0 Connectinginferencingwith PoetryA deeper look at Figure 19
1 Reading Poetry 3.6(A) 4.4(A) 5.4(A) TEKS TEKS TEKS describe the characteristics of various forms of poetry and how they create imagery (e.g., narrative poetry, lyrical poetry, humorous poetry, free verse).explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse).analyze how poets use sound effects (e.g., alliteration, internal rhyme, onomatopoeia, rhyme scheme) to reinforce meaning in poems.Reading Poetry
2 Writing Poetry 3.18(B) 4.16(B) 5.16(B) TEKS TEKS TEKS write poems that convey sensory details using the conventions of poetry (e.g., rhyme, meter, patterns of verse).write poems that convey sensory details using the conventions of poetry (e.g., rhyme, meter, patterns of verse).write poems using:(i) poetic techniques (e.g., alliteration, onomatopoeia);(ii) figurative language (e.g., similes, metaphors);(iii) graphic elements (e.g., capital letters, line length).Writing Poetry
3 Piece 1 Piece 2 Piece 3 Piece 4 Piece 5 When inferring, good readers...Draw conclusions from textPiece 1Make reasonable predictions as they readPiece 2Test and revise their predictions as they read furtherPiece 3Interpret text or understand themesPiece 4Good readers infer by doing the followingAnalyze charactersPiece 5Figure out unfamiliar wordsPiece 6Are actively building meaning beyond literal interpretationPiece 7
4 Big Ideas Students need to know: We infer all the time Inferring is not guessing, predicting, or an opinionInferring uses exact clues from the text and background knowledge to come up with an idea that is not written down in textTeachers need to know:Teaching inference is a processStrategic pacing will pay offBuilding the language for making inferences will help students understand inferencingImportant information for both students and teachers
5 Good Lesson Poetry Reasonable Prediction Implied Lyrical Free Verse Begin with the foundation of inferencing Anchor Lesson ActivityBackpack ActivityBuild Key VocabularyInference/InferCluesBackground KnowledgePredictDraw ConclusionsText StructureThemeReasonable PredictionImpliedLyricalFree VerseStanzaTextual EvidencePlot (rising action/problem, climax, resolution/solutionBegin Good lessonPre-teach vocabulary where possibleSome vocabulary will be embedded and taught as you go through poetryHi boys and girls – One my way in today, I found this bag. Who do you think it belongs to?Look at outside, take items out one at a timeExcellent job inferencing!Reasonable prediction, like in mathWhat’s a stanza?
6 Brainstorm Good Lesson Poetry Allow participants to share with one another. Timer, then share outSherlock holmes unit – looking for cluesOver announcements, give one clue each day – on Friday those that got the answer correct can be in drawinggive a clue that they would have to go researchKids all bring one item for trashbag, infer and use to introduce new kidsBring in a bag of “clean” trash, have students infer who lives in the houseTeaching key vocab terms – marzano – word, pic, other ways to say the word, write a sentencedefreer – example and nonexampleuse it in your own writingThink Turn TalkWhat is another anchor activity you could use to introduce inferencing to your class?What activities could you use in the classroom to teach key vocabulary terms for inferencing?
7 Teacher provides definition of poetry. visualization activity Good LessonTeacher provides definition of poetry.visualization activitystudents silently read poem, “Victory”students are asked to use clues from the text about what they infer about the poemstudents write their thoughts in their reader’s notebookWhen we read poems we make mental pictures.Let’s practice visualization to get out minds warmed upactivity-close your eyes and imagine a day at the swimming pool or 4th of July**put chart of poem up on the easel before you begin
8 Have students complete: PoetryGood LessonHave students complete:What I read What I know My InferenceParticipants should refer to handout
9 EXIT TICKET for students: Identify one thing you learned today. PoetryGoodLessonEXIT TICKET for students: Identify one thing you learned today.
10 Reflection Good Lesson Poetry Participants share with face partner and then share out. TimerDid you model during this lesson? Set a purpose?Think aloud?Connect anchor activity to lesson??Think Turn TalkIs this a good lesson? If so, what makes it good?What is missing from this lesson?
12 See Good Lesson for Key Terms PoetryBetter LessonBuild Key VocabularySee Good Lesson for Key TermsHave students write in notebook, have some students help act out
13 Teacher reads poem, “Victory,” to class PoetryBetter LessonTeacher reads poem, “Victory,” to classModel think aloud: “This poem reminds me of…”Discuss how you came to that conclusion (schema)What can you grab from this poem?
