content vocabulary (rhyme scheme, volta, poetry wheel vocabulary). Students talk with partner and add annotations). 2nd read: Teacher or student reads aloud, the rest listen. Students write, talk (as whole group). 3rd read: Teacher reads and annotates while students listen. ./ You do: Students work independently on a chosen sonnet (from various sonnets provided bv teacher). Week Instructional Activity/Strategy Texts and Sequencing Formative Targeted Vocabulary Academic: Resources and Assessments Scaffolding Content: Day 6: Document Academic: Homework: Finish Sonnets - Looking at Structure/Form The Sonnet writing poems with and Practicing Annotation presentation camera for Activity stanza, rhyme scheme, specific structures. Students should share their "Sonnet portion of the v' structure, refrain projecting Presenta- Choose 3 of the Activity" assignment. The steps for "Sonnet Activity" sonnets tion following: sharing are: emphasizes the Content: Sonnet Project a copy of the sonnet "You do," villanelle, sestina, ode Villanelles, with annotations. providing Villanelle Villanelle, Sestinas, Recite/read the sonnet (does independent Sestina Ode, not have to be memorized). Elegies, and practice for Ode Sestina, Read again, pausing to students in Odes Elegy explain annotations. reading, Powerpoint Activity Summarize the theme of the annotating, and poem in your own words. beginning "Villanelles, analysis of Sestinas, Villane/Jes, Sestinas, Elegies, and Odes poetry. Elegies, and - Looking at Structure/Form and Practicing Annotation The villanelles, Odes Begin with Rules of Notice by showing sestinas, v' Activity" students two or more of each type of elegies, and Handout poem with no introduction. Just read the odes poems aloud and ask students to answer powerpoint the questions: What do you notice? What builds do you wonder? knowledqe Students may to formulate some
content vocabulary (rhyme scheme, volta, poetry wheel vocabulary). Students talk with partner and add annotations). 2nd read: Teacher or student reads aloud, the rest listen. Students write, talk (as whole group). 3rd read: Teacher reads and annotates while students listen. ./ You do: Students work independently on a chosen sonnet (from various sonnets provided bv teacher). Week Activity/Strategy Texts and Resources Sequencing and Scaffolding Formative Assessments Targeted Vocabulary Academic: Content: Instructional Day 6: Sonnets - Looking at Structure/Form and Practicing Annotation v' Students should share their "Sonnet Activity" assignment. The steps for sharing are: Project a copy of the sonnet with annotations. Recite/read the sonnet (does not have to be memorized). Read again, pausing to explain annotations. Summarize the theme of the poem in your own words. Villane/Jes, Sestinas, Elegies, and Odes - Looking at Structure/Form and Practicing Annotation v' Begin with Rules of Notice by showing students two or more of each type of poem with no introduction. Just read the poems aloud and ask students to answer the questions: What do you notice? What do you wonder? Students may to formulate some Document camera for projecting sonnets Villanelles, Sestinas, Elegies, and Odes Powerpoint "Villanelles, Sestinas, Elegies, and Odes Activity" Handout The presentation portion of the "Sonnet Activity" emphasizes the "You do," providing independent practice for students in reading, annotating, and beginning analysis of poetry. The villanelles, sestinas, elegies, and odes powerpoint builds knowledqe Sonnet Activity Presenta- tion Villanelle, Ode, Sestina, Elegy Activity Academic: stanza, rhyme scheme, structure, refrain Content: villanelle, sestina, ode Homework: Finish writing poems with specific structures. Choose 3 of the following: Sonnet Villanelle Sestina Ode
-Poetry-Unit-Cover-Page.docx