You are on page 1of 4

Daily Double Plan

Name:Kerry Gleason

Subject/Time: LA 9:05

Date: March 14, 2013

Overview
Unpacked Benchmark, CDAS, CRS, or IL State Standards. 2.3.10 Differentiate among the literary elements

Key Lesson Elements

What is the Teacher Doing?

What are the Students Doing?

Do Now (3-5 minutes): Main Idea Cards State Lesson Objective & Lesson Agenda MBC- - I can define and locate stanzas, rhymes, and repetition in a poem Who can raise their hand and tell me why this is important? I Do Input (1-2 Key teaching points): Remember poetry is a type of writing that is used to express feelings. Today we are going to read a poem by Tupac called Where There is a Will. I am going to read this poem out loud. I want you to listen as I read and think about what you think the author is trying to tell us. Teacher will read the poem: Where There is a Will - Tupac

Students are actively listening and participating within the discussion lead by the teacher at their desks.

Where there is a will there is a way 2 search and discover a better day Where a positive heart is all u need 2 rise beyond and succeed Where young minds grow and respect each other based on their Deeds and not their color

Daily Double Plan


When times are dim say as I say where there is a will There is a way!
When I say go I want you to t-p-s with your continent about what the author is trying to tell us through this poem. Go. The the teacher will cold call students to answer the previous question by using sticks. Now lets focus on our elements of poetry.If I did not know the elements of poetry, where could I look? (students should point to the anchor chart) First lets talk about stanza. When I say go I want you to t-p-s about what is a stanza and how you know? Why is it so important to say how you know? Go. Cold Call students to get the definition of stanzas by using sticks. Stanza- lines that are grouped together. Teacher models how to find a stanza on the overhead. When I say go I want you to t-p-s about rhymes. What are they and how do you know? Go. Cold Call students to get the definition of rhyme by using sticks. Rhyme- When lines of poetry end with the same sound, the poem has rhyme Teacher models how to find rhymes on the overhead. When I say go I want you to t-p-s about repetition. What is repetition and why do poets use this element? Go. Cold Call students to get the definition of repetition by using sticks Repetition- the use of certain words or phrases over and over again Teacher models how to find repetition in the poem on the overhead.

Daily Double Plan


Objective(s) SWBAT: define and locate stanza, rhyme, and repetition in a poem We Do Guided Practice: The teacher will show students the anchor chart that expresses the expectations for todays group work. Teacher will check for understanding by calling on students to repeat the directions. Students will mark up their poem as a group to locate the elements of the poem. The teacher will circulate and ask questions to check for understanding. Vocabulary words/Key Concepts: You Do Independent Practice: Students will continue to mark up their poem to locate the elements of the poem. The teacher will circulate and ask questions to check for understanding.

Students work together to mark up their poem to identify the parts of a poem at their desk. Students will circle stanzas with a blue crayon, circle and hook rhyming words with an orange crayon, and underline repetition with a green crayon. To ensure equity of voice, students will pass the crayons around to take turns on discussing the elements.

Poetry, Stanza, Rhyme, Repetition

Students work independently to find the best answer.

Modifications/ Accommodations Identify appropriate texts for students with different reading levels. *J.D and J.S. commonly exhibit behavioral/social issues, in terms of withdrawing from group/pair activities, usually stemming from feeling wronged. Each student exhibits an inability to positively react to feedback that is perceived as less than favorable. Each of them will be grouped with students who are generally even tempered and tolerant of peers who exhibit a lack of emotional stability. Exit Ticket (aligned to lesson objective) or assessment: see exit slip 3/14 A, B, and C Differentiated exit slips are used to best meet the needs of the students. The teacher uses RIT band data to decide what exit slip goes to each student. Materials & Technology: anchor charts on tables, doc camera, crayons Closing/Preview for next lesson: Excellent job identifying parts of the poem this will help you meet your goals on the MAP test and help you make meaning.

Daily Double Plan


Homework: NA

You might also like