Professional Documents
Culture Documents
and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of s
e meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other a
reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, p
r imagined experiences or events using effective technique, wellchosen details, and wellstructured event sequ
by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of v
ogression of experiences or events.
telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or chara
):
Materials/Technology Resources to be
Student Will:
A.
ch of the words mean, and why they feel they are important,
ey serve.
their worksheet accordingly.
the poem Mending Wall and instruct students to use
along to identify each part of the SOAPSTone.
their initial responses, or questions they have about the
B.
Differentiation
: One teacher will teach while one observes. One teacher will give the lesson, and the other teacher will observ
nts during independent practice and will help walk around and monitor the class to ensure they are all on task.
nts that may require additional help will be allowed to work with a partner. They will be allowed to work with a p
n their own. The parts of SOAPSTone will be left on the board for them to go back to.
Student Will:
A.
ons of the poem and discuss each section with the class.
the classroom to engage in discussion to come to a consensus
s is describing.
raw a picture based on their class analysis, that would best
understanding of them.
Draw a picture to depict the analysis of
visual form.
B.
Differentiation
acher will sit on one side with the students, while the other teacher sits with the others, Each teacher will help g
ents. Each teacher will share their own Haiku to give students two different examples and two different explana
nts needing additional help, will be provided with possible questions to ask during class discussion. Teacher will
y believe the answers are, and correct them if they are wrong before answering.
Student Will:
A.
arily share.
Differentiation
will take turns walking around the classroom and helping students. Both teacher will share their poem and enco
nt who require additional help, will be guided by the teachers. They will receive additional time to work on assig
pleted in class. If student wants to share, teacher will read over it with them and help them complete it during c
fe connections:
h an exit ticket with the following questions:
m?
m Mending Wall?