Professional Documents
Culture Documents
Poetry Walk
Poetry Walk
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from
the text.
CCSS.ELA-LITERACY.RL.6.2
Determine a theme or central idea of a text and how it is conveyed through particular details; provide a
summary of the text distinct from personal opinions or judgments.
CCSS.ELA-LITERACY.RL.6.4
Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of a specific word choice on meaning and tone
CCSS.ELA-LITERACY.RL.6.5
Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and
contributes to the development of the theme, setting, or plot.
CCSS.ELA-LITERACY.RL.6.6
Explain how an author develops the point of view of the narrator or speaker in a text.
CCSS.ELA-LITERACY.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own
clearly.
CCSS.ELA-LITERACY.L.6.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6
reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-LITERACY.L.6.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
II. Before you start
Prerequisite knowledge and skills.
Assessment
(formative and summative)
students have learned about tone, theme, point of view, and poetic devices.
Weve analyzed one poem as a group and theyve analyzed a second one that weve gone
over in a group
students answer questions on analysis that we then review as a class
STRATEGIC
AFFECTIVE
III. The Plan
Time
Parts
The description of (script for) the lesson, wherein you describe teacher activities and student
activities
1
Motivation
Tell students to have a pencil, their worksheet, and the interactive notebooks on their desks.
(Opening/
Read the Basho Haiku aloud to the class
3
Introduction/ Tell students that we will continue our poetry lessons, but this time we will be reading and analyzing
Engagement) multiple poems. This will be very similar to their last activity, but this time there will be various poems
around the room, so theyll have to read the poem in order to answer the questions. They can work by
themselves or with a partner. This time there will not be two sets of questions, so they should try to get
to all the stations. Theyll have 25 minutes.
45
Students walk around reading poems and answering questions. The timer will be displayed using the
Development
projector.
Teacher walks around the room asking students questions about their work and answering student
questions.
20
(May be done on a separate day)
Gather back together as a class, read the poems aloud and go through the answers.
Closure
For the multiple choice questions, have students raise their hand to show how they answered. Have a
few students explain their choices. For short answer, have a student read theirs and allow others to add
on if they have something else to say.
Your reflection on the lesson including ideas for improvement for next time: