Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text e. Front loading a lesson with information before reading the text with the students is counterproductive in a close read.
Students will engage in a two-week poetry exploration mini-unit. This unit serves as part of a larger 4 — 6 week unit in which students will explore the elements of poetry, write poems using all types of poetry forms, read all types of poetry forms poems as poets and understanding the different poetic elements, forms and expressions.
Students will further analyze and critique poems during the entirely of the week unit. They will respond to poetry individually and in groups. Students will brainstorm and write poetry using 5 — 6 different poetic forms and structure.
They will write poems using the rules and formulas that apply to the specific poetic form. Students will present and published their poems.
During the first two days of this unit, students will build on their background knowledge as they get an opportunity to enjoy and appreciate poetry they listen to and read. In connection with the Common Core Standards, this Unit gives students an opportunity to explore poetry by reading, writing and responding to poetry while expressing their creativity, feelings and emotions.
Poetry allows students an opportunity to express their feelings and emotions as well as make connections to other people and situations.
What specific accommodations must be in place for any student s with an IEP? What differentiated practices should be in place? Students will work based on learning preferences, readiness, interests, content, cooperative groups and multiple intelligences.
They will work in differentiating statins throughout the unit.
Please see below for description of the multiple intelligences and differentiating stations: Students will use the Reading and Writing process to engage in reading, listening to and writing poetry. Students will use visualization to visualize their poems based on poetic form and formula.
Students will view videos of poetry and see pictures that correspond to poetry. Students will engage in visualizing a poem for their Concrete Poem Project. Students will move around to different stations and to locate poems and read poems aloud.
Students will use numeric order, formulas and format when analyzing and writing their different poems using specific poetic formats. Students will interact with each other and learn through their interactions as they make connections from poetry read to their own lives.
Students will learn through their own interests and goals. Differentiating Stations Throughout this unit, students will work in different stations, individually, with a buddy or with a group as follows:Read a famous narrative poem, "Casey at the Bat," and practice reading comprehension skills at the same time in this printable mini-book worksheet.
Kristin is a Literacy Specialist from Western NY. Click the image above to learn more about her! Harcourt Storytown Home-Connection Third Grade Spelling Words: Theme 1: Lessons Lesson 1: Ruby the Copycat Date: _____ Lesson 2: The Day Eddie Met.
“Casey at the Bat” is a poem written by Ernest Lawrence Thayer in Published in a San Francisco, California newspaper, it is an amusing poem about a baseball game.
We have included some free, printable activities to go along with the poem. Students will have fun reading “Casey at the Bat. 8. narrative poetry - that which tells a story with characters, a plot, etc. Ex.: “Casey at the Bat” 9. imagery - pictures drawn in the reader's mind by the words of the poet.
Example below comes from “Preludes”. Ernest Thayer author of the famous poem Casey at the Bat June 2nd, - The script divides the text of the poem into parts for Casey If your students enjoyed Casey at the Bat they may enjoy the.