In my lesson openers I always have a "connect" in which I connect students' thinking about yesterday's lesson to today's lesson. I then have a "teach" in which I model for students the lesson of the day and also have them try it out. When I think about my modeling, I use three categories; skill, strategy, and process. I model by stating the skill to the students, then giving them a strategy in which to use the skill, followed by the process to try out the strategy.
Connect: I will say, “Today we are going to try out a narrative poem, a poem that tells a story but we are going to concentrate on parts of speech to give our poem meaning.”
Teach: I will say, “In order to tell a story through a narrative poem, we are going to practice the skill of using minor or major events in our lives and the strategy of telling the story of those events by using verbs and adverbs. The process I will use is as follows:
1) Read through an example of a narrative poem
2) Annotate for verbs and adverbs and their meaning
3) Brainstorm minor and major events
4) Craft a poem using verbs and adverbs from those events
I will show the students how I read through The Charge of the Light Brigade by Alfred, Lord Tennyson. I will read through it once, then will read through it again by notating the verbs and adverbs he uses and how that creates imagery in my head. I will only read the first two stanzas.
For example I will notate (from the first stanza) where it says, “Charge for the guns he said.” I will annotate, “The author is using the word “charge” so I can picture soldiers running into battle.
Active Engagement: I will say, “Now you will read and annotate the rest of the poem with a partner, by stop and jotting when you see that the poet used a verb or adverb. You will infer why the poet used this part of speech with your partner, then jot it down. I will listen in to student’s conversation, then have the whole class share out by asking at least 3 students what they inferred (at least 3 students-one who is at standard, one is approaching standard, and one who is above standard).
Teach #2: Now you are going to craft your own poem by thinking about minor and major events in your life. You will take one of those events and create a poem by concentrating on verbs or adverbs as you write. I will show them how I brainstorm major and minor events in my life, make a timeline about it, then create a poem using verbs and adverbs.
Closing of Active Engagement: I will say, “In order to tell a story through narrative poetry, often poets use parts of speech for imagery, you can do the same with minor and major events in your life as you craft a poem.”
Independent Practice: I will say, “Now you are going to create your own narrative poem. As you are working, you are either brainstorming, making a timeline or creating your poem. Remember to be creative about your use of verbs and adverbs and use The Charge of the Light Brigade to give you ideas.”
As they write I will put on writing music (smooth jazz on Pandora) and conference with students, using Possible Conferences for Reading a Parts of Speech Poem. Below is an example of another way I had students brainstorm ideas.
Partner Work: Students will be directed to turn and share their poem or beginning of a poem with their partner. I will say, “Decide who will be partner A and who will be partner B. Partner A I want you to share your poem. Partner B, I want you to listen if Part A tried out using parts of speech to add imagery to their poem. If not, give them feedback; tell them an idea of what they could add or let them know the meaning you heard in thier poem. Then you will switch.” I will then give students time to revise, or have them make notes and revise for homework.
I believe that the end of the lesson should be an assessment of the days’ learning; therefore it should be independent work. I always end class with an exit ticket in which students write down the response to a question.
Closing: I will have students jot down a stanza of their poem where they used verbs and adverbs.