Sidewalk Poetry for Poetry Month To raise awareness for Poetry Month, students will write poems in sidewalk

chalk provided by the Media Center. (Week of April 8th of April 15th). Students from participating English classes (anticipating 3-4) would write on the sidewalk leading from Fine Arts building to front of the school. Teachers would sign up for periods to ensure that only one class is outside at a time. Poems would be chosen at teachers discretion (teachers may choose to limit poems to those studied in class, allow the students to choose their personal favorites, or may require students to write their own poetry if it aligns with their curriculum). All poems will be submitted to teachers for approval. Poems will be signed by students under authors name. Students will be supervised by their teacher and Media Specialist. Standards (for students writing their own poems). ELACC11-12L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Observe hyphenation conventions. b. Spell correctly. c. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. ELACC3L3a. Choose words and phrases for effect. ELACC4L3a. Choose words and phrases to convey ideas precisely. ELACC7L3a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. ELACC6L3b. Maintain consistency in style and tone. ELACC11-12W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. ELACC11-12W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Standards (for students choosing their favorite poem or a poem from class)

Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELACC9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.) ELACC9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations. ELACC11-12RL7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.