Walk” as they visit each of the five or so poets. They will listen attentively to each poet share his/her poem and will “Gallery complete the annotation chart for that particular student. (*Note As students are moving through the gallery walk, the teacher should also move to each poet and listen to – performances in order to provide feedback and complete the Critique.”) “Performance Once all students have had the opportunities to perform their own poems and respond to others’ poems, give them one sticky note per poem read in class. Students should choose one annotation from their chart for each poem and place that annotation on a sticky note. Sticky notes should then be placed on the poems that they correspond to. (Again, modification should be made here if sticky notes are not available.) Students will then read through the various sticky notes placed on their poems. Exit Slip Students should respond to the following questions either on the back of their poem or on a separate sheet of paper: – others seem to have a different interpretation of your poem? If so, what makes you think this?” “Did you notice that your performance changed throughout the gallery walk? If so, why do you think this happened?” “Did did you gain from this experience?” “What Obj. # INSTRUCTIONAL ACTIVITIES: (What Students Do) Students will complete an original work of poetry that is meaningful to them and can take this piece through the writing 1 process. 2 Students will write their poem on chart paper and will practice reading their poems aloud. Students will perform poems for small groups using appropriate presentation techniques. 3 Students will respond to others’ poems by thinking critically about their poems and providing constructive and meaningful feedback. 4 Students will respond to questions which cause them to consider others’ interpretations of their poems as well as their own performance. UNIT RESOURCES: (include internet addresses for linking) Poetry to Poetry” by Collins () “Introduction by Anne Sexton () “Young” Sunday Morning” by John Stone () “Early Befits a Man” by Langston Hughes () “As Ways of Living Things” by Jack Prelutsky () “The Road Not by Robert Frost () *Grades 6-8 exemplar Text “The
“Gallery Walk” as they visit each of the five or so poets. They will listen attentively to each poet share his/her poem and will complete the annotation chart for that particular student. (*Note – As students are moving through the gallery walk, the teacher should also move to each poet and listen to performances in order to provide feedback and complete the “Performance Critique.”) Once all students have had the opportunities to perform their own poems and respond to others’ poems, give them one sticky note per poem read in class. Students should choose one annotation from their chart for each poem and place that annotation on a sticky note. Sticky notes should then be placed on the poems that they correspond to. (Again, modification should be made here if sticky notes are not available.) Students will then read through the various sticky notes placed on their poems. Exit Slip – Students should respond to the following questions either on the back of their poem or on a separate sheet of paper: “Did others seem to have a different interpretation of your poem? If so, what makes you think this?” “Did you notice that your performance changed throughout the gallery walk? If so, why do you think this happened?” “What did you gain from this experience?” Obj. # 1 2 3 4 INSTRUCTIONAL ACTIVITIES: (What Students Do) Students will complete an original work of poetry that is meaningful to them and can take this piece through the writing process. Students will write their poem on chart paper and will practice reading their poems aloud. Students will perform poems for small groups using appropriate presentation techniques. Students will respond to others’ poems by thinking critically about their poems and providing constructive and meaningful feedback. Students will respond to questions which cause them to consider others’ interpretations of their poems as well as their own performance. UNIT RESOURCES: (include internet addresses for linking) Poetry “Introduction to Poetry” by Collins () “Young” by Anne Sexton () “Early Sunday Morning” by John Stone () “As Befits a Man” by Langston Hughes () “The Ways of Living Things” by Jack Prelutsky () “The Road Not by Robert Frost () *Grades 6-8 exemplar Text
ela-8-pure_poetry-unit_template.docx