes they
added to the previous nights poem during class that we did as a whole group. Having them
complete the poems individually, as well as together, was one way that allowed students to selfassess their understanding. They also completed daily journal entries that had them recall
information from the previous day. In addition to the poems read individually and together,
students participated in a number of collaborative and individual activities to help them master
the content learned. Students created tweets to help them remember the different literary devices.
This activity allowed for authentic learning and assessment, as it connected to technology that
they are familiar with and use on a daily basis. Students also had numerous opportunities to work
in small and large group settings. Students created mind-maps to help them organize their
thoughts and recall information from throughout the unit before they took their test. Students
worked together to create these mind-maps and decide which pieces of information to include on
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the groups poster. Each group then evaluated their own poster and another groups poster as part
of self and peer assessment. Having the students evaluate other groups posters allowed them to
see the different ways that other students processed the information from the unit and further
reinforced information learned throughout the unit. All of these formative assessments helped me
know which areas to reteach throughout the unit, and at what point the majority of students were
exhibiting signs of mastery of the different standards.
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VInstructional and Management Plan

Unit
Each day of the poetry unit built upon knowledge and content from the previous day(s).
The unit began with getting the students in the mindset of poetry and ready to read and analyze
poetry. I had them tell me what they already knew and wanted to know about poetry, allowing
them input in the unit. The entire unit built upon eight steps to fully analyze a poem; I introduced
and taught new steps as the unit progressed. We started with identifying the title, something they
all felt capable and confident in doing, which provided some comfort as we eased into more
complicated content. We then read the poem to get a general understanding of what it was
saying. We spotted and looked up unknown words, as well as noted interesting lines. And finally,
we identified the speaker of the poem. We started with these four steps because they were things
that students were already able to do, once again giving them confidence as we progressed.
These first four steps laid the foundation for analyzing the poems in the additional steps.
In the proceeding days, we added steps that furthered and deepened the analysis and
engagement students had with the poems. We next talked about tone and mood, me giving them
notes and doing activities to get them in the mindsets of how tone and mood differ. We also
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talked about theme and central ideas, a concept that became more prominent and clear as the unit
continued. We then learned about different literary devices and elements used to enhance
meaning throughout a poem or text. We did numerous in-class activities, and spent a good
amount of time going through our poems, looking for examples of similes, metaphors,
personification, imagery, etc. As they mastered each of the steps, their ability to analyze and
understand the poems improved, the first days of the unit differing tremendously from the last.
Just as I had them complete the eight steps at home as they built on each other, I became
a master of each of the poems for when we came together in class. I would complete each of the
eight steps myself, and would highlight important aspects that they may have missed or that did
not come up naturally in discussion. Understanding the history, critical scholarly analysis,
allusions, etc. made me better able to teach them the more basic concepts that the learning
objectives addressed.
During every class session where the students had completed a poem for homework, we
would come together and discuss the poems as a group. This is where the majority of my
integration of literacy occurred. Every time students completed a poem for homework, we read
the poem aloud in its entirety, as well as stanza by stanza. This gave the students the opportunity
to read, as well as speak, as many times I would call on volunteers to read the poems or part of
the poems aloud. We also had in-depth discussion where students had the opportunity to speak
by voicing their thoughts, and listen to their peers and the discoveries that their peers had made
while reading. During this time together, students added additional information to their poems in
blue pen that we discussed as a group. This writing kept them engaged, and allowed further
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revelations and learning to occur from not only myself, but their peers. Technology was also
largely integrated throughout the unit through the use of the Promethean board to display the
poems, Power Point presentations given for notes, and short videos shown to appeal to visual
learners. This use of technology, not only enhanced the content learned, but was a crucial aspect
of many of the activities and lessons throughout the unit. Numeracy was not as present
throughout the unit, as I had a difficult time incorporating math and numeracy into my day-today lessons. I did, however, use numeracy with the students to get them to think about word
connotations vs. denotations. Students were given a set of words commonly associated with
math. They had to use these words in a different context to write a story in a small group.
Students had to use a certain number of words, and write both the math definitions (denotations)
and the definitions of how the words would be used in their stories (connotations). While this
lesson tied in with understanding the different ways a word can be used and functions in a
sentence, it also got students to connect words that they hear and use in math with language arts.
Throughout the unit, a number of instructional strategies were employed to move
students from basic comprehension to mastery. While I gave direct instruction when giving notes
for the students to copy on specific definitions and concepts, most of the strategies I used
throughout the unit were presentation modeling, concept teaching, inquiry-based learning and
cooperative learning. When students would read a poem for homework and we would come
together as a group, I worked as a facilitator, allowing them to present their findings and ideas
from the poems they had read. They would come up and complete certain steps on the board, as
well as lead the general discussion of the class. While I had certain aspects that needed to be
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addressed in each class period, most of the discussion was student driven and centered. Through
this method, I also utilized concept teachingthat is, teaching them the process of analyzing a
poem as a concept, and allowing them to show their understanding through the different poems
we would read. Rather than teach one poem, my approach was to teach the concepts behind
analysis, so that they are able to access any poem, not just the ones we went over together. This
same analyzing process allowed for quite a bit of inquiry, and inquiry based instruction. Students
came to conclusions about the poems and the meanings of the poems through the utilization of
asking questions. By asking questions, such as Why is this happening? or What is going on
here? students were able to come to their own conclusions, rather than be told the right
answers. Finally, I made great attempts to include as much cooperative learning as possible, so
students could interact with and learn form their peers. Whether it was whole group discussion
about the poems, working in groups to write their math stories, or working together to create
mind-maps, students had numerous opportunities to get up out of their seats and work with other
classmates. I found the use of all of these instructional strategies to be crucial throughout the
content we were working with throughout our poetry unit.
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Poetry - Introduction and Pre-assessment: Lesson 1 - Tuesday, October 25, 2016

Ms. Madison Myers
Knowledge Quest Academy: Language Arts Period 4 and 5 (7th and 8th Grades)
Objective for the unit: How do literary elements add greater meaning to a
text?
Todays Objective: What do I already know about poetry and poetic devices
and how can I look up words that I dont know to help me understand a
poem?
Standards:
By the end of today, students will begin to be able to:
Cite the textual evidence that most strongly supports an analysis of what the text
says explicitly as well as inferences drawn from the text. (CCSS: RI.8.1)
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Select and employ strategies to persist when encountering unknown or ambiguous words or
difficult passages (CAS: L.8.a.i)
Agenda: (52 minutes)

4 minutes: Come into class, grab binders from shelf and sit quietly in their seats. I will take
attendance and introduce the new unit. We have finally finished science fair and are going to start a
new unit on poetry. Before we read our novel, we are going to learn about poetic devices that will not
only help us understand poetry better, but texts in general. I want to see what you already know, so I
know what we need to focus on over the unit. You are going to take a short quiz. Answer all the
questions and do your best. If you fill it out completely and seriously, you will get full credit. Once
you have finished, please do the journal entry on the board.
18 minutes: Pre-assessment quizzes and journal entries.
4 minutes: KWL Activity. As students finish, they will silently write on a post it note which they will
stick on a large piece of butcher paper. They will answer what they know and what they want to
know about poetry over the course of the unit on 2 different post-it notes. We will complete the what
you have learned portion at the end of the unit. I will project instructions for what to write on each
post-it note.
8 minutes: Hand out and go over poetry packets as well as classroom norms. I will hand out the
poetry packets to the students with all of the handouts they will need for the rest of this unit in a
folder. I will explain the different parts and show them the table of contents and homework calendar
that they can reference for assignments. I will direct their attention to the How to Analyze a Poem
page, and I will explain their homework for this evening. I will also discuss that they can turn in one
late homework assignment, for which I will direct their attention to the late homework pass.
Everyday, I will come around the room and stamp their homework poem, as well as their calendar.
As long as they have attempted the homework, they will receive 5 points for credit. The rest of the 5
points will come from the notes they add to their poems, in blue pen, in class.
15 minutes: Using the short poem, Introduction to Poetry, I will model for the students the homework
they will complete. We will spot the title and answer what we think it means and what we think the
poem will be about. I will underline the title and write to the sides of it what they suggest the poem
will be about and what the title means. We will read the whole poem once. We will read through
again, stanza by stanza, and circle unknown words to look up. I will show students how to use the
online dictionary, since many may not have dictionaries at home. I will emphasize that they must
look up words that they do not know and write the definitions on the poem.We will underline
interesting lines and answer what we think is going on, why we think this is happening and what we
think this could mean. I will model the first stanza for the kids, then have volunteers (for candy)
come up to the front of the room and write on the board. We will do this for the first 4 stanzas. Lastly
we will spot the speaker of the poem and answer what we know about the speaker. I will model how
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they will fill out their homework using Introduction to Poetry and referring to The 8 steps for
Analyzing a Poem handout.
2 minutes: I will remind them of our learning target today and for the unit and remind them that it is
ok to be confused about tonights poems. We will discuss them tomorrow. Poetry can be really
confusing, but it can also be really fun to read once we understand all of the components of the poem.
FA: I will grade the pre-assessments this evening and have a general idea where each student stands.
Each day, I will stamp their homework for completion, and grade it for in-class corrections both
Thursdays of the unit. I do not expect the students to know a certain or specific amount of
information, this assessment is for me to see where they need to grow and what I need to focus on.
Notes about today:
I was not expecting to receive such disappointment root he students for doing a poetry unit. In the
future, I need to build up poetry in a way that makes them excited starting from day one. Time went
by very quickly, and I did not have a chance to go over the learning target, as I was still talking when
the bell rang. I need to watch the time more carefully and make decisions where to elaborate, and
where to skim. We spent more time on the poem than I had anticipated, but this was necessary as it
laid a foundation for the rest of the unit. Students were competent in these first four steps and I did
not need to reteach, due to the extra time spent. Ashley gave me some great feedback about not
becoming too concerned with finishing everything I have planned for the day; if I rush, they will
miss everything and I will end up having to reteach the content.
Poetry - Mood, Tone and Theme: Lesson 2 - Wednesday, October 26, 2016
Ms. Madison Myers
text?
Todays Objective: How do mood and tone add greater meaning to a text and
how do I differentiate the authors opinions from my own?
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Standards:
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the
impact of specific word choices on meaning and tone, including analogies or allusions to other texts. (CCSS: RL.8.4)
Explain how word choice and sentence structure are used to achieve specific effects (such as tone, voice, and mood) (CAS: L.8.a.iii)

