Standard Goal Access Prior New Information Apply Knowledge Generalize/ Goal Knowledge Review/ Grade Focus Standards: TEAM PROJECT -Line/stanza Q/A CCSS.ELA-LITERACY.RL.7.4 Students will identify a Q: To what people Determine the meaning of -Rhyme scheme rhyme scheme in a Discussion of words and phrases as they are are you closest -Speaker traditional form poem Scaffolding used in a text, including findings to? (HYS6) figurative and connotative + (not graded) meanings; analyze the impact TB p. 575 The World Is Not a of rhymes and other Pair share to discuss repetitions of sounds (e.g., Pleasant Place to (HYS6) the question in small alliteration) on a specific verse QUICK REVIEW Be groups or stanza of a poem or section SHORT LECTURE (HYS6) of a story or drama. 11:20 (HYS6) Students will apply – CCSS.ELA-LITERACY.RL.7.5 ART WARS and Analyze how a drama's or poem's form or structure (e.g., share their findings 10:35 soliloquy, sonnet) contributes (HYS6) to its meaning 5: Period Tuesday
Standard Goal Access Prior Knowledge New Information Apply Knowledge Generalize/ Goal Review/ Grade Tuesday Period 5: 10:35 – 11:20 Focus Standards: CCSS.ELA-LITERACY.RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. CCSS.ELA-LITERACY.RL.7.5 Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning Students will identify a rhyme scheme in a traditional form poem (HYS6) Q: To what people are you closest to? Pair share to discuss the question in small groups (HYS6) -Line/stanza -Rhyme scheme -Speaker TB p. 575 QUICK REVIEW SHORT LECTURE (HYS6) TEAM PROJECT Scaffolding + The World Is Not a Pleasant Place to Be Students will apply ART WARS and share their findings (HYS6) Q/A Discussion of findings (not graded) (HYS6)
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