Robert research if sheets by making Brainstorm a list of Finish the drama purpose, and support “The “A World Is Not a necessary). Cite inferences. seasonal words and Christmas Carol” of claims: Use Pleasant Place to specific examples to Listen to songs and have students write and discuss the and After “Before Be” by Nikki support discuss the lyrics and their own Haiku. differences between with Evidence” to Giovanni; You” explanations. Read their relationship to Use newspapers to story elements and give student the “To by Langston and discuss the poetry. create Found poems the elements of opportunity to do a Hughes). narrative elements Read the song (tell students to use drama. visual of their Explain how rhyme of the poem lyrics of Star creative expression and “The “The “before” “after” and sound Highwayman” Spangled Banner” and and descriptive learning along with repetition Watch the video the poem Blue words). evidence to support “The influences a verse or and compare the and the Gray” then ask reading poems their claims. stanza of a poem. two versions analysis questions of various forms and Use Read Write (historical setting, structures, students Think lesson to Have students characterization, choose one of the demonstrate how analyze the poem sequence of events) poems and respond cause and effect can a guided Watch Flocabulary to the following be used in a poem worksheet; and video and have prompts: How does Have students discuss the students create a rap the structure of the create a poetry organizational to present to the class. poetry contribute to notebook of terms, pattern of cause Revisit narrative its meaning in a notes, and written and effect, story poetry: different way than elements used in Divide students into then structure of narrative poetry, three groups and give prose? What does setting connection each one of the the poem reveal to tone/mood, etc. Frankenstein poems to about the author? Read aloud the read and analyze. Then Explain production poem Charge have groups compare techniques (such as “The of the Light Brigade” the poem with lighting, sound, color, and ask discussion excerpts from Mary camera focus, angles) questions (e.g., Shelley’s famous and how they effect elements of a story, Frankenstein novel the meaning of the historical setting, work Read aloud the organizational drama Christmas “A strategies used, Carol” discussing the point of view, tone, Ask student groups to elements and theme, use of watch video clips concepts of drama.
Robert “The World Is Not a Pleasant Place to Be” by Nikki Giovanni; “To You” by Langston Hughes). Explain how rhyme and sound repetition influences a verse or stanza of a poem. Use Read Write Think lesson to demonstrate how cause and effect can be used in a poem Have students create a poetry notebook of terms, notes, and written research if necessary). Cite specific examples to support explanations. Read and discuss the narrative elements of the poem “The Highwayman” Watch the video and compare the two versions Have students analyze the poem a guided worksheet; and discuss the organizational pattern of cause and effect, story elements used in narrative poetry, setting connection to tone/mood, etc. Read aloud the poem “The Charge of the Light Brigade” and ask discussion questions (e.g., elements of a story, historical setting, organizational strategies used, point of view, tone, theme, use of sheets by making inferences. Listen to songs and discuss the lyrics and their relationship to poetry. Read the song lyrics of “The Star Spangled Banner” and the poem “The Blue and the Gray” then ask analysis questions (historical setting, characterization, sequence of events) Watch Flocabulary video and have students create a rap to present to the class. Revisit narrative poetry: Divide students into three groups and give each one of the Frankenstein poems to read and analyze. Then have groups compare the poem with excerpts from Mary Shelley’s famous Frankenstein novel Ask student groups to watch video clips Brainstorm a list of seasonal words and have students write their own Haiku. Use newspapers to create Found poems (tell students to use creative expression and descriptive words). reading poems of various forms and structures, students choose one of the poems and respond to the following prompts: How does the structure of the poetry contribute to its meaning in a different way than then structure of prose? What does the poem reveal about the author? Explain production techniques (such as lighting, sound, color, camera focus, angles) and how they effect the meaning of the work Read aloud the drama “A Christmas Carol” discussing the elements and concepts of drama. Finish the drama “A Christmas Carol” and discuss the differences between story elements and the elements of drama. purpose, and support of claims: Use “Before and After with Evidence” to give student the opportunity to do a visual of their “before” and “after” learning along with evidence to support their claims.
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