attendance and give instructions about poetry corrections. Students will receive a stamp for their
homework from the night before. This is a step of completion. Just having the stamp gives them 5
points. We will go over the poems in class together. Anything they write on the poem during class
time, must be done in a red pen (which I will provide.) These notes done in class will account for the
additional 5 points. Students can receive late credit stamps (worth half credit 1 day late), but these
must be done in a different colored pen or pencil on their own time. I will come around and give
stamps while they work on their warmups everyday.
5 minutes: Students will complete journal entry #2. I will walk around and give completion stamps
for their homework.
15 minutes: Go through I Could Not Stop for Death as a group. I will ask students to share with me
their responses from their homework. I will add in notes in red on the projected screen as modeling
for them, completing steps 1 and 2 (Spot the title and read through the poem fully) as well as rereading stanzas 1-4 and writing notes about what is going on literally, why this is happening and
what it could mean.
10 minutes: Mini-lesson on Tone and mood. Notes and powerpoint. I will provide the definitions and
examples of tone and mood. Students will fill in skeleton notes throughout the mini-lesson. At times,
they will share with a partner, write down answers on their notes, then raise their hands and share
with me and their classmates.
2 minutes: Homework Calendars. I will go over the homework for tomorrow with students. They will
be reading i carry your heart with me and filling out steps 1-6 of the Analyzing poetry handout.
13 minutes: Me vs. The Author Activity. We will watch a short youtube video about Emily
Dickinsons life to get students in the mindset of Emily Dickinson. We will return to the poem and
talk about the tone (her perspective and feelings toward her subject) vs the mood (our response and
feelings toward the subject.) We will write notes on the poem for tone and mood, completing step 5.
We will specifically look at Dickinsons word choice to determine positive or negative tone.
2 minutes: I will remind them of our learning target today and for the unit. I will remind them to be
mindful of how the speaker influences a text. Just because we feel a certain way or think a certain
way, does not necessarily mean that the was the authors intention.
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FA: We will be building and continuing on tone, mood and theme tomorrow. After tomorrow, I will
collect their binders and do an initial check for understanding. I will read their homework answers
from Tuesday and Wednesday night, and see their work from class Tuesday-Thursday. This binder
check will give me a good idea whether students understand tone, mood and theme, or not. I will
know that students get it if they can tell me the definitions of tone, mood and theme in their journals
on Thursday, in their own words, and tell me where they think they saw them present throughout the
poem they read for homework. I will also know that they understand tone and mood if they can tell
me, in their me vs the author activity, that tone is based on Emily Dickinsons life, vs the mood,
which is based on their lives.
Accommodations/Modifications: For students that have IEPs, I am allowing them to complete the
poems in class with blue pen for full credit. This way they are getting the content, and not being
penalized for not understanding the homework, and consequently not doing it at home.
Notes on Today:
We did not have enough time to get through all of the Emily Dickinson video, nor complete the Me
Vs. the Author activity. I was able to get through the entire video with 1st and 3rd period, when it
was taught later, and they had a much better understanding about how the author and the speaker are
usually two different people. I would have emphasized this more with 4th and 5th period if I was to
go back and reteach this lesson. Ashley gave great feedback about talking over them vs. getting their
attention. I was not realizing the amount of yelling that I was doing, and need to be conscious of my
voice level (I often am way too excited and end up talking loudly.) She also suggested that I move
around the room more to encourage more engagement. Proximity is key.
Poetry - Mood, Tone and Theme Seen Through Color: Lesson 3 - Thursday, October 27, 2016
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Ms. Madison Myers
text?
Todays Objective: How do mood, tone and theme add greater meaning to a
text and how are they seen through color?
Standards:
By the end of today, students will begin to master:
Explain how word choice and sentence structure are used to achieve specific effects (such as tone, voice, and mood) (CAS: L.8.a.iii)
Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas;
provide an objective summary of the text. (CCSS: RI.8.2)

attendance and instruct students to begin working on their warmup.
for their homework.
16 minutes: Go through i carry your heart with me as a group. I will ask students to share with me
their responses from their homework. I will add in notes in red on the projected screen as modeling
for them. We will also look for the tone, mood and theme of the poem, and go through steps 5 and 6
on the Analyzing a Poem handout for i carry your heart with me.
be reading What the Living Do and filling out steps 1-6 of the Analyzing poetry handout.
10 minutes: Mini-lesson on color words used to describe tone. Interactive notes and powerpoint. I
will go through different colors and their common associations in literature. Students will fill in
interactive notes throughout the mini-lesson, using colored pencils to help them attribute colors with
different tone words.
14 minutes: Paint Swatch Activity. Students will choose a paint swatch and come up with descriptive
words for that color. They will then write a word in each hue of the paint swatch. As they finish,
students will tape their paint swatch on a piece of butcher paper in a rainbow formation.
2 minutes: I will remind them of our learning target today and for the unit. I will remind them, that
colors have connotations in poetry and literature that often have much deeper meaning than just
simply being a color.
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FA: I will collect their binders and do an initial check for understanding. I will read their homework
answers from Tuesday and Wednesday night, and see their work from class Tuesday-Thursday. This
binder check will give me a good idea whether students understand tone, mood and theme, or not. I
will know that students get it if they can tell me the definitions of tone, mood and theme in their
journals on Thursday, in their own words, and tell me where they think they saw them present
throughout the poem they read for homework. I will also know that they understand tone and mood if
they can tell me how they feel about the poem (Mood), but that their feelings might be different than
the speakers (Tone).
Notes on Today:
I went way too quickly on the coloring notes. While I can color in a circle quickly as an adult, I did
not realize that my pacing was too quick. I think this took away from their full connection between
the colors and what they symbolize. I also needed to give more clear instructions on the Paint Swatch
Activity. I love that they were able to visualize color symbolization using paint swatches, and this is
definitely an activity I will use again in the future, I just need to make the instructions more clear so
it is not done out of order. Students seemed to be really engaged in the poem and I saw evidence that
they are starting to recognize that tone and mood are two different aspects of a poem. One student
said that the poem was obsessive and creepy, which lead us into a discussion about how the speaker
does not see his love as obsessive or creepy. This is the key distinction between tone and mood.
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Poetry - Central Ideas and Theme: Lesson 4 - Friday, October 28th, 2016
Ms. Madison Myers
text?
Todays Objective: How do I recognize different literary devices in a text or
poem?
Standards:
Explain how authors use language to influence audience perceptions of events, people, and ideas (CAS: L.8.a.ii)
Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting
ideas; provide an objective summary of the text. (CCSS: RI.8.2)

for their homework.
15 minutes: Mini-lesson on literary devices. Skeleton notes. I will go through different different
literary elements found in poetry and literature, specifically: metaphor, simile, personification and
imagery. Students will fill in skeleton notes throughout the mini-lesson. For simile and metaphor, we
will watch a short video of songs from popular culture. Students will be asked to recognize which
literary device is being used in the song and how they know it is simile or metaphor.
17 minutes: Go through What the Living Do as a group. I will ask students to share with me their
responses from their homework. I will add in notes in blue on the projected screen as modeling for
them. They will be adding notes on their papers with their blue pens. We will briefly discuss steps 15 and also look specifically for the literary devices of the poem, that they found together. This is
completing steps 7 and 8 on the Analyzing a Poem handout.
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be reading Funeral Blues and filling out the entire Analyzing poetry handout.
8 minutes: Writing literary device tweets. Students will come up with with tweets that help them
remember the different literary devices in their table groups. Tweets must be 140 characters or less,
and the punnier the better.
literary devices are used to evoke the senses and create mental pictures in our heads while we are
reading.
FA: As students explain where they see different examples of literary devices, I will be checking to
see their understanding of what we have been doing so far. I will know that students understand tone,
mood and theme if they can identify them throughout the poem that they read for homework. I will
know that students understand the definitions for simile, metaphor, personification and imagery, as
they go back to their poem for homework and begin looking for these devices. Though I do not
expect mastery, I will know that they are beginning to understand based on discussion that occurs as
they try to decide which literary devices are present.
Accommodations/Modifications: For my students on IEPs, they only need to complete one tweet per
category instead of two. They are still receiving the same content, the work load is just less rigorous.
This should help them focus on understanding the content, rather than producing larger amounts of
work.
Notes on Today:
Today was the ultimate teaching moment. I was able to use this poem to have a discussion about
suicide with the students, which I found to be meaningful and purposeful in my job as an educator. A
teacher was out sick, so it was just me in the classroom with the students all dayAshley subbed for
the teacher that was out. I felt like I connected with the students and had a break through with them
about the importance of poetry, as well as being able to show them that I care about them beyond
language arts class. Although suicide is a sensitive subject and I was a bit nervous to talk about it
with middle schoolers, I was able to make my teaching relevant. This poem was the perfect example
to use for imagery and theme, as the theme is not directly stated and the students had to do some
analyzing to come to their own conclusions. I would have also given more clear instructions on the
literary tweet sheet. I have found that, even though I write very clear instructions on the paper, if I do
not go over them aloud at least twice, the students have no idea what to do. This is something that I
need to continue working on.
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Poetry - Mastering Literary Devices: Lesson 5 - Tuesday, November 1, 2016

