Lesson: Week of Feb. 27th
Connection :We are going to revisit poetry. We will be focusing today on the most meaningful part of poetry yet; the meaning or message of the poem. Poets write with a purpose, just like in our informational text unit. It is our job as readers to determine the poets meaning behind their poetry.
Teach/Active Engagement :Today we will try to determine the meaning of the poem, “The Road Not Taken” by Robert Frost. We will have to think closely about what the author is saying and the words he is using to uncover the meaning of this famous poem.
Teacher reads aloud the first stanza. The first two lines of this poem are very meaningful. When Frost says, “two roads diverged”, he means they went different ways. I can almost picture in my mind two roads going different ways in the middle of the woods. I imagine it must be fall because the woods are yellow, like the leaves are changing colors. The speaker refers to himself as a traveler who is looking down one of the roads. Did you notice how I talked through each line to make sure I understood and could visualize what the author was trying to show me as a reader.
Teacher reads aloud second stanza. Turn and tell your partner what you think the author is trying to explain in this stanza. Remember try to break the poem down line by line. It is important to understand each part of the poem. Students should turn and discuss. Teacher listens in on partnerships to determine words students are struggling with, or ideas they are missing. Teacher calls on partnerships to share out their responses.
Teacher helps talk through student ideas based on student responses. Students should come to the conclusion that the traveler decided to take the other path because it had not been traveled on very often due to it being grassy. Great job readers, we had a lot of great conversations and it takes a lot of hard work to discover the meaning of a poem.
Let’s try again with the third stanza. Teacher reads aloud third stanza. Turn and tell your partner what you think this stanza is about. Teacher helps facilitate class conversation by asking leading questions. What do you think the author means by, taking the road less traveled has made all the difference? Students respond to question and help to form their own opinions about the poem.
You all did a great job today uncovering the meaning of a poem. This poem is very difficult to understand and it takes great readers to discover the meaning. Today when you return to your seats you will be asked to find the meaning of a poem by yourself writing in complete sentences and explaining your reasoning just like we did during the lesson.
Robert Frost, "The Road Not Taken":
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth.
Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same.
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I--
I took the one less traveled by,
And that has made all the difference.
Group One: Everyone - Scholars go back to their desks and read exit ticket poem independently. Then read the poem with their shoulder buddy. Scholars should use the strategies learned during the lesson and format to write their own responses to the meaning of poetry. Group Two: Independent reading Group Three: Finding details Group Four: Guided Reading/Ms. Stefano
Exit Slip/Share:Students should complete the meaning of poetry worksheet for one poem in their packet. This should be collected at the end of workshop time for the teacher to determine which students need more help with the skill.
Connection:Yesterday we learned how to uncover the meaning of poetry. We will continue with this idea today. One thing I love about poetry is that I can read a poem and think it means something completely different than someone else thinks. Poetry is a great way to be creative and express what you like. Today we will focus on responding to poetry in order to determine what we like or dislike about certain poems or how they make us feel.
Teach/Active Engagement : When we read poems, it is important to have questions in our mind as we read. This helps us determine the meaning of the poem, parts we like, and places where we are confused. We are going to focus on four questions during this lesson.
1. What, in one sentence, is this poem about?
2. What parts of the poem do you like and why?
3. What parts of the poem confuse you? Were you able to discover the meaning at these places?
4. What does this poem make you think about?
Teacher reads aloud poem below. I think this poem is about the different ways night can be represented in the world. I think this because each stanza has a different description of night. Turn and tell your partner in one sentence what you think this poem is about. Remember to use our sentence starter: “I think this poem is about _____ because _____”.
Students should turn and talk to discuss the answer to the question. Teacher may call on students to share out their responses. Great work. I like how each of you had different reasons for why you thought the poem was about a certain topic.
Let’s move on to the second two questions. Turn and tell your partner what you like about this poem and what confuses you about this poem. Remember you may need to reread the poem with your partner to make sure the ideas are fresh in your mind. Students turn and talk. Teacher calls on students to hear responses and facilitate dialogue.
You are all such bright thinkers. Now you have had a chance to respond to poetry with your partner I am going to challenge you to do the same at your seats today during workshop time. But this is not a skill you will only use today, each time you read a poem you should think of these questions in your head. Readers, stop and think each time they read to make sure they are understanding and discovering meaning in their reading.
Gently laps the sea.
The black rocks glisten wet.
Moonlight silvers the sand,
And the gulls are quiet.
Night. Ice in the air.
Trees silhouetted, stark, straight.
Branches like ragged birds,
So still, so black.
Beyond the dark rocks
Stretching shingle to the sea,
Patches of blue mud
And pools of silver.
Night. Ice in the water.
Great Neptune sleep
And in the cold, cold deep,
All is still, all is black.
Independent Workstations: Group one: Everyone/Scholars return to their seats. Each scholar will receive another poem, similar to the poem read in class. They will be expected to read this poem and respond to the four questions from the lesson. These questions are found on the exit slip for the lesson. Teacher should conference with students and help those who may struggle with certain vocabulary in the poem. Group Two: Independent reading Group Three: Main Idea Group Four: Guided Reading/Ms. Stefano
Exit Slip/Share : Students complete four questions about the poem they read for the day. This will be collected at the end of the lesson to use as an indicator of mastery. Students may also share their responses if time.
Connection Readers, today is our last day of studying identify details questions. It is your day to prove how much you have learned over the past four days. I hope to see you use all the strategies you learned to score at least 80% on the assessment.
Teach Students should be seated on the carpet with a partner. They will be expected to turn and talk with this partner throughout the lesson. Today we will look at the Roly-Poly Pill Bugs article we studied yesterday. We did a great job re-phrasing the questions in order to understand what the question was asking us to find. Today, we will practice reading and finding those answers to prepare for our quiz.
Let’s re-read the first question so we know what detail we need to find. Teacher reads aloud the first question. We re-phrased this question to read, why pill bugs are called “roly-poly”. I know I am looking for a reason why pill bugs would be called something different. Let’s begin reading to see if we can find this detail. Teacher reads aloud from article stopping at the end of the first paragraph.
I think I found the detail I was looking for in the first paragraph. The article tell me that a pill bug rolls up into a tight ball to protect itself. This is why the pill bug is sometimes called “roly-poly” because it rolls up into a ball. That makes sense. I will write that answer on our worksheet. Teacher writes response modeling complete sentences for students on the overhead.
Now it’s your turn to try. Let’s read the second question together. I remember we said this question was tricky because we need to find where a pill bug WOULD NOT live. Let’s keep reading. Teacher reads aloud stopping at the end of the second paragraph. I think the answer may have been in this paragraph. Turn and tell your partner what you think. Students should turn and talk. Teacher calls on a partnership to share and records the correct answer on the worksheet. You all did such a great job. Pill bugs do not like to live where it is dry, so the correct answer must be that a pill bug would not hide under the roots of a cactus because cactus plants are found in the desert.
Teacher continues this process with the next four questions allowing students time to turn and talk with their partners. At the end of this mini-lesson students should return to their seats to take the assessment. Teacher can conference and offer support with reading fluency during this time.
Active Engagement : Students return to their seats. They should spend this time reading the assigned article and answering the test questions. I prefer to use non-fiction for this assessment because I have found that the vocabulary and level of rigor is more difficult in non-fiction texts. However, the teacher may decide to use fiction or a few questions from two separate reading selections.
Exit Slip/Share :The assessment should be used as a formal exit slip. This assessment should inform the teacher about remediation and re-teaching decisions in the future.
Scholars will be taking the 3rd Interims. Scholars will be working on Social studies skills during class. See Social Studies lessons.
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