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Unit 3 Poetry

Unit 3 Poetry. Unit 3. Unit 3. Formative Assessment Opportunities: . Thinking Stems/Anchor Chart :. Formative Assessment Opportunities : -Listen to conversations partners have while analyzing their poetry. -Read response journals. Are they effectively picking out elements of poetry? .

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Unit 3 Poetry

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  1. Unit 3Poetry

  2. Unit 3

  3. Unit 3

  4. Formative Assessment Opportunities: Thinking Stems/Anchor Chart:

  5. Formative Assessment Opportunities: -Listen to conversations partners have while analyzing their poetry. -Read response journals. Are they effectively picking out elements of poetry? Thinking Stems/Anchor Chart:

  6. Thinking Stems/Anchor Chart: Formative Assessment Opportunities:

  7. Thinking Stems/Anchor Chart: Formative Assessment Opportunities: The character of Casey tells us a little bit about the difference between being confident and being too confident. Was Casey too confident? Was there ever a time in your life when you felt overconfident about something? What happened? The Mudville Hens lost the game that day. Do you think this was Casey’s fault? When you are part of a team, is it right to blame one teammate for winning or losing? Is it one player’s responsibility or the entire team’s win or loss? If someone from the other team was writing a poem about this same baseball game, do you think the story might be told a little differently? How might they have changed it a bit in their “narrative” of events?

  8. Formative Assessment Opportunities:These can be written and/or spoken. This seed as a whole will help you determine where to go next instructionally. Compare the poem “Casey at the Bat” to the prose summary of “Casey at the Bat.” What are the similarities between the two? What are the differences? How do the structural elements of poetry contribute to the differences between the two versions? Thinking Stems/Anchor Chart:

  9. Summary of “Casey at the Bat” The Mudville Nine was down to the visiting team four to two with only one inning left to play. Two players had already struck out, and the crowd was waiting for Casey to come to bat. They felt he was their only hope, but there were still two players in front of Casey. The two players, Blake and Flynn, weren’t very good but they were able to each get on a base. Jimmy Blake landed at second base and Flynn made it to third base. The crowd of 5,000 erupted with cheer as Casey approached the bat. They knew that Casey was the one who would be able to win this game for them! Casey walked up to bat confidently and calmly, smiling along the way. Casey watched as the first ball was thrown but he didn’t swing. He said, “That ain’t my style” The umpire called strike and the crowd went mad. They started yelling to kill the umpire because they were angry about the strike, but Casey held up one hand and the crowd calmed down. Casey signaled to the pitcher and the second ball was thrown. Casey ignored this ball too and the umpire yelled “strike two” This time the crowd yelled “fraud” but stopped as soon as Casey gave them a scornful look. They watched his muscles tighten up and knew that Casey wouldn’t let that ball go by again. The crowd watched as the pitcher let the ball go. Casey swung his bat but all he hit was air. Casey struck out a third time! Somewhere men are laughing and somewhere bands are playing, but in Mudville there is not joy because Casey struck out at that bat.

  10. Formative Assessment Opportunities: Looking at their writing, which students were able to craft their own written response? Were students able to complete the written response that you began modeling? Thinking Stems/Anchor Chart:

  11. Formative Assessment Opportunities: Looking at their writing, which students were able to craft their own written response? Were students able to complete the written response that you began modeling? Thinking Stems/Anchor Chart:

  12. Formative Assessment Opportunities:Based on what information students are able to generate on their charts, then you may need to form small groups or plan whole class instruction to go deeper into the structural elements of poems, drama and/or prose. Thinking Stems/Anchor Chart:

  13. Other Lesson Options Use the two poems, “Fog” and “Dust of Snow”, follow the lesson plan sample template.

  14. Poetry

  15. Say What?

  16. Say What?

  17. Casey at the Bat

  18. Poem vs. Prose Summary

  19. Poem vs. Visual Presentation

  20. Poem vs. Prose Summary“Casey at the Bat”

  21. Golden Keys Smarter Balanced Sample CR Item

  22. Golden Keys A bunch of golden keys is mine To make each day with gladness shine. "Good morning!" that's the golden key That unlocks every door for me. When evening comes, "Good night!" I say, And close the door of each glad day. When at the table "If you please" I take from off my bunch of keys. When friends give anything to me, I'll use the little "Thank you" key. "Excuse me," "Beg your pardon," too, When by mistake some harm I do. Or if unkindly harm I've given, With "Forgive me" key I'll be forgiven. On a golden ring these keys I'll bind, This is its motto: "Be ye kind.” I'll often use each golden key, And so a happy child I'll be.

  23. Golden Keys Explain how the organization o the poem into different stanzas helps the reader understand its meaning. Include examples from the poem to support your answer. ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________

  24. Golden Keys Rubrics

  25. The Zoo Visit

  26. The Zoo Visit Name: __________________________________________ Read the passage below, which comes from a short story about a boy’s visit to a zoo, and then answer the question that follows. Stephen leaned against the wooden fence, resting his chin on the top. He could see the small herd of deer grazing near the group of trees inside their enclosure. They were so beautiful! The brown coats reminded him of the inside of a caramel-filled chocolate bar. Then, suddenly, a white shape emerged from behind the trees. It was a goat just like the others, but this one had a beautiful white coat. His classmate Joanna tapped him on the arm and said knowingly, “It’s an albino goat. I read about them in a book.” Which word from the passage comes from the Latin word albus, which means white. My Answer: __________________________________________

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