Ms. Madison Myers
text?
Todays Objective: How do specific literary devices add greater meaning to a
poem?
Standards:
Explain how authors use language to influence audience perceptions of events, people, and ideas (CAS: L.8.a.ii)

for their homework.
12 minutes: Go through Funeral Blues as a group. I will ask students to share with me their responses
from their homework. I will add in notes in red on the projected screen as modeling for them. We
will go through all of the steps from the Analyzing a Poem handout for Funeral Blues.
16 minutes: Mascamota. Students will be broken into two teams. On their teams, they will be
assigned a number. Each student will take turns facing the same number from the opposite team and
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trying to answer the question about literary devices first. The answers will be taped to the white
board, and once I read the question, they will run to the white board and hit the correct answer with a
flyswatter. Whichever team gets the most points, wins candy.
12 minutes: Literary device tea party . Students will come have a strip of paper with a literary device
from poetry on it. They will walk around the room, having conversations with their classmates. The
goal is for each partner to guess what the literary device is. Students will switch strips of paper and
find a new partner to discuss and switch with.
be reading Vincent and filling out the entire Analyzing poetry handout.
we use literary devices everyday. When we describes things, when we read, when we listen to music,
etc Understanding and being able to recognize literary devices only strengthens us as readers.
FA: I will be able to gauge student understanding when we play mascamota. The amount of time it
takes students to answer the question, and the students who get the answers first will give me an idea
of how each individual is doing and each individuals level of understanding. I will know that they
understand the definitions of literary devices when they are able to recognize them in examples.
Notes on Today:
Rather than play mascamota, we spent additional time on analyzing the poem and completing the tea
party activity. With the time left over, students had the opportunity to work on their literary tweet
sheets, paint swatch activities and other assignments introduced so far. I chose to cut this piece of the
lesson due to it being the first day back from a long weekend. Students were already rowdy, and I
saw the class getting out of hand. Many of them had quite a bit of work that they needed to finish, so
having that extra time proved to be useful. During 4th period, I did not give clear enough
instructions, and as a result, they raced to finish, not actually discussing any of the answers wither
peers. For 5th period, I gave more clear instructions and had them discuss with at least 3 other
people, so the activity actually benefitted their learning. I saw students really engaging with Funeral
Blues and understanding how different literary devices added greater meaning to this poem.
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Poetry - Seeing and Hearing Poetry: Lesson 6 - Wednesday, November 2, 2016

Ms. Madison Myers
text?
Todays Objective: How do different mediums affect how poetry is
understood?
Standards:
Engage effectively in a range of collaborative discussions (one-on-one,in groups, and teacher-led) with diverse partners on grade
8 topics, texts, and issues, building on others ideas and expressing their own clearly. (CCSS: SL.8.1)
Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its
meaning and style. (CCSS: RL.8.5)
Evaluate the advantages and disadvantages of using different mediums (e.g.,
print or digital text, video, multimedia) to present a particular topic or idea.
(CCSS: RI.8.7)
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for their homework.
8 minutes: Pair and Share. Students will share with a shoulder partner recall questions about theme,
tone, mood and literary devices. Together, they will discuss the answers and write them on a piece of
paper to be submitted at the end of the pair share. This will serve as formative assessment to gauge
understanding.
18 minutes: Watch the youtube video of Vincent. After watching it we will compare the poem they
read for homework and the video, looking at how different mediums change our understanding (print
vs image and sound.)
14 minutes: Watch the youtube video for Funeral Blues. We will also compare the video and
performance of Funeral Blues to the printed poem we have been working with thus far.
*If time permits, we will listen to other poems we have read throughout the unit and compare the
printed poems to the video/audio versions.
be reading Nothing Gold Can Stay and filling out the entire Analyzing poetry handout.
the medium in which we experience something, affects our understanding of it. When we hear poetry,
or watch poetry, we are able to experience it on a different level.
FA: I will be able to gauge student understanding from the students pair share response sheets. based
on the answers I receive from partner groups, I will know that students remember and recall
information from the previous week, or are still struggling and need more practice.
Notes on Today:
Students really enjoyed the videos, and were able to see the difference between seeing/hearing the
poems vs. reading them. I would have liked to have had them complete the Venn diagrams while they
were watching the videos, and add to them after the videos were completed. Many of them had not
read the poems for homework, so discussion was a bit difficult as they were not prepared. In the
future, I would probably have students read the poems and watch the videos at home, so we could
have more time in class to discuss and analyze the content. This could be an issue though, because
not every student has access to a computer at home. This is an area that I would like to work on as I
teach this unit in the future, to emphasize the comparison of different mediums. Despite the few
challenges, many students said that Vincent was their favorite poem because they liked the video so
much.
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Poetry - Writing with Literary Devices: Lesson 7 - Thursday, November 3, 2016

Ms. Madison Myers
text?
Todays Objective: How do words and phrases change when used for a
specific purpose or in a certain context?
Standards:
Explain how word choice and sentence structure are used to achieve specific effects (such as tone, voice, and mood) (CAS:
L.8.a.iii)
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Use context (e.g., the overall meaning of a sentence or paragraph; a words position or function in a sentence) as a clue to the
meaning of a word or phrase. (CCSS: L.8.4a)
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience. (CCSS: W.8.4)
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze
the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. (CCSS: RL.8.4)

for their homework.
12 minutes: Go over Nothing Gold Can Stay as an entire class. We will go through the 8 steps as a
class looking for the different literary elements from their analyzing a poem chart.
be reading Hanging Fire and filling out the entire Analyzing poetry handout.
5 minutes: I will give instructions/explain the assignment they will be completing. Using words
commonly associated with math, students will write about a topic, but use the words for a different
purpose. They will get into groups of 4 that I will assign (counting them off 1 through 4). In their
groups, person 1 will be in charge of writing the dictionary definitions on the handout. Person 2 will
be in charge of looking up the words in the dictionary for the dictionary definition. Person 3 will be
in charge of writing down the connotations on the handout provided. And, person 4 will be in charge
of writing the story. Each person will have to contribute to the story in some way, which they will be
accountable for.
25 minutes: Students will have time to write and complete the assignment to be turned in for their
binder check. I will be walking around the room and helping students with writers block or that need
prompting.
*Students that finish earlier than the time allotted, can work on finishing their paint swatch activities,
tweet sheets, make up work missed, or work on the homework for tonight.
2 minutes: I will remind them of our learning target today and for the unit. I will remind them that
words can have different purposes when used for specific reasons. In poetry and literature, word
denotations do not always match their connotations matched to the context.
FA: I will also do a binder check today for the homework and classwork they have completed since
the last binder check. I will know that students understand the content we have gone over based on
their journal responses, blue pen markings on our class discussions, and assignments completed in
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class. I will also see how they work together to write stories using math words. I will know that they
understand that words have different definitions based off the context if they can use all of the words
in a different way.
Notes on Today:
With the math story, Ashley suggested that I have students performing multiple roles, so that nobody
was sitting and doing nothing at any given time. Students all looked up words in the dictionaries,
which took them a good amount of time. This activity took a lot longer than I anticipated, and we
actually took two days and finished on Friday. Students had a difficult time brainstorming, so I
walked around and spent quite a bit of time prompting and getting their brains thinking of ideas for
their stories. One thing I would do differently, is set up more time for this activity. I tired to do too
much in too little amount of time, and although we flowed over into an additional day, I would have
liked to structure it so that one part was done on one day and the proceeding part was scheduled for
the next day. I think this would have made the process smoother. Overall, I really liked this method
for incorporating numeracy in my unit and would use it again in the future. I received some great
stories from the students and they enjoyed working together to write their stories.
Poetry - Organizing Poetry Information: Lesson 8 - Friday, November 4, 2016

Ms. Madison Myers
text?
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Todays Objective: How can I organize all of the information I have learned
throughout this unit into a way that will help me remember for the test?
Standards:
Engage effectively in a range of collaborative discussions (one-on-one,in groups, and teacher-led) with diverse partners on grade
8 topics, texts, and issues, building on others ideas and expressing their own clearly. (CCSS: SL.8.1)
Use graphic organizers and note-taking formats while reading to map
relationships among implied or explicit ideas or viewpoints (CAS: RL.8.c.ii)

for their homework.
5 minutes: Quick powerpoint explanation about mind maps. What do they look like and what is their
purpose?
12 minutes: Finish math stories from yesterday in groups.
25 minutes: Mind maps in the same groups. Students will create mind maps in their table groups on
butcher paper. The goal is for them to organize their thoughts to help them remember the information
from the unit for the test. They will create questions for the study guide and for trivia tomorrow.
Using a list of things they must include, they will visualize their thinking patterns on the butcher
paper to be displayed during the gallery walk (Which we will do on Monday).
re-read all of the poems to begin studying for the test. I will give them their study guides to also start
working on over the weekend. The study guides will be due on the day of the test.
2 minutes: I will remind them of our learning target today and for the unit. When we organize our
thoughts in a way that makes sense, we are able to remember information and we learn better.
FA: I will know where students are before the test based on looking at their mind maps. I can create
my trivia questions and emphasize areas that they are still struggling with so they can get maximum
practice and reach mastery before the unit test.
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Notes on Today:
Mind maps were not something that the students felt comfortable with. I really think it is valuable for
them to understand how they process information, so this is a tool I would use regularly with my
students, it would just need to become a classroom norm. Students once again did not read the
instructions on the assignment sheet provided, and had some confusion. If nothing else, I have
learned that I have to explain thing aloud for students to understand what they are supposed to be
doing when we do an activity. They finished their math stories and mind maps, getting to work
together and process the information from the unit. I loved listening to them discuss and recollect
different things we had learned and what they should include on their posters.
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Poetry - Recalling Poetry Information: Lesson 9 - Monday, November 7, 2016
Ms. Madison Myers
text?
Todays Objective: What do I know, and what do I need to study before the
test tomorrow?
Standards:

attendance and instruct students to get out their gallery walk handouts for our mind maps.
10 minutes: Students will evaluate their own mind-maps to see the way that their brains processed
the information learned throughout the unit. They will then evaluate another groups mind map to see
what that group emphasized and what information they thought pertinent to include.
25 minutes: Trivia. We will play Jeopardy as a class. The highest scoring student for points, will
receive 5 points of extra credit on the unit test. Questions will be based on areas of need and the
study guide.
12 minutes: Time to work on study guides and ask questions. Students will have time to work on
their study guides in class with each other and ask me questions before the test. Their study guides
are due tomorrow before the test.
2 minutes: I will remind them of our learning target today and for the unit. If they complete their
study guides, they will all pass the test with flying colors. They are smart and I have complete faith in
all of them.
FA: I will know where students are before the test based on their ability to answer the trivia
questions and the questions they ask during class time to work on their study guides. If there are
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areas of need, I can work individually with students to help bridge the gaps and help them reach
mastery before the unit test.
Notes on Today:
Students did a great job and really enjoyed the trivia game. I am not fantastic with technology, so in
the future when I use technology for class-activities, I need to practice before attempting them in
class. During 4th period, I had too much of one person answering all of the questions. During 5th, I
changed this by rotating who got to choose the question and who was the voice of the team. I found
trivia to be an excellent way for me to gauge how ready students were for the test the following day.
The questions they struggled with, we stopped and discussed, while the answers they answered with
ease, gave me confidence that they were prepared.
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Poetry - Unit Test: Lesson 10 - Tuesday, November 8, 2016

Ms. Madison Myers
text?
Todays Objective: How can I do my best and show my teachers what I have
learned?
Standards:
By the end of today, students will have mastered:
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as
well as inferences drawn from the text. (CCSS: RI.8.1)
Select and employ strategies to persist when encountering unknown or ambiguous words or difficult
passages (CAS: L.8.a.i)
Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of specific word choices on meaning and tone, including
analogies or allusions to other texts. (CCSS: RL.8.4)
Explain how word choice and sentence structure are used to achieve specific effects (such as tone,
voice, and mood) (CAS: L.8.a.iii)
Determine a central idea of a text and analyze its development over the course of the text, including
its relationship to supporting ideas; provide an objective summary of the text. (CCSS: RI.8.2)
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Explain how authors use language to influence audience perceptions of events, people, and ideas
(CAS: L.8.a.ii)
Compare and contrast the structure of two or more texts and analyze how the differing structure of
each text contributes to its meaning and style. (CCSS: RL.8.5)
Evaluate the advantages and disadvantages of using different mediums (e.g.,
print or digital text, video, multimedia) to present a particular topic or idea.
(CCSS: RI.8.7)
Use context (e.g., the overall meaning of a sentence or paragraph; a words position or function in a
sentence) as a clue to the meaning of a word or phrase. (CCSS: L.8.4a)
3 minutes: Come into class, put everything under their seats and sit quietly in their seats. I will take
attendance and hand out the unit test to students and give basic instructions about the day and the
test.
45 minutes: Test. Students will have the entire period to take the test.
*As students finish, they can read quietly.
SA: This test is the summative assessment for the unit. Based on their scores, I will know how well
students mastered the taught standards.
Accommodations/Modifications: Students had unlimited time to take the test and some students on
IEPs were able to use their study guides to help them throughout the test. They also had the
paraprofessional that works with them read the questions aloud. These students also had a modified
test. Rather than the full post-assessment, they retook the pre-assessment as their final test. This was
able to show me that they experienced growth throughout the unit, without the rigorousness of the
full test. Other students on IEPs had the ability to make test corrections to get points back. While all
students had the option to do this, these students were able to receive full points back, rather than
only half of the points back. This way, they were able to engage with the material and see what they
missed, giving them the opportunity to relearn what was initially misunderstood.
Notes on Today:
Collecting study guide and handing out the tests was a bit clunky. In the future, I would collect all
study guides first, and then walk around and hand out the test. Many students did not complete their
study guides, so I would also emphasize the necessity, possibly making it worth more points. Overall,
the students did great on the test and it felt good to see their success.
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VIAssessment Data and Analysis

Students were given a pre-assessment on the first day of the unit comprised of seven
questions. This pre-assessment was scored out of eight points, and there was also a long essay
portion that allowed the students to tell me everything they knew about poetry, with some
prompting questions. This long essay question was not used for quantitative data growth
analysis, but as qualitative data to see how much students were able to write and how much time
it took them to complete this essay question. Each of the pre-assessment questions were aligned
with certain standards, as outlined in section four, and was designed to see what the students
already knew. The pre-assessment contained a poem that the students were unfamiliar with, and
had a series of questions to be answered after reading it. While the answers could vary, I was
specifically looking for them to tell me that the tone involved the author or speaker, the mood
involved how they as the readers felt, and the theme was some kind of message or lesson about
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life. The proceeding questions had definitive answers. For questions 4 through 7, students circled
true or false, or multiple choice answers, depending on the type of question. These questions
were not up for interpretation. All of the questions were worth one point with the exception on
question 6, which was a two-part question.
Students were given a post-assessment after the unit was complete, testing their mastery
of the content from the unit. The post-assessment was comprised of twenty questions and three
extra credit questions, worth 55 points if full credit was given for the extra credit questions.
While there were more questions added to the post-assessment, the same seven questions and
long essay question from the pre-assessment were present on the post-assessment. These seven
questions were the only questions utilized when gathering data for growth analysis. These seven
questions were worded exactly the same and worth the same amount of points as the preassessment. The long essay question was graded on the post-assessment, where it was not for the
pre-assessment, but was not used for quantitative data in my growth analysis. This essay,
however, did show qualitative growth data, as students were able to write more and with less
prompting.
While all four of my classes took the same pre-assessment, 1st and 3rd period took a
different post-assessment, based on lower comprehension levels. The modified test included was
only used for two specific students in 3rd period on IEPs. For the purpose of this Teacher Work
Sample Assessment Data Analysis, I only analyzed the data from my 4th period 7th grade students.
I have left out the names for the sake of privacy, but assigned a letter representing each student.
Each students pre- and post-assessment results are shown below.
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Student
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
Pre-assessment Score
5
5
1
5
2
2
4
4
4
2
6
4
5
5
3
3
4
5
5
5
5
3
5
Post-assessment Score
6
5
6
6
5
5
7
5
6
6
4
5
5
6
6
7
5
6
6
6
5
5
5
Looking at each individual student, 18 out of 23 students had an improved score (78.3%
of the class), 4 out of 23 students received the same scores (17.4% of the class), and 1 out of 23
students had a decreased score (4.3% of the class). The class, looking at the students as
individuals, significantly scored higher, displaying growth as a class.
I also broke down scores based on individual questions. Looking at how students scored
on the individual test questions on the pre- and post-assessments:
Question
1
2
3
4
5
6
Number of Students
that Answered
Correctly
Pre-assessment
0
3
0
18
17
15-- full credit
23-- at least half
Number of
Students that
Answered
Correctly Postassessment
3
3
10
22
22
22-- full
credit
Number of
Students that
Answered
Incorrectly
Pre-assessment
23
20
23
5
6
8-- received
half credit
Number of Students
that Answered
Incorrectly Postassessment
20
20
13
1
1
1--Received half
credit
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credit
7
23-- at least
half credit
23
16
For question 1, 3 out of 23 students answered correctly on the post-assessment as

compared to 0 out of 23 on the pre-assessment (13% growth). For question 2, the same amount
of students, 3 out of 23, answered the question correctly on both the pre- and post assessments
(0% growth). For question 3, 10 out of 23 students answered the question correctly on the postassessment, as compared to 0 out of 23 on the pre-assessment (43.5% growth). For question 4, 22
out of 23 students answered the question correctly on the post-assessment, as compared to 18 out
of 23 students on the pre-assessment (17.4% growth). For question 5, 22 out of 23 students
answered the question correctly on the post-assessment, as compared to 17 out of 23 on the preassessment (21.8% growth). For question 6, 22 out of 23 students received full credit on the postassessment, as compared to 15 out of 23 students on the pre-assessment (30.5% growth). Finally,
for question 7, every student answered the question correctly on the post-assessment, as
compared to 16 out of 23 on the pre-assessment (30.4% growth). Looking at this data, students
showed growth for each question, with the exception of question 3, providing evidence that
learning and growth were achieved.
I also broke down the data and analyzed growth based off the different genders:
Girls
Girls Preassessment
Girls Postassessment
Growth
Percentag
e
Boys
Boys Preassessment
Boys Postassessment
Growth
Percentag
e
A
C
E
J
L
N
P
5
1
2
2
4
5
3
6
6
5
6
5
6
7
12.5%
62.5%
37.5%
50%
12.5%
12.5%
50%
B
D
F
G
H
I
K
5
5
2
4
4
4
6
5
6
5
7
5
6
4
0%
12.5%
37.5%
37.5%
12.5%
25%
-25%
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R
V
5
3
6
5
12.5%
25%
M
O
Q
S
T
U
W
5
3
4
5
5
5
5
5
6
5
6
6
5
5
0%
37.5%
12.5%
12.5%
12.5%
0%
0%
Looking at the different scores between the girls and the boys, a girl had the lowest preassessment score out of the class. That same girl also had the largest percent of growth compared
to the rest of her class. On the other hand, a boy had the highest pre-assessment score out of the
class, but that same boy had the least amount of growth, actually getting a worse score on the
post-assessment. The boys tended to score higher initially as compared to the girls, but the girls
tended to have higher scores on the post-assessment and a higher average growth percentage as
compared to the boys. There are significantly more boys in the class than girls, which does skew
the data; however, as a general trend, it would appear that the girls experienced more learning
growth throughout the unit than the boys did.
Overall, after analyzing the data results, I can definitively say that learning and growth
did occur. The data collected and displayed in the numerous charts above show the increase in
scores when the same questions were answered before the unit and after the unit. For questions 1
and 2, I can only assume that students scored poorly based on the wording of the question. The
question did not ask them to explain their answers, which is what I was directly looking for. In
order to receive credit, students had to include the words speaker or author for tone, and
reader for mood. On questions of similar content throughout the rest of the test, students
showed me that they do in fact understand the definitions and differences between tone and
mood when the questions were worded differently. Upon reflecting on this unit and assessment
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of growth exhibited by students, I feel that the questions on the pre- and post-assessments align
with the standards I was measuring, and gave me an accurate measurement of the learning that
occurred.
VIIStudent Teaching Experience Reflection
Throughout my semester of student teaching, I can honestly say that I grew and changed
more than any other period of my life. Having the opportunity to connect with students and see
them grow every day over an extended period of time, reassured me that teaching is what I want
to do for the rest of my life. I had an incredible matchup teacher, who challenged and pushed me
in ways that have strengthened my teaching tenfold. I had the opportunity to be at a school that
genuinely enjoys spending time with kids, and emits positive vibes throughout the building. I
could not have asked for a better student teaching experience.
The aspects of student teaching that went best for me was the autonomy I was given from
day one. My matchup teacher gave me the reigns and allowed me to make mistakes and learn by
actually getting up and teaching every day. I had the opportunity to be completely responsible for
classes at different points of the semester, and head a literacy elective where I designed and
implemented the curriculum. I had a total hands-on experience throughout the entire duration of
student teaching. I felt that I could go to my matchup teacher with any questions or struggles that
I had, both for student teaching and personally. I had other teachers in the building that supported
me and encouraged me, especially one who had student taught at KQA and validated many of the
feelings and experiences that occurred. The principal and administration were supportive at all
times, and treated me as a teacher, not a teacher to be. Most of all, I had ultimate teaching
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moments where I knew I was making a difference for my students. I had the opportunity to get to
know each and every one of them, being able to joke and have meaningful conversations
throughout my time at KQA. I never once felt like an outsider.
Throughout student teaching, I also learned so much about myself as a person and a
teacher. One of the things I struggle with is taking on too much and becoming overwhelmed. The
process of student teaching gave me the opportunity to learn to prioritize, and to not be so hard
on myself if I dont get everything done within the timeline that I was expecting. I learned to
manage my time wisely and work smarter, not harder, using resources from others and seeking
help when I needed it. I also learned that I am at the beginning of a long career. I often times
become so excited and come off a bit strong. I had a meaningful conversation with my matchup
teacher, that while its great that I am so eager, I need to take a step back and listen to others that
have more experience and things to teach me. This was an aspect that I worked on throughout
student teaching, finding a happy medium of suggesting and participating, but also sitting back
and listening. The amount of classroom management tools, natural teaching techniques,
discipline strategies, etc. are immeasurable. While I know that I still have so much to learn, and
will go through processes of trial and error throughout my career, the teacher I am today is
completely transfigured.
If I could do anything differently, I would have spent more time taking care of myself.
There were many nights that I didnt sleep, eat, or take time for myself. I worked a full-time job,
was student teaching, was taking an online-class and had just purchased a home. I had so much
going on, that I neglected myself quite a bit toward the beginning of student teaching. This is
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something that I will be very cautious about as I become a new teacher and veteran teacher. I am
the best teacher and best for my students when I am taking care of myself. I also would have
connected to my friends and colleagues more, so I wouldnt have felt so isolated. While I got
better at this the last month or two of student teaching, I spent the first part of student teaching
feeling very isolated from the world. This is another aspect that I will ensure to include in my life
as I enter into my first teaching job; I need to have a life outside of being a teacher.
When I started student teaching, I thought I had to know it all and have it all together. I
felt stressed when things didnt go perfectly, or if the students were having an off day. As I
transition from student teaching into my own classroom, I have realized that I dont have to be
perfect. My job is to teach English and Language Arts, but it is more important that my kids
know that I care. I am going to fail and shake my head some daysnot every day is going to be
easy. But, I know and can definitively say that I love being a teacher. I was unsure going into
student teaching if I was cut out for the job. So much negativity is spread around that I thought it
would overwhelm me. I have experienced the exact opposite. I have chosen to surround myself
with positive, uplifting people, that love kids and love what they do. As I go out into other
schools, I will look for and surround myself with these people. I also entered student teaching
thinking that I knew way more than I actually did. People of brilliance would tell me things and I
wouldnt believe them, not because I didnt respect them, but because I thought they didnt
understand me. I have realized that I need to listen to the wisdom of those who have gone
through experiences that I am in or am about to face, and not only listen, but follow their advice.
The last and most important aspect of my personal growth throughout student teaching has been
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my ability to receive criticism and critique. My entire life I have struggled with criticism, often
seeing myself as a failure and shutting down when critiqued. My mentor teacher did not allow
me to do this, and told me that she cares about me becoming a better teacher. With every piece of
critique, she was showing me how much she cares about my success as a teacher. While this is
something I will continue to work on, my entire perception of criticism and critique has changed.
Rather than feel defensive and attacked, I have learned that people generally are out to help me
be my best self.
Appendices
TWS Lesson 1
Pre-assessment
KWL Chart
Poetry Packet Table of Contents
Homework Calendar
Analyzing a Poem Handout
Introduction to Poetry
Because I Could Not Stop for Death
TWS Lesson 2
Journal 2
Tone, Mood and Theme Power Point (Uploaded on Weebly)
Tone, Mood and Theme Skeleton Notes
Tone, Mood and Theme Notes Filled In
Emily Dickinson Youtube Video (Uploaded on Weebly)
Me Vs. the Author
i carry your heart
TWS Lesson 3
Journal 3
Color Symbolism Power Point (Uploaded on Weebly)
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Interactive Color Notes (Uploaded as PDF of Weebly)
Interactive Color Notes Filled In (Uploaded as PDF on Weebly)
Paint Swatch Activity
What the Living Do
TWS Lesson 4
Journal 4
Literary Device Skeleton Notes
Literary Device Filled In Notes
Simile and Metaphor Youtube Video (Uploaded on Weebly)
Literary Device Tweet Sheet Activity
Funeral Blues
TWS Lesson 5
Journal 5
Literary Device Tea Party
Vincent
TWS Lesson 6
Journal 6
Vincent Youtube Video (Uploaded on Weebly)
Funeral Blues Youtube Video (Uploaded on Weebly)
Vincent Venn Diagram
Funeral Blues Venn Diagram
Nothing Gold Can Stay
TWS Lesson 7
Journal 7
Math Story Activity
Hanging Fire
TWS Lesson 8
Journal 8
Mind Map Power Point (Uploaded on Weebly)
Mind Map Assignment Sheet
Study Guide
TWS Lesson 9
Gallery Walk Assignment Sheet
Trivia Game (Uploaded on Weebly)
TWS Lesson 10
Post-assessment
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Modified Post-assessment
Poetry Pre-Assessment
For numbers 1, 2 and 3, please read the poem, and answer the following
questions.
Every Cat Has a Story

by Naomi Shihab Nye
The yellow one from the bakery
smelled like a cream puffshe followed us home.
We buried our faces
in her sweet fur.
One cat hid her head
while I practiced violin.
But she came out for piano.
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At night she played sonatas
on my quilt.
One cat built a secret nest
in my socks.
One sat in the window
staring up the street all day
while we were at school.
One cat loved
the radio dial
One cat almost
smiled.
1) What is the tone of the poem? Underline the words that show the
tone. ___________
_____________________________________________________________________________
2) What is the mood of the poem? Circle the words that show the
mood. ____________
______________________________________________________________________________
3) What is the theme of the poem? Put a box around the context
clues as evidence.
4) A metaphor compares two unlike things, or uses one thing to

represent or symbolize something else. True or False
5) A simile combines two or more senses.
True or False
6) Choose two (2) letters that correctly finish the sentence.

Personification
a - describes a person.
b - describes nonhuman things using human characteristics.
c - can only be found in poetry.
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d - can be found in poetry and literature, but not usually in
non-fiction.
7) Imagery in writing creates a mental picture for the reader
appealing to
a - Sound
b - Smell
c - Taste
d - Touch
e - All of the above
f - None of the above
Poetry Journal #1
In 8 to 10 sentences, tell me everything you know about poetry
and poetic devices. What are tone, mood, theme, metaphor,
simile, personification, etc. How does poetry differ from non-
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fiction and prose? Who are your favorite poets and what are your
favorite poems. Why?
What do you think you know What do you want to

about Poetry
know and learn
about poetry?
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What have you

learned about
poetry?
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KWL
Chart (Will be done on butcher paper for students to write on.)
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Poetry Packet
Table of Contents
Homework Calendar
The 8 Steps for Analyzing a Poem
Introduction to Poetry - Billy Collins
Because I Could Not Stop for Death - Emily Dickinson
Journal 2
Tone and Mood Notes
i carry your heart - E.E. Cummings
Journal 3
Color Notes
Paint Swatch Assignment Sheet
What the Living Do - Marie Howe
Journal 4
Literary Device Notes
Literary Device Tweets Assignment Sheet
Funeral Blues - W.H. Auden
Journal 5
Vincent - Tim Burton
Journal 6
Nothing Gold Can Stay - Robert Frost
Journal 7
Hanging Fire - Audre Lorde
Journal 8
Mind map Assignment Sheet
Gallery Walk
Poetry Unit Homework Calendar
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MONDAY
TUESDAY
24
WEDNESDAY
25
Reading:
Because I Could
Not Stop for Death
THURSDAY
26
Reading:
i carry your heart
FRIDAY
27
28
Reading:
Reading:
What the Living Do Funeral Blues
Complete: Steps 1- Complete: Steps 1- Complete: Steps 1Complete: Steps 1- 6

6
8
4
31 November 1
Reading:
Vincent
Reading: Review
- What the Living
Do - Because I
Complete: Steps 1Complete: Steps 1- Could Not Stop for
8
Complete: Steps 1- 8
Death
8
- i carry your heart
- Funeral Blues
- Vincent
- Nothing Gold Can
Stay
- Hanging Fire
7
Complete: Study
Guide
Reading:
Nothing Gold Can
Stay
8
Unit Test!
Poems for Homework:

What the Living Do - Marie Howe
Because I Could Not Stop for Death - Emily Dickinson
i carry your heart - E.E. Cummings
Funeral Blues - W.H. Auden
Vincent - Tim Burton
Nothing Gold Can Stay - Robert Frost
Reading:
Hanging Fire
10
11
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Hanging Fire - Audre Lorde
The 8 Steps for Analyzing a Poem

SPOT- Circle,
Underline,
Highlight
THINK- Make Notes
1) Spot the title.
- What do you think

it means?
- What do you think
the poem will be
about?
2) Read the whole Get an idea of what

poem.
the poem is about.
Its okay to be
confused at this
point.
3) Read one stanza
at a time. Spot
unknown words
and look up the
meaning. Spot
interesting lines.
- Whats going on
here?
- Why is this
happening?
- What could this
mean?
4) Spot the
speaker.
- What can you tell

about the speaker?
5) Spot words and

lines that reveal
the mood and
tone.
- What are the

mood and tone?
Does it change?
6) Spot lines that

reveal the theme
(or the larger
message or lesson
about life).
- What is the
theme?
7) Spot literary
devices: similes,
hyperbole,
metaphors,
personification,
imagery,
onomatopoeia and
- As readers, what
do these devices
help us to
understand?
- Why did the
author include
these?
SPOT
THINK
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repeated words.
8) Spot the title

again.
- What meaning
does the poem
have now?
BY BILLY COLLINS
I ask them to take a poem

and hold it up to the light
like a color slide
or press an ear against its hive.
I say drop a mouse into a poem
and watch him probe his way out,
or walk inside the poems room
and feel the walls for a light switch.
I want them to waterski
across the surface of a poem
waving at the authors name on the shore.
But all they want to do
is tie the poem to a chair with rope
and torture a confession out of it.
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They begin beating it with a hose

to find out what it really means.
Because I could not stop for Death (479)

Emily Dickinson, 1830 - 1886
Because I could not stop for Death
He kindly stopped for me
The Carriage held but just Ourselves
And Immortality.
We slowly drove He knew no haste
And I had put away
My labor and my leisure too,
For His Civility
We passed the School, where Children strove
At Recess in the Ring
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We passed the Fields of Gazing Grain

