This week, we will be:
- Using a rubric to assess student history projects and reflecting on our learning.
- Practicing reading comprehension in a reading selection that uses literary devices and details. This will be scored as a test.
- Reading multiple poetry sources and writing our own poetry.
- Creating a rubric from essential elements of poetry.
- Finding and using vocabulary to create engaging poetry.
- Using fine art to write six word stories.
Worksheets will be distributed Tuesday in Mr. Griffith's class. Extra worksheets can be found at moodle.
Tuesday:
Students are to put their names on their packets and turn them in at the end of the week.
Each student will then place their studio day work on their desk and take their packet with them. On the first page is a group of 6 rubrics used to grade their friends. At the bottom they can grade themselves. Students are to circulate the room and check out each other's projects, grading them on their own sheet. Ask them to go outside their comfort zone and grade someone they might not have normally graded before, but are really interested in. The comments should be self explanatory.
For the rest of the period, students will practice doing their reading selection and answering the questions. If they get done early with this, they can read in silence. Let them know this will count as a test grade, especially because their milestone test scores were abysmal for all three grade levels and we obviously need more practice reading and responding. If all the kids get done, we'll to go over the answers small group.
Wednesday:
Objective: Students will create a poetry rubric, read poetry selections, and grade selections.
In pairs, students read all four poetry selections from the packet. They then brainstorm a list of qualities found in good poetry. After five minutes, each group shares out one exclusive quality of a good poem. The class then generates a grading rubric for quality poetry. Students re-read poems in different partner pairs and answer the following questions on their own papers (written on the board):
- From which point of view is the poem told?
- What is the mood or tone of the poem?
- What is the main idea of the poem?
- Which words make the poem extra interesting or hard? What are the definitions of those words?
- According to the rubric, what grade would you give each of these poems and why?
Thursday:
Using the descriptive words from question 4 the day before, generate a word list of poetry vocabulary words in this selection of poems. Add any extra vocabulary words which students find extra interesting or illustrative.
Drawing from the word bank, write a poem about the theme of kindness, using the rubric the class designed on Wednesday. If time allows, student volunteers may do authors chair.
Friday:
"For Sale: baby shoes. never worn." Ernest Hemmingway
Students will be given the six word story and asked to read silently and reflect to a partner the meaning of the story. The class will debrief the meaning while the teacher scribes the different ideas.
Students will then be shown the following pictures:
According to historical time period students are studying, student partner pairs will write as many six word stories about the picture in a brief amount of time. Students then will choose their favorites and number them according to preference, eliminating the rest. Using the remaining stories, students will then create a poem from the six word stories to share with the class. Remember to play with punctuation and line order to create different effects in the poems!
Students will share out their stories and donate their favorite six word story to a class poem comprised of six word stories.
