Poetry-GT Differentiated Exemplar Lesson

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Norman Townsend
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1 Poetry-GT Differentiated Exemplar Lesson Grade Level: 3rd Subject Area(s): X Reading, Writing, Topic: Poetry Mathematics Essential Question(s): Science Social Studies What is poetry? How is poetry different from prose? What are the elements and structures of poetry that deepen the understanding of poetry? How does a reader identify, respond to, analyze, and compare the elements of poetry? Assessment(s): Pre-Assessment X Formative X Summative ELAR TEKS/Student Expectations: (6) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to describe the characteristics of various forms of poetry and how they create imagery (e.g., narrative poetry, lyrical poetry, humorous poetry, free verse). (17) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: (A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals); (B) develop drafts by categorizing ideas and organizing them into paragraphs; (C) revise drafts for coherence, organization, use of simple and compound sentences, and audience; (D) edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric; and (E) publish written work for a specific audience. (18) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: (B) write poems that convey sensory details using the conventions of poetry (e.g., rhyme, meter, patterns of verse). (19) Writing. Students write about their own experiences. Students are expected to write about important personal experiences.

2 GT Scope and Sequence Skills: (Aligned with 21 st Century Skills Framework & College and Career Readiness Standards) X Creative Thinking X Critical Thinking X Communication Research Student Learning Styles: X Auditory Visual/Spatial Kinesthetic X Other Elements of Depth and Complexity: X Language of the Discipline _ Details X Patterns Trends Rules Ethical Considerations Unanswered Questions Over Time Different Perspectives Big Ideas Whole Class Small Group X Independent Activity Lessons and Activities Resources: PART ONE: Whole Class: See CRMs ELA Writing-Poetry On Grade Level: Students are working on identifying various types of poetry (narrative poetry, lyrical poetry, humorous poetry, free verse) as provided by the teacher. GT Level Group: After students have demonstrated their understanding of narrative poetry, lyrical poetry, humorous poetry, free verse, students will extend their skills to poetry choice menus (attached below). Whole Class: Students will share their work with the class.

4 Cut four squares. Write 4 diamante poems about 4 related topics you are studying in science (e.g. water, weathering, rocks, landforms) Choice Menu-Poetry Choose 3 out of the 6 poetry activities and share your work with the class.

5 .. Adapted from Differentiating Instruction With Menus For The Inclusive Classroom by Laurie E. Westphal

Student Name: OSIS#: DOB: / / School: Grade:

Student Name: OSIS#: DOB: / / School: Grade: Grade 6 ELA CCLS: Reading Standards for Literature Column : In preparation for the IEP meeting, check the standards the student has already met. Column : In preparation for the IEP meeting, check the standards