We passed the Setting Sun
Or rather He passed us
The Dews drew quivering and chill
For only Gossamer, my Gown
My Tippet only Tulle
We paused before a House that seemed
A Swelling of the Ground
The Roof was scarcely visible
The Cornice in the Ground
Since then tis Centuries and yet
Feels shorter than the Day
I first surmised the Horses Heads
Were toward Eternity
Journal 2
Because I Could Not Stop for
Death
Emily Dickinson
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In 5-7 sentences, tell me about the poem. What do you think it is about?
What did you like? Dislike? What confused you?
Tone, Mood and Theme Notes

_______________ and ___________________ are two different aspects of a poem.
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Tone
Tone focuses on the __________________________.
Tone is the author or poets _______________________
towards his
or her ______________.
Tone reveals how the author ______________________, evident through
________________ and ___________________.
Some common adjectives that set the tone are: (___________) admiring,
humorous, lively, etc..
Positive adjective examples:_______________________________________________
(_______________) annoyed, depressed, despairing, frantic, gloomy, suspicious,
etc
Negative adjective
examples:______________________________________________
Mood
Mood focuses on the _________________________.
Mood is the readers _____________________ towards the
_________________________.
Mood focusses on how the ________________ and _______________ used by the
author, makes the reader feel.
Theme
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Theme reveals a larger _________________ or __________________ about life.
Theme is ________ one word. Instead, theme is a _________________ or
________________ about a central idea.
A central idea of a poem or text may be love. The theme answers the
question: what about love? Does love conquer all? Is love only possible if
chosen?
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Tone, Mood and Theme Notes

Tone and Mood are two different aspects of a poem.
Tone
Tone focuses on the author.
Tone is the author or poets attitude towards his or her subject.
Tone reveals how the author feels, evident through word choice and
sentence structure.
Specific positive and negative adjectives usually indicate the tone of a
poem or text.
Some common adjectives that set the tone are: (Positive) admiring,
humorous, lively, etc..
(negative) annoyed, depresses, despairing, frantic, gloomy, suspicious,
etc
Mood
Mood focuses on the reader.
Mood is the readers feelings towards the subject.
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Mood focusses on how the word choice and sentence structure used by
the author, makes the reader feel.
Theme
Theme reveals a larger message or lesson about life.
Theme is NOT one word. Instead, theme is a sentence or phrase about
a central idea.
question: what about love? Does love conquer all? Is love only possible
if chosen?
Me Vs. the Author

Emily Dickinson
What time period was he or she
born?
What did/does he or she like to

do
Did/Do happy or sad life events

influence his or her views on life?
Me
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Emily Dickinson
Me
Did/Does he or she leave the

house?
Was/Is death the main source of

inspiration?
Knowing what you know about Emily Dickinson, what is the tone of this
poem?
Knowing what you know from your life, what is the mood of this poem?
[i carry your heart with me(i carry it in]

BY E. E. CUMMINGS
i carry your heart with me(i carry it in

my heart)i am never without it(anywhere
i go you go,my dear;and whatever is done
by only me is your doing,my darling)
i fear
no fate(for you are my fate,my sweet)i want
no world(for beautiful you are my world,my true)
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and its you are whatever a moon has always meant

and whatever a sun will always sing is you
here is the deepest secret nobody knows
(here is the root of the root and the bud of the bud
and the sky of the sky of a tree called life;which grows
higher than soul can hope or mind can hide)
and this is the wonder that's keeping the stars apart
i carry your heart(i carry it in my heart)
Journal 3
i carry your heart
E.E. Cummings
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In 5 to 7 sentences, tell me about the tone and mood of the poem. What do
you think the tone is? Why? What mood did the poem make you feel? Why?
What do you think the theme is?
Paint Swatch Activity Assignment

Sheet
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Using what we have learned about colors and what they commonly represent
in poetry and literature, we are going to come up with adjectives and words
associated with color.
Choose a color that we went over in class today (Red, Orange, Yellow, Green,
Blue, Purple or Pink).
What does your chosen color usually represent?
What are some adjectives that describe your color and what it represents?
What are some items or things that you think of when you think of your color
and what it represents?
Write 5 adjectives and words about your color using what you brainstormed.
1)
2)
3)
4)
5)
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What the Living Do

Marie Howe
Johnny, the kitchen sink has been clogged for days, some utensil probably fell
down there.
And the Drano wont work but smells dangerous, and the crusty dishes have piled
up
waiting for the plumber I still havent called. This is the everyday we spoke of.
Its winter again: the skys a deep, headstrong blue, and the sunlight pours
through
the open living-room windows because the heats on too high in here and I cant
turn it off.
For weeks now, driving, or dropping a bag of groceries in the street, the bag
breaking,
Ive been thinking: This is what the living do. And yesterday, hurrying along those
wobbly bricks in the Cambridge sidewalk, spilling my coffee down my wrist and
sleeve,
I thought it again, and again later, when buying a hairbrush: This is it.
Parking. Slamming the car door shut in the cold. What you called that yearning.
What you finally gave up. We want the spring to come and the winter to pass. We
want
whoever to call or not call, a letter, a kisswe want more and more and then
more of it.
But there are moments, walking, when I catch a glimpse of myself in the window
glass,
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say, the window of the corner video store, and Im gripped by a cherishing so
deep
for my own blowing hair, chapped face, and unbuttoned coat that Im speechless:
I am living. I remember you.
Journal 4
What the Living Do
Marie Howe
In 5 to 7 sentences, tell me about the tone, mood and theme in comparison
to i carry your heart. How do the tone and mood differ? How was this poem
similar? How was it different?
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Literary Devices Notes

Literary devices add __________________________ to a poem or a text.
Metaphor
A metaphor makes an obvious, implied or hidden ___________________
between two unrelated things that share some kind of ______________________.
Example: Metaphors are a breeze!
Give me your own example:
____________________________________________________.
When an entire poem or text uses one object as a
comparison to something else, it is considered an
________________________________.
Example:
Hope is the thing with feathers
That perches in the soul,
And sings the tunewithout the
words,
And never stops at all,
And sweetest in the gale is heard;
And sore must be the storm
That could abash the little bird
That kept so many warm.
Ive heard it in the chilliest land,
And on the strangest sea;
Yet, never, in extremity,
It asked a crumb of me.
(Emily Dickinson)
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Simile
A simile makes a comparison between two unlike things using the words
_________ or ______. This is a ___________________
comparison.
Examples: I am as hungry as a hippo
You brighten my day like the sun.
__________________________________________________.
Personification
Personification gives a thing, idea or animal
___________________ characteristics. They way they are
described gives us a sense that they have the ability to
act like humans.
Personification is primarily found in ____________________
and _____________________. but not usually in
___________________________.
Example: The fire swallowed the house in flames.
____________________________________________________.
Imagery
Imagery uses figurative language to appeal to the ___________________ (Taste,
small, touch, sight, sound). When writers use imagery, they create
____________________ in the readers head. Usually similes, metaphors and
personification are used to create imagery.
Example: The lemonade was so bitter that she pursed her lips and squeezed
her eyes shut.
Give your own example:
______________________________________________________.
Theme
Theme reveals a larger _________________ or __________________ about life.
Theme is ________ one word. Instead, theme is a _________________ or
________________ about a central idea.
chosen?
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Literary Devices Notes

Literary devices add ______deeper meaning____________________ to a poem or
a text.
Metaphor
A metaphor makes an obvious, implied or hidden ____comparison__________
between two unrelated things that share some kind of
____connection__________________.
Example: Metaphors are a breeze!
____________________________________________________.
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When an entire poem or text uses one object as a
comparison to something else, it is considered an
____extended metaphor____________________________.
Example:
Hope is the thing with feathers
That perches in the soul,
And sings the tunewithout the words,
And never stops at all,
And sweetest in the gale is heard;
And sore must be the storm
That could abash the little bird
That kept so many warm.
Ive heard it in the chilliest land,
And on the strangest sea;
Yet, never, in extremity,
It asked a crumb of me.
(Emily Dickinson)
Simile
A simile makes a comparison between two unlike things using the words
___like ______ or __as____. This is a
_______direct____________ comparison.
Examples: I am as hungry as a hippo
You brighten my day like the sun.
__________________________________________________.
Personification
Personification gives a thing, idea or animal
_______human____________ characteristics. They way
they are described gives us a sense that they have the ability to act like
humans.
Personification is primarily found in ______literature______________ and
________poetry_____________. but not usually in ______nonfiction___texts__________________.
Example: The fire swallowed the house in flames.
____________________________________________________.
Imagery
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Imagery uses figurative language to appeal to the ______________5
senses_____________ (Taste, small, touch, sight, sound). When writers use
imagery, they create ____________mental picture________________ in the
readers head. Usually similes, metaphors and personification are used to
create imagery.
Example: The lemonade was so bitter that she pursed her lips and squeezed
her eyes shut.
Give your own example:
______________________________________________________.
Theme
Theme reveals a larger ____message_____________ or ______lesson____________
about life.
Theme is ___NOT_____ one word. Instead, theme is a
______sentence___________ or ______phrase__________ about a central idea.
chosen?
Literary Device Tweets
To help you remember the literary devices from our notes today, you are going to write
tweets. (the punnier the better!)
For each literary device, you can write up to 140 charactersIll be nice and excuse spaces
and punctuationwhich is about 4 lines of hand writing.
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My example (64 characters):
Metaphors be with you #comparisons #nolikeoras #metaphorsstarwarspower
Metaphor:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Simile:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Personification:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Imagery:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
WystanHughAuden(19071973)
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FuneralBlues(SongIX/fromTwoSongsfor
HedliAnderson)
Stopalltheclocks,cutoffthetelephone.
Preventthedogfrombarkingwithajuicybone,
Silencethepianosandwithmuffleddrum
Bringoutthecoffin,letthemournerscome.
Letaeroplanescirclemoaningoverhead
ScribblingintheskythemessageHeisDead,
Putcrpebowsroundthewhitenecksofthepublicdoves,
Letthetrafficpolicemenwearblackcottongloves.
HewasmyNorth,mySouth,myEastandWest,
MyworkingweekandmySundayrest
Mynoon,mymidnight,mytalk,mysong;
Ithoughtthatlovewouldlastforever,Iwaswrong.
Thestarsarenotwantednow;putouteveryone,
Packupthemoonanddismantlethesun.
Pourawaytheoceanandsweepupthewood;
Fornothingnowcanevercometoanygood.
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Journal 5
Funeral Blues
W.H. Auden
In 5 to 7 sentences, tell me about the literary devices present. Were there
any similes? Metaphors? Personification? Imagery? What did you like? What
did you dislike? How did the poems language give you a mental picture in
your head?
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Literary Device Tea Party Quotations

