Monday

Warm-up: Unit 6 Greek and Latin Word Study

Procedures:

  1. Teacher introduces ekphrastic poetry (poetry inspired by Visual Art)
  2. Teacher shows students “Starry Night” painting by Vincent Van Gough and discusses the paintings origins
  3. Teacher plays “Vincent” by Don MacLean and students notate Visual Images and Figurative Language in the lyrics
  4. Student groups note points of relation between the painting and the song lyrics on mini-whiteboards and place on the front board
  5. Teacher informally evaluates student understanding and clarifies misconceptions
  6. Teacher provides each table grouping with a different painting and baggy containing Figurative Language and Poetic Techniques to be used in the creation of an ekphrastic poem
  7. Students compose a first draft on notebook paper
  8. They then take their painting and poem and glue them to a large manila sheet to create an illuminated text (poster)
  9. Students complete assignment next day

Evaluation: Ekphrastic Poems evaluated w/rubric

Tuesday

Warm-up: Figurative Language Practice Sheet

Procedures:

  1. Students trade and grade warm-ups
  2. Students work with their table groups to complete ekphrastic poems and illuminated texts (posters)
  3. Teacher collects posters for gallery walk following day
  4. Teacher introduces Limerick as a poetic form
  5. Discusses rhyme scheme
  6. And humorous nature
  7. Students view various example
  8. Teacher guides students through brainstorm
  9. Students create humorous limericks

Evaluation: Limericks evaluated for correct usage of form and rhyme scheme

Wednesday

*Library

Warm-up: Greek and Latin Word Study Practice

Procedures:

  • Teacher outlines expectations for a gallery walk of the students Ekphrastic Poems
  • Students participate in gallery walk and comment on each other’s work using sticky notes
  • Teacher reviews expectations for student book reports due in three weeks
  • Core English: Teacher guides students in creating flip-books
  • Students have the remainder of class to check-out books, read, and work on book report projects

Evaluations: Participation

Thursday

Warm-up: Journal Prompt

Procedures:

  • Teacher reads aloud “The Tyger” by William Blake
  • Teacher plays an Animoto video of “The Tyger”
  • Teacher introduces Extended Metaphor and guides students in identifying the extended metaphor in the poem
  • Teacher provides students with color pictures of an animal
  • Students generate a 10-line free verse poem based on the animal

Evaluation:

Poem taken for a grade

Friday

Warm-up: Study for Word Study Assessment #6

  • Students complete Word Study Assessment
  • Teacher introduces Poetry Portfolio assignment
  • Shows examples and rubric
  • Provides materials (file folder)
  • Provides deadline
  • Students begin working on project

Evaluation: Poetry Portfolio graded on rubric a test grade