Lyric Poetry and "The Piano Has Been Drinking"- 8/21

Warm Up:
-Students will do the lesson on Literature in Historical Settings from the COACH workbooks
-As a class we will correct and discuss the correct answers

Work Session:
-As a class we will view and discuss the Prezi on figurative language (provided by the collaborative team)
-Students will discuss what makes songs poetic and an entertaining medium
-Students will discuss imagery in one of the songs we discussed in the Prezi
-Students will be provided with the lyrics to "The Piano Has Been Drinking" by Tom Waits
-As a class we will listen to the song and discuss the imagery Waits instills in it
-Students will view the model of a literal translation, as well as an interpretive statement, based on the song
-Students will be provided with clean typing paper to choose any other line to illustrate and interpret
-Students will share their work

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson

Daily Homework:
-Students are reminded to have their own copy of Bronx Masquerade by Nikki Grimes by class Monday

Common Assessment- 8/20

Opening:

-Students will complete the performance task for the common assessment

Work Session:

-Students will complete the multiple choice section of the common assessment

-This activity should take the remainder of class, but if time permits students will use the department laptops to go to either the EOCT Power Review linked to the class blog, or will use Brain Pop

Summarizer:

-Students will complete the 3-2-1 Countdown

Daily Homework:

-Students should read chapters 1-3 from Into the Wild

Major Eras of Poetry and Narrative Poetry Storyboarding- 8/19

Warm Up:
-Students will review the "Where I Am From" corrected poems produced last week
-Students who have been instructed to so, will copy skills and resources for remediation into the interactive notebook
-Other students will fill out the Exemplary Work reflection card for display of student work in the room.

Work Session:
-Students will take brief notes and discuss the four major periods of poetry they will need to know for the EOCT
-Students will be given poem examples and will post them under the appropriate headings in order to practice the skills learned in the lesson so far
-Students will use thirty minutes to complete the narrative poem storyboarding activity from the last class
-If time permits, students will begin the performance task for summer reading and the common assessment.

Summarizer:
-Students will answer individual Essential Questions from the card presented to them
-Each question will be based on skills needed as a result of the writing they did last week

Narrative Poetry- 8/16/13

Warm Up:
-Students will complete the lesson on prefixes, suffices, and roots in the COACH workbooks
-As a class we will read and discuss the answers

Work Session:
-Students will copy the advanced graphic organizer from the front board into their interactive notebooks
-Students will complete notes from the narrative poetry powerpoint in their advanced graphic organizers
-As a class we will read and discuss the narrative poem, "Casey at Bat"
-Students will complete a few critical reading questions from the textbook, and as a class we will discuss this
-Students will construct foldables to create a mini-comic
-Students will begin storyboarding either "Fifteen," "The Horses," "The Writer," or "The Raven" in their mini-comics

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson

"Where I Am From" and "Fireworks" - 8/15/13

Warm Up:
-Students will take he quiz on the poetry devices we have discussed so far

Work Session:
-As a class we will revisit the "Where I am From" poem
-The instructor will build a poem for the class
-Students will transpose the final drafts of their poems on good paper for display
-Students will read their poems for the class
-Students will view "Firework" by Katy Perry and a copy of the lyrics
-Students will identify the sound devices in the song, as well as preliminary media literacy
-Students will receive "Why I Hate Firework" by Brian Poeshn and answer reading comprehension skills
-As a class we will review narrative poetry as discussed earlier this week
-As a class we will read and discuss "Casey at the Bat"
-Students will complete discussion questions based on the poem
-Students will begin foldable booklets in which they storyboard either "Fifteen," "Twister Hits Houston," "The Horses," "The Writer," or "The Raven."

Summarizer:
-Students will continue to work on storyboards.  Whatever is not completed will be assigned as homework tonight

Identity and Georgaphy- 8/14/13

Warm Up:
-Students will complete the Sound Devices exercises from the COACH workbooks
-Together we will correct and discuss the answers

Work Session:
-Students will discuss residency and geography as an element of identity
-Students will be shown pictures of different settings and predict how this will affect a person's identity on sticky notes
-Students will read a variety of poems from the textbook and match them to the settings we discussed so far
-Students will take brief notes on socio-cultural and geo-cultural identity (interdisciplinary strategy)
-Students will begin to create "Where I Am From" poems

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson

Figurative Language Introduction- 8/13/13

Warm Up:
-Students will take notes based on yesterday's discussion of the elements of poetry.

Work Session:

-Watch book trailer for Bronx Masquerade

-Quick Write:  Jot down your thoughts in response to this video. Starter: How does being in a high school affect your identity? 

 -Read and discuss Nikki Grimes’ biography: Nikki Grimes’ biography and context of her poetry and novels:  http://www.readingrockets.org/books/interviews/grimes/transcript/
-Students will answer reading comprehension questions based on the text

-Brainstorm about the title; view images of the Bronx to introduce the setting

-Poetry and Figurative Language Prezi
 -Students will read "Dream Deferred" and "Dreams" by Langston Hughes
-Students will answer the poetry questions posted on the board and share them if time permits

Summarizer:

-Students will complete a 3-2-1 Countdown based on today's lesson