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By:Daniel Ramos
 Definitions of literature Poetry elements   Provide examples
 Read to the punctuation and not end of the line because sometimes ideas in the poem are spread out over many lines and w...
 Students grab a white board and marker from the teacher  and circle, bracket, asterisk or question mark anything that  c...
 The teachers makes sure to use appropriate literature  or poetry elements vocabulary so students hear it in  action and ...
 Poem class discussion continues   Format of the poem      So the class can see what kind it might be and/or if there i...
 Now that the class has talked about vocabulary and    broken down a poem as a class, next the teacher will    put them i...
 Student need to do the same thing they did in pairs but to make it more interesting and to share with the class.  1.   S...
 Student need to do the same thing they did in pairs but to make it more interesting and to share with the class.  1.   U...
    Students must look at two or three more poem by     their selected writer, read some biographical     information and...
 Student readiness level   The lesson starts basic by defining vocabulary and      providing examples of elements of poe...
 Interests   Students are given access to poetry content materials    that will be use to improve their liberal arts    ...
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Reaching all students scenario

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Transcript of "Reaching all students scenario"

  1. 1. By:Daniel Ramos
  2. 2.  Definitions of literature Poetry elements  Provide examples
  3. 3.  Read to the punctuation and not end of the line because sometimes ideas in the poem are spread out over many lines and we only know when to pause, stop or are switching ideas by the punctuation or clues the writer gives us. Student volunteer read out loud
  4. 4.  Students grab a white board and marker from the teacher and circle, bracket, asterisk or question mark anything that caught their attention. (Teacher encourage students a lot at this point--telling them to mark whatever is popping out to them.) After the poem is marked up on the board, the teachers goes from the beginning of the poem to the end asking each student who marked up the poem why they did--and they talk about their answers as they go. The teachers then invites the class to make additional comments or suggestions and its a great way for the class if they struggle to understand the poem together.
  5. 5.  The teachers makes sure to use appropriate literature or poetry elements vocabulary so students hear it in action and discussion and they get used to and know that the teacher expects them to use/understand it. If the poetry elements dont come up, the teacher hits them herself. For example, the teacher might take the first image the writer suggests and ask the students something like: "in the first two lines, what picture is the writer trying to create in your mind?”
  6. 6.  Poem class discussion continues  Format of the poem  So the class can see what kind it might be and/or if there is anything unusual about it  Content of the poem  Like what it seems to be about
  7. 7.  Now that the class has talked about vocabulary and broken down a poem as a class, next the teacher will put them in pairs and give them a poem to work with, asking them to do what we did in class: 1. Read the poem 2. Mark what caught their attention 3. Discuss it with their partner 4. Come to some conclusions about the poem Two different pair will have the same poem. After they are done a period of time the two groups get together and compare what they found.
  8. 8.  Student need to do the same thing they did in pairs but to make it more interesting and to share with the class. 1. Students must select a poem  Must analyze the poem the way they did in class/groups. 2. Post their answers to a class Wiki 1. Use Storybird to interpret the poem  Incorporate the poetry elements  Also post the link in their class Wiki
  9. 9.  Student need to do the same thing they did in pairs but to make it more interesting and to share with the class. 1. Use Wordle  The words that had the most power of the poem will be placed in Wordle and post them to your class Wiki as well. 2. Students must leave comments in at least two other classmates by the end of the week.
  10. 10.  Students must look at two or three more poem by their selected writer, read some biographical information and then try to write an original poem of their own in the style of their poet. 1. Then they could read into Wimba and post or do as a PowerPoint with images or post to class Wiki or discussion board.
  11. 11.  Student readiness level  The lesson starts basic by defining vocabulary and providing examples of elements of poetry for students to understand. The students with different abilities will understand as any regular student and nothing is adjusted. Learning styles  Collaborative learning  Active learning  Discovery learning  Self-directed learning
  12. 12.  Interests  Students are given access to poetry content materials that will be use to improve their liberal arts understanding.  Usage of technology tools will give them a motivation to learn.  Choosing poetry that they like. Personal goals  Emotion and learning  The students need to feel good and know that they are understanding the lessons.
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