1. . . . she tried to get rid of the kitten which had scrambled up her back and
stuck like a burr just out of reach. Little Women, by Louisa May
Alcott
2. Time has not stood still. It has washed over me, washed me away, as if
Im nothing more than a woman of sand, left by a careless child too near the
water. The Handmaids Tale, by Margaret Atwood
3. Her romantic mind was like the tiny boxes, one within the other, that
come from the puzzling East . . . Peter Pan, by J. M. Barrie.
4. . . . and snow lay here and there in patches in the hollow of the banks, like
a ladys gloves forgotten. Lorna Doone: A Romance of Exmoor, by R. D.
Blackmore
5. I would have given anything for the power to soothe her frail soul,
tormenting itself in its invincible ignorance like a small bird beating about the
cruel wires of a cage. Lord Jim, by Joseph Conrad
6. In the eastern sky there was a yellow patch like a rug laid for the feet of
the coming sun . . . The Red Badge of Courage, by Stephen Crane
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7. . . . when I laid down the paper, I was aware of a flash rush flow
I do not know what to call it no word I can find is satisfactorily descriptive
in which I seemed to see that bedroom passing through my room, like a
picture impossibly painted on a running river. To Be Taken with a Grain of
Salt, by Charles Dickens
8. . . . utterly absorbed by the curious experience that still clung to him like a
garment. Magnificent Obsession, by Lloyd C. Douglas
9. She entered with ungainly struggle like some huge awkward chicken,
torn, squawking, out of its coop. The Adventure of the Three Gables, by
Sir Arthur Conan Doyle
10. He looks like right after the maul hits the steer and it no longer alive and
dont yet know that it is dead. As I Lay Dying, by William Faulkner
11. Past him, ten feet from his front wheels, flung the Seattle Express like a
flying volcano. Arrowsmith, by Sinclair Lewis
12. Her father had inherited that temper; and at times, like antelope fleeing
before fire on the slope, his people fled from his red rages. Riders of the
Purple Sage, by Zane Grey
13. The very mystery of him excited her curiosity like a door that had
neither lock nor key. Gone with the Wind, by Margaret Mitchell
14. Elderly American ladies leaning on their canes listed toward me like
towers of Pisa. Lolita, by Vladimir Nabokov
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15. Kate inched over her own thoughts like a measuring worm. East of
Eden, by John Steinbeck
1. Let us be grateful to people who make us happy, they are the charming
gardeners who make our souls blossom.
Marcel Proust
2. And your very flesh shall be a great poem.
Walt Whitman
3. Advertising is the rattling of a stick inside a swill bucket.
George Orwell
4. Dying is a wild night and a new road.
Emily Dickinson
5. Fill your paper with the breathings of your heart.
William Wordsworth
6. Time is a dressmaker specializing in alterations." - (Faith Baldwin, Face
Toward the Spring, 1956)
7. The streets were a furnace, the sun an executioner." - (Cynthia Ozick,
Rosa")
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8. But my heart is a lonely hunter that hunts on a lonely hill." - (William

Sharp, "The Lonely Hunter)
9. Between the lower east side tenements, the sky is a snotty handkerchief." (Marge Piercy, "The Butt of Winter")
10. Trees are poems the earth writes upon the sky. Kahlil Gibran
11. Books are the mirrors of the soul. Virginia Woolf
12.
Life wrote a friend of mine, is a public performance on the violin, in

which you must learn the instrument as you go along. E.M. Forster
13.
But it is just two lovers, holding hands and in a hurry to reach their
car, their locked hands a starfish leaping through the dark. John
Updike
14.
Time rises and rises, and when it reaches the level of your eyes you
drown. Margaret Atwood
15. She was a mind floating in an ocean of confusion. Caroline B.

Cooney
1. No night is now with hymn or carol blessed.
Therefore the moon, the governess of floods,
Pale in her anger, washes all the air,
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That rheumatic diseases do abound.

(A Midsummer Nights Dream by William Shakespeare)
2. Her heart was divided between concern for her sister, and resentment
against all the others.
(Pride and Prejudice by Jane Austen)
3. When death comes
like the hungry bear in autumn;
when death comes and takes all the bright coins from his purse to buy me,
and snaps the purse shut I want to step through the door full of curiosity,
wondering:
what is it going to be like, that cottage of darkness?
(When Death Comes by Mary Oliver)
4. But, on one side of the portal, and rooted almost at the threshold, was a
wild rose-bush, covered, in this month of June, with its delicate gems, which
might be imagined to offer their fragrance and fragile beauty to the prisoner
as he went in, and to the condemned criminal as he came forth to his doom,
in token that the deep heart of Nature could pity and be kind to him.
(The Scarlet Letter by Nathaniel Hawthorne)
5
These are the lips of the lake, on which no beard grows. It licks its
chops from time to time. Ralph Waldo Emerson
April is the cruelest month. T.S. Eliot
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When it comes, the landscape listens, / Shadows hold their breath,

Emily Dickinson
Ah, William, were weary of weather, / said the sunflowers, shining

with dew. / Our traveling habits have tired us. / Can you give us a room
with a view? William Blake
Five-fingered ferns hung over the water and dropped spray from their
fingertips. John Steinbeck
10 Hadnt she known that something good was going to happen to her
that morninghadnt she felt it in every touch of the sunshine, as its
golden finger-tips pressed her lids open and wound their way through
her hair? Edith Wharton
11 Pink is what red looks like when it kicks off its shoes and lets its hair
down. Pink is the boudoir color, the cherubic color, the color of
Heavens gates. . . . Pink is as laid back as beige, but while beige is dull
and bland, pink is laid back with attitude. Tom Robbins
12 The teapot sang as the water boiled, / The ice cubes cackled in their
glass, / The teacups chattered to one another, / While the chairs were
passing gas. Sharon Hendricks
13 The glacier knocks in the cupboard, / The desert sighs in the bed, /
And the crack in the tea-cup opens / A lane to the land of the dead.
W.H. Auden
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14 I am silver and exact. I have no preconceptions. / Whatever I see, I

swallow immediately. / Just as it is, unmisted by love or dislike / I am
not cruel, only truthful Sylvia Plath
15
Even the dirt kept breathing a small breath. Theodore Roethk
Vincent
By Tim Burton
Vincent Malloy is seven years old
Hes always polite and does what hes told
For a boy his age, hes considerate and nice
But he wants to be just like Vincent Price
He doesnt mind living with his sister, dog and cats
Though hed rather share a home with spiders and bats
There he could reflect on the horrors hes invented
And wander dark hallways, alone and tormented
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Vincent is nice when his aunt comes to see him
But imagines dipping her in wax for his wax museum
He likes to experiment on his dog Abercrombie
In the hopes of creating a horrible zombie
So he and his horrible zombie dog
Could go searching for victims in the London fog
His thoughts, though, arent only of ghoulish crimes
He likes to paint and read to pass some of the times
While other kids read books like Go, Jane, Go!
Vincents favourite author is Edgar Allen Poe
One night, while reading a gruesome tale
He read a passage that made him turn pale
Such horrible news he could not survive
For his beautiful wife had been buried alive!
He dug out her grave to make sure she was dead
Unaware that her grave was his mothers flower bed
His mother sent Vincent off to his room
He knew hed been banished to the tower of doom
Where he was sentenced to spend the rest of his life
Alone with the portrait of his beautiful wife
While alone and insane encased in his tomb
Vincents mother burst suddenly into the room
She said: If you want to, you can go out and play
Its sunny outside, and a beautiful day
Vincent tried to talk, but he just couldnt speak
The years of isolation had made him quite weak
So he took out some paper and scrawled with a pen:
I am possessed by this house, and can never leave it again
His mother said: Youre not possessed, and youre not almost dead
These games that you play are all in your head
Youre not Vincent Price, youre Vincent Malloy
Youre not tormented or insane, youre just a young boy
Youre seven years old and you are my son
I want you to get outside and have some real fun.
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Her anger now spent, she walked out through the hall
And while Vincent backed slowly against the wall
The room started to swell, to shiver and creak
His horrid insanity had reached its peak
He saw Abercrombie, his zombie slave
And heard his wife call from beyond the grave
She spoke from her coffin and made ghoulish demands
While, through cracking walls, reached skeleton hands
Every horror in his life that had crept through his dreams
Swept his mad laughter to terrified screams!
To escape the madness, he reached for the door
But fell limp and lifeless down on the floor
His voice was soft and very slow
As he quoted The Raven from Edgar Allen Poe:
and my soul from out that shadow
that lies floating on the floor
shall be lifted?
Nevermore
Journal 6
Vincent
Tim Burton
In 5 to 7 sentences, I want you to make some predictions. This poem was
originally made as a short film. What literary elements do you think will be
emphasized when we watch it? How do you think watching this poem as a
video will be different than reading it?
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Vincent the Poem
Vincent the Film
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Funeral Blues the Poem
Funeral Blues the Film
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Robert Frost, 1874 - 1963
Natures first green is gold,

Her hardest hue to hold.
Her early leafs a flower;
But only so an hour.
Then leaf subsides to leaf.
So Eden sank to grief,
So dawn goes down to day.
Nothing gold can stay.
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Journal 7
Robert Frost
In 5 to 7 sentences, tell me about the poem. How does color play a role in
this poem? What similes, metaphors, uses of personification, and uses of
imagery occur? What do you think the poem is an extended metaphor for?
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Math Story Activity

Step 1: Choose 6 of these words with your group. Circle the words your group has
chosen.
Add
Simplify
Subtract
Evaluate
Multiply
Equation
Divide
Variable
Equals
Ratio
Fraction
Calculate
Percent
Triangle
Step 2: Choose two people to look up all
Person 1:
these words in the dictionary. One of these

people will also physically write the story.
Person 2:
Choose one person to write all of the

dictionary definitions (the definitions used
Person 3:
in math). Choose one person to write the

connotative definitions (the definitions
that these words will mean in your story).
Everyone will be working together to add
ideas to the story.
Person 4:
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Step 3: Now, take a few minutes to brainstorm as a group what your story will be
about. Everyone must contribute!
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Step 4: The Dictionary Definitions (Person 2)

Word: Definition (in terms of math).
1) _________________________:______________________________________
__________________________________________________________________
__________________________________________________________________
2) _________________________:______________________________________
__________________________________________________________________
__________________________________________________________________
3) _________________________:______________________________________
__________________________________________________________________
__________________________________________________________________
4) _________________________:______________________________________
__________________________________________________________________
__________________________________________________________________
5 _________________________:______________________________________
__________________________________________________________________
__________________________________________________________________
6 _________________________:______________________________________
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__________________________________________________________________
__________________________________________________________________
Step 5: Connotative Definitions (Person 3)

Word: Connotative Definition (As it will be used in your story).
1 _________________________:______________________________________
__________________________________________________________________
__________________________________________________________________
2) _________________________:______________________________________
__________________________________________________________________
__________________________________________________________________
3) _________________________:______________________________________
__________________________________________________________________
__________________________________________________________________
4) _________________________:______________________________________
__________________________________________________________________
__________________________________________________________________
5 _________________________:______________________________________
__________________________________________________________________
__________________________________________________________________
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6 _________________________:______________________________________
__________________________________________________________________
__________________________________________________________________
Step 6: The Story which must be at least 12 sentences long!

(Person 4 writes and person 1 edits).
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Hanging Fire
BY AUDRE LORDE
I am fourteen
and my skin has betrayed me
the boy I cannot live without
still sucks his thumb
in secret
how come my knees are
always so ashy
what if I die
before morning
and momma's in the bedroom
with the door closed.
I have to learn how to dance
in time for the next party
my room is too small for me
suppose I die before graduation
they will sing sad melodies
but finally
tell the truth about me
There is nothing I want to do
and too much
that has to be done
Nobody even stops to think
about my side of it
I should have been on Math Team
my marks were better than his
why do I have to be
the one
wearing braces
I have nothing to wear tomorrow
will I live long enough
to grow up
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Journal 8
Hanging Fire
Audre Lorde
In 5 to 7 sentences, tell me about this poem. What do you like? What do you
dislike? In comparison to the other poems weve read, what is similar and
what is different? What literary elements are present?
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Mind Map Assignment Sheet

With your table group, you are going going to create a mind map of the study
guide. You must include the following things:
1) The definitions and examples for:
Tone
Mood
Theme
Metaphor
Simile
Personification
Imagery
2) All of the poems titles and authors. Also, the literary elements present in
the poem.
3) 3 facts about Emily Dickinson and her poetry
4) Common color imagery associations in literature.
You can circle items, star items, draw pictures, draw lines, use color, etc
Anything to help your brain make connections!
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Poetry Study Guide

On a separate piece of paper, provide answers to the following:
1) Write the names and authors for the following poems:
Because I Could Not Stop for Death
i carry your heart
What the Living Do
Funeral Blues
Vincent
Hanging Fire
2) Identify personification within Nothing Gold Can Stay, identify color
imagery within the poem and discuss why the poem is an extended
metaphor.
3) What is the difference between tone and mood? Explain that tone is based
on the authors words, while mood is how those words make you feel.
4) What is theme? Explain that theme is a message or lesson about a central
idea.
5) Become and expert on 2 poems that we read throughout the unit. What
are the literary devices present in these poems, as well as their tones, moods
and themes?
6) What are the definitions of metaphor, simile, personification, imagery and
theme?
7) Become an expert on two different colors. What do these colors commonly
symbolize in poetry and literature?
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8) Look over your tweet sheet. Which is your best tweet?
Gallery Walk of Mind Maps

Look at your mind map:
1) What did you do (draw, use color, lines, stars, circles, etc) to help you
make connections and remember information?
2) What did your group emphasize?
3) What areas did you contribute to? What areas did you have someone
explain further?
Look at another groups mind map:

1 What did they do (draw, use color, lines, stars, circles, etc) to help them
make connections and remember information?
2) What did their group emphasize?
3) What is something that you have learned from their mind map?
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Poetry Unit Test

For numbers 1-3, please read the poem, and answer the following questions.

By Robert Frost
1
2
3
4
5
6
7
8
Natures first green is gold,

Her hardest hue to hold.
Her early leafs a flower;
But only so an hour.
Then leaf subsides to leaf.
So Eden sank to grief,
So dawn goes down to day.
Nothing gold can stay.
1) Which lines contain examples of personification?

a - Lines 1, 2, 3
b - Lines 1, 2, 3, 4, 5
c - Lines 1, 2, 3, 6
d - Lines 2, 3
2) What does the color green commonly represent in literature and
poetry?
_______________________________________________________________________
______________________________________________________________________________
3) What type of literary device is this poem?
______________________________________
______________________________________________________________________________
For numbers 4-9, match the author to the poem.
Name:
_____________________________
4) _____ Tim Burton
a) What the Living Do
5) _____ W.H Auden
b) Funeral Blues
6) _____ Emily Dickinson
c) E.E. Cummings
7) _____ Introduction to Poetry
d) Vincent
8) _____ Marie Howe
e) Billy Collins
9)______i carry your heart
f) Because I Could Not Stop for

Death
For questions 10 and 11, please read the poem and answer the following
questions.

By Naomi Shihab Nye
We buried our faces
in her sweet fur.
on my quilt.
in my socks.
Name:
_____________________________
One cat loved
the radio dial
One cat almost
smiled.
10) What is the tone of the poem? Underline the words that show
the tone. What is the mood of the poem? Circle the words that show
the mood. __________________________
______________________________________________________________________________
clues as evidence.
______________________________________________________________________________
12) In 5 to 7 sentences, compare and contrast two (2) poems we

read this unit. How are they similar? How are they different? What
literary elements do both poems have? What literary elements do
each of the poems focus on? __________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Name:
_____________________________
13) A metaphor compares two unlike things, or uses one one thing
to represent or symbolize something else. True or False
True or False
Personification
non-fiction.
16) How are tone and mood different?

___________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
17) Give me two (2) examples of colors and what they usually
represent in literature and poetry. (NOT green)
___________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
18) What is theme?
____________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Name:
_____________________________
______________________________________________________________________________
appealing to
a - Sound
b - Smell
c - Taste
d - Touch
20) In 8 to 10 sentences, tell me everything you know about poetry

and poetic devices. What are tone, mood, theme, metaphor, simile,
personification, etc How does poetry differ from non-fiction and
prose? Who are your favorite poets and what are you favorite
poems. Why?
_________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Name:
_____________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Name:
_____________________________
______________________________________________________________________________
______________________________________________________________________________
Extra Credit
1) What was your best tweet to remember literary devices?
______________________________________________________________________________
______________________________________________________________________________
2) What was your favorite poem that we read? Why?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3) Tell me your best cat joke.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Name:
_____________________________
Poetry Test
For numbers 1, 2 and 3, please read the poem, and answer the following
questions.

by Naomi Shihab Nye
We buried our faces
in her sweet fur.
on my quilt.
in my socks.
One cat loved
the radio dial
One cat almost
smiled.
1) What is the tone of the poem? Underline the words that show the
tone. ___________
_____________________________________________________________________________
2) What is the mood of the poem? Circle the words that show the
mood. ____________
______________________________________________________________________________
clues as evidence.
Name:
_____________________________
______________________________________________________________________________
4) A metaphor compares two unlike things, or uses one thing to
represent or symbolize something else. True or False
True or False

Personification
non-fiction.
appealing to
a - Sound
b - Smell
c - Taste
d - Touch
In 6 sentences, tell me everything you know about poetry and

poetic devices.
What is tone?
Name:
_____________________________
What
What
What
What
What
is
is
is
is
is
mood?
theme?
metaphor?
simile?
personification?
_________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Name:
_____________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Extra Credit
1) What is an example of a simile?
_______________________________________________
______________________________________________________________________________
______________________________________________________________________________
2) What was your favorite poem that we read? Why?
______________________________________________________________________________
______________________________________________________________________________
Name:
_____________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3) Tell me your best cat joke.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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ISetting and Context

IIUnit Topic and Rationale

IIIUnit Standards, Goals, and Objectives

IVAssessment Tools (Pre-, Post and Instructional)

Standards and Objectives Measured

2) What is the mood of the

3) What is the theme of the

Cite the textual evidence that most strongly supports an

4) A metaphor compares two

Use context (e.g., the overall meaning of a sentence or

5) A simile combines two or

Use context (e.g., the overall meaning of a sentence or

6) Choose two (2) letters that

Use context (e.g., the overall meaning of a sentence or

Use context (e.g., the overall meaning of a sentence or

paragraph; a words position or function in a sentence) as a

VInstructional and Management Plan

Poetry - Introduction and Pre-assessment: Lesson 1 - Tuesday, October 25, 2016

Agenda: (52 minutes)

Agenda: (52 minutes)

Agenda: (52 minutes)

Agenda: (52 minutes)

Poetry - Mastering Literary Devices: Lesson 5 - Tuesday, November 1, 2016

Agenda: (52 minutes)

Poetry - Seeing and Hearing Poetry: Lesson 6 - Wednesday, November 2, 2016

Poetry - Writing with Literary Devices: Lesson 7 - Thursday, November 3, 2016

Agenda: (52 minutes)

Poetry - Organizing Poetry Information: Lesson 8 - Friday, November 4, 2016

Agenda: (52 minutes)

Agenda: (52 minutes)

Poetry - Unit Test: Lesson 10 - Tuesday, November 8, 2016

VIAssessment Data and Analysis

For question 1, 3 out of 23 students answered correctly on the post-assessment as

Every Cat Has a Story

4) A metaphor compares two unlike things, or uses one thing to

6) Choose two (2) letters that correctly finish the sentence.

What do you think you know What do you want to

What have you

Chart (Will be done on butcher paper for students to write on.)

Poetry Unit Homework Calendar

Complete: Steps 1- Complete: Steps 1- Complete: Steps 1Complete: Steps 1- 6

Poems for Homework:

The 8 Steps for Analyzing a Poem

THINK- Make Notes

1) Spot the title.

- What do you think

2) Read the whole Get an idea of what

- What can you tell

5) Spot words and

- What are the

6) Spot lines that

8) Spot the title

I ask them to take a poem

They begin beating it with a hose

Because I could not stop for Death (479)

We passed the Fields of Gazing Grain

Tone, Mood and Theme Notes

Tone, Mood and Theme Notes

Me Vs. the Author

What did/does he or she like to

Did/Do happy or sad life events

Did/Does he or she leave the