Professional Documents
Culture Documents
Context:
Context: This lesson will take place following the revision of the Found Poems.
During this time, the last independent workshop of Found Poems will take place,
with myself circulating and conducting individual conferencing. During the last part
of class, students will do Graffiti walls, brainstorming what makes a good
performance and a good storyteller in preparation of the next class, which will be
the Found Poetry Slam.
Virginia SOL(s):
6.4 The student will read and learn the meanings of unfamiliar words and phrases
within authentic texts.
a) Identify word origins and derivations.
b) Use roots, cognates, affixes, synonyms, and antonyms to expand
vocabulary.
c) Use context and sentence structure to determine meanings and
differentiate among multiple meanings of words.
d) Identify and analyze figurative language.
e) Use word-reference materials.
f) Extend general and specialized vocabulary through speaking, listening,
reading, and writing.
6.5 The student will read and demonstrate comprehension of a variety of fictional
texts, narrative nonfiction, and poetry.
a) Identify the elements of narrative structure, including setting, character,
plot, conflict, and theme.
b) Make, confirm, and revise predictions.
c) Describe how word choice and imagery contribute to the meaning of a
text.
d) Describe cause and effect relationships and their impact on plot.
CCSS.ELA-LITERACY.W.6.5
With some guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, editing, rewriting, or trying a new approach.
(Editing for conventions should demonstrate command of Language standards 1-3
up to and including grade 6 here.)
CCSS.ELA-LITERACY.RL.6.6
Explain how an author develops the point of view of the narrator or speaker in a
text.
1) Pausing while thinking about a text can help them actively construct
meaning.
2) Annotating while reading is a way of monitoring thinking and active
reading.
3) Personal interpretations, or student-generated understanding and
meaning from a text, can be used to make connections and to construct
understanding of larger themes as well as social or political functions.
4) Identifying visualization helps to create a picture in the mind as they read.
5) Interpretations of a text or a character can change as a text progresses
and the reader is presented with new information.
6) Literature, music, visual art and film are all forms of art that seek to
communicate a shared experience.
Materials Needed:
Large Paper
Colored Markers
I will greet my students at the door, encouraging them to take a seat, get settled, fill
out agendas and get their materials ready for class. Students will begin independent
workshop of their Found Poems right away.
We will compile our graffiti walls up on the board and discuss what students
have written down onto a large list. Students will be reminded that they have
been practicing active listening to one another all year during Think-Alouds
and that they will be evaluated on their active listening the following class
also.
I will give attention to individual student needs through individual conferences. For
students who need more of a challenge creating their Found Poems, like Rachel, I
can encourage her to look again at the poems of Kwame Alexander and to consider
how she can use form to change the meaning of her poetry. I will group Nicholas
with a student who he gets along with that can support him in his learning, and
myself or the co-teacher can provide extra support if needed.
Technology Use: