feel), and figurative Language (similes and metaphors) The student analyzes the poem Using attachment 11.6 Learning Negotiate with and persuade others in The student writes The students will work on drafts of to Pablo’s Tennis Shoes” Activity Evidence, discussions and conversations using an Ode poem P.T. the poem to be edited and revised “Ode – (see attachment: 11.6 Learning The student rereads the poem acquired vocabulary and open # 2 to something by peers. Activity Soto Ode). and writes what he/she has responses to express and defend common in the – learned about Pablo in the left different opinions style of Gary The student reads it individually, column and evidence from the Soto’s to “Ode with a partner and listens to it read poem that supports his/her Pablo’s Tennis Development Activities aloud with the whole class. statements in the right column. Shoes” poem. . The student should include examples of the figurative language studied in this unit. Students write in notebook to list Teacher will discuss in group Students will in Journal Entry Students will write Students will fill out exit slip Closing Activities poet terms and discuss in class. assembly. What part of this Opinions in Journal Entry lesson engaged you? Journal Writing- Poetry terms Journal Entry Journal Entry Complete exit slip with information Formative Assessment Other – about poem. evidence Materials Homework Differentiated Instruction Strategies ___ Special Education ___ LSP/LEP ___ Section 504 ___ Gifted
feel), and figurative Language (similes and metaphors) Development Activities The student analyzes the poem “Ode to Pablo’s Tennis Shoes” (see attachment: 11.6 Learning Activity – Soto Ode). The student reads it individually, with a partner and listens to it read aloud with the whole class. . Using attachment 11.6 Learning Activity – Evidence, The student rereads the poem and writes what he/she has learned about Pablo in the left column and evidence from the poem that supports his/her statements in the right column. Negotiate with and persuade others in discussions and conversations using acquired vocabulary and open responses to express and defend different opinions The student writes an Ode poem P.T. # 2 to something common in the style of Gary Soto’s “Ode to Pablo’s Tennis Shoes” poem. The student should include examples of the figurative language studied in this unit. The students will work on drafts of the poem to be edited and revised by peers. Closing Activities Students write in notebook to list poet terms and discuss in class. Teacher will discuss in group assembly. What part of this lesson engaged you? Students will in Journal Entry Opinions Students will write in Journal Entry Students will fill out exit slip Formative Assessment – Other evidence Journal Writing- Poetry terms Journal Entry Journal Entry Complete exit slip with information about poem. Materials Homework Differentiated Instruction Strategies ___ Special Education ___ LSP/LEP ___ Section 504 ___ Gifted