March 2 6

transcript

Ms. Catherine’s

ClassMarch 2-6, 2015

Objectives

• Reading Workshop• Readers of poetry pay attention to

rhythm, repetition, onomatopoeia, and alliteration to create sound in poetry.

• Let’s Decorate Our Door!• Who has heard of Roald Dahl?

Reading Workshop

• Readers of poetry pay attention to rhythm, repetition, onomatopoeia, and alliteration to create sound in poetry.

• Today we are going to learn about the sound of poetry…so just like we listen to music, we can also listen to poetry too.

• Let’s start by listening to this poem:

• http://youtu.be/ltun92DfnPY

• Let’s look at the collection Poetry for Young People by Langston Hughes which is made up entirely of poems by him.

Reading Workshop

• As we read each poem, we will listen and pay attention to different techniques that Langston used to create the “sound” of the poems.

• First, we’ll read “Danse Africaine” and we’ll pay close attention to how Langston creates rhythm—rhythm in poetry is just like the beat in music.

• Next, we will read “Aunt Sue’s Stories” and in this poem, we will pay attention to how Langston uses repetition of phrases and alliteration—the repetition of sounds at the beginning of words to affect rhythm.

• Finally, we will read “The Weary Blues” and pay attention to sound words, or onomatopoeia—a word like “crash” or “bam”—it is spelled exactly as it sounds.

Reading

Workshop• Did you hear a

beat?• How did

Langston create the beat to sound like tom-toms?

• Now I’m going to tap my foot to the rhythm as I read…tap along with me if you hear the beat as well.

Reading

Workshop• How does the

rhythm of this poem help us understand what the poem is about?

Reading Workshop• Read 1st Stanza…• Did you notice how

Langston create rhythm?

• Let’s read on and notice his use of alliteration, or words that start with the same letter right after each other.• Repeat “Singing

Sorrow Songs”…repeat with

students a few times.

Reading Workshop

• Read 1st Stanza of The

Weary Blues• Let’s notice

how Langston create the sound of poetry through sound words, or onomatopoeia.

• What did you notice about how Langston creates sound?

• Turn & Talk to your partner.

Reading Workshop

• Let’s return to our chart “What Do We Notice About Poetry?”

• What have we noticed today about how poets create the sound of poetry?

• What can we add to our chart?

Reading Workshop

• Today we have heard different sounds in poems and talked about how these different sounds help us understand the meaning of poems.

• As we continue reading poetry, we will remember the importance of linking sound to meaning.

Roald Dahl

• List of books by Roald Dahl:• James and the Giant Peach• Charlie and the Chocolate Factory• Matilda• My Uncle Oswald• The Witches• Fastastic Mr. Fox• The Twits• Tales of the Unexpected• Georges Marvelous Medicine• The BFG

Sentence StructureBegin with the following sentence…

I run.

Add an adverb.

Add a preposition and an object for the preposition.

Add an adjective.

Put the sentence in past tense.

What do you have?

We swim.

Tell me where “We swim.”

Add an adjective.

Make the sentence singular.

When did it happen?

What do you have?

They speak.

Add an adverb.

Add an adjective.

What do you have?

We could go.

Add an adverb.

Add an adjective.

Put the sentence in past tense…remember, you need to add another verb.

Make the sentence negative.

Could’s Rule

Could expresses an idea or an option without imposing one's judgment of what is "right" to do. Could is often used for offering ideas as possible

solutions.

• You could go back to where you last opened your bag and look around.

• You could walk back along the way you just walked.

• You could search the pockets of your bag / backpack.

• You could ask people if they have seen it.

He should sleep.

Add an adverb.

Add an adjective.

Make the sentence plural.

Make the sentence negative.

Should’s Rule

Should expresses one's opinion on an action to take: advice, a strong suggestion. It is more

commonly used for peer to peer (same rank or authority) advice or with family.

• You should check the places you have been today.

• You should cancel your credit cards.

• You should notify campus security / police.

• You should arrange to get a new identification card.

Reading Workshop• Readers of poetry determine the author’s

purpose by asking, “What’s the big idea?”

• Readers of poetry need to uncover the author’s big idea.

• In order to figure out the big idea or central message of the poem, readers need to consider the author’s purpose and inspiration.

• When considering the author’s purpose, we think about why the author arote what he or she did.

Reading Workshop

• Does the poet want us to think about an important issue?

• Does he or she want to inspire us and make us feel a particular emotion?

• Does he or she want to share an important experience with us?

Reading Workshop

• We also consider the author’s inspiration.

• What inspired the author to write this poem?

• Does the poem have an external inspiration (such as nature, the environment, or noise)?

Reading Workshop

• Does the poem have an internal inspiration (such as a feeling, an emotion, or an experience)?

Reading Workshop• Today we are going to read two poems from

Locomotion by Jacqueline Woodson.

• The 1st poem is titled “Poem Book,” and the second poem is titled “Roof.”

• As we read, ask yourselves: What was the author’s purpose for writing this poem?

• What is the author’s inspiration?

• And, finally, what is the big idea—what is the poem really about?

Reading Workshop• We are going to read the poems three times

today.

• Each time, we are going to use a different lens to examine the text.

• The first time we read each poem, we are going to try to uncover the author’s purpose.

• As I read aloud, I want you to consider what you think the author wants to accomplish by writing the paricular piece.

• What is her purpose?

Reading

Workshop• Read “Poem

Book”• I think that

the author wrote this poem to begin the story of the entire book.

• She explains why the book is written in the form of poetry.

Reading

Workshop• She also

introduces some of the characters in the story.

Reading

Workshop• Let’s add

these notes to our chart…

• Now let’s re-read the poem to consider the source of inspiration.• Reread the

Reading

Workshop• It seems

that this poem (and maybe the whole book) is inspired by an internal need to speak and be heard!

• I see that in the line, “But when Miss Edna’s voice comes on…”

Reading

Workshop• Because

this seems to silence Lonnie.

• Notice that I am using clues from the text to infer the author’s inspiration.

• Let’s add this to the chart as well.

Reading

Workshop• Now that

we have read through the poem and discovered the author’s purpose and inspiration, we are going to reread the poem for the third time…

Reading

Workshop• …to use all

of the clues we have uncovered to discover the big idea.• Reread the

poem.• What is this

poem really about?

• Volunteers?

Reading

Workshop• Read “Poem

Book”• After

reading this poem for the 1st time, what do you think the author’s purpose was?

• What do you think the author’s inspiraton was?

Reading

Workshop• Let’s add

your ideas to the chart.

• Now let’s move into a conversation about the big idea of the poem.

• Let’s use our notes and thoughts to help us.

Reading

Workshop• Who would

like to start the conversation?

• Today we used our detective skills to discover different layers of poems.

Reading

Workshop• We have

learned that there are many different ideas, experiences, emotions and inspirations that may spark an author’s creativity.

Reading

Workshop• As readers

of poetry, it is important that we learn to use our detective skills to look for things that may not be directly stated on the page.

Reading

Workshop• By looking

under the surface, we can discover deeper meanings of a poem.

Reading

Workshop• Also, when

we examine a poem multiple times, we can notice differences each time that can help us understand the poem’s big idea.

March 2 6

Education