14 PoetryBetter LessonStudents will read poem and highlight important words that helped them gain meaningClass read the poem by yourself – highlight important words that help you gain meaning
15 Students will determine if poem is lyrical or free verse PoetryBetter LessonStudents will determine if poem is lyrical or free verseHave students draw a line between stanzas and number each stanzaLike we did last week
16 PoetryBetter LessonHave students complete What I Read, What I know, My Inference Activity using highlighted poem** Make a big version of thisClues from Text What I Know About the Clue My Inference!
17 PoetryBetter LessonConclusion: Discuss text structure, rhythm, rhyming words, alliteration, figurative language: metaphor & simile, imagery, tone, visual effect of poem, plot and students’ inferences.I’ll decide in the moment which one I want to do
18 PoetryBetter LessonEXIT TICKET for students: Identify one thing you learned today and one thing you need clarification on.
19 Better Lesson Poetry REFLECTION: Think, Turn and Talk: What do you think was good about this lesson?What do you think made it a better lesson?What is missing?What’s better? What’s missing?
20 Anchor Lesson Activity Backpack Activity PoetryBest LessonAnchor Lesson ActivityBackpack ActivityToday we will be using these same inferencing skills and apply them to poetry
21 Build key content area vocabulary PoetryBestLessonBuild key content area vocabularyIntroduce vocabulary that will buildbackground knowledge
24 5 senses: sight, hearing, taste, touch, smell PoetryBest LessonTouchstone Strategy5 senses: sight, hearing, taste, touch, smellTeach hand gesture: thumb to templetouchstone from elements of understanding - visual and physicalincorporate in think aloud
25 PoetryBest LessonThink Aloud StrategyTell students, “As we read the poem together, we are going to look at the key vocabulary terms we have discussed. We are also going to look for emotions, character’s feelings, the 5 senses, text structure and many other features as we read through the poem.”Teach hand gesture: thumb to temple
26 Think Aloud Strategy Continued... PoetryBest LessonThink Aloud Strategy Continued...Teacher reads through the poem one time.Then teacher reads the poem line by line, modeling a think aloud with the poem on chart paper using sticky notes to guide students through analyzing of the poem.Be sure to use the STAAR Question StemsModel think aloud strategy for teachers.Model thinkI covered my title so students could guess what the poem is about in the endVocab – gritted, crouchedWhy is she taking a breath?Why is she at a line? What kind of line?Pause – why did the pause? – write on sticky notes as we goWhy does she hear her own heart? - nervous, scared, excited, anticipation, focusThe last time I heard my heart beating, I was getting on a roller coasterBeating – why is this repeated – repetition for effect, to emphasize itWhat is a glance – a fast lookWhy is she looking to her right? – to the stand, her parents, competition, escape, crossing road, lost, someone’s chasing herWhat is she looking for? – finish line, peopleWhy THIS time – she lost beforeDifferent – she’s done this beforeCheers – there’s a crowd, someone’s watching,Feel the rush – adrenaline goingWhat kind of weight? – metal, stressFrom heart – emotional weight, feelings inferenceDraped – to hang loosely, fabric on project runwayOn her neck – is it the same weight?Joy – character change, happiness from what?? DisappointmentThis time victory was her – this poem was about a girl, do we know her name??aloud strategy for teachers.
27 Best Lesson Poetry STAAR Stems: What is the speaker doing in this poem?What is the main message of the poem?The poet helps the reader understand how it felt mainly by ?The reader can tell that the poem is written in free-verse form because it does not have…?Which poetic structure is found in the poem?The poet mentions ________ at the beginning of the poem to convey…?Model think aloud strategy for teachers.
28 Best Lesson Poetry STAAR Stems Continued... The poet places the words "_______” on a line by themselves most likely because the words…?The repetition of the line "______" suggests that the speaker ?Lines ___ through ___ are included in the poem because they ?There are many more questioning stemsavailable on the additional handout.Model think aloud strategy for teachers.
29 Building the Reading-Writing Connection PoetryBest LessonBuilding the Reading-Writing ConnectionTeacher will model writing a poem about a victoryStudents will apply strategy to write individual poemsADD one new piece of info to each chart
30 PoetryBest LessonEXIT TICKET for students: Read a partner’s poem. What can you infer about the event mentioned in his/her poem?Different point of view
32 Infer the missing piece PoetryBest LessonEXTENSION:Infer the missing pieceStudents will read the beginning and end of a poem (with the middle removed) and create the middle of the poemConnect to other content areasHave example of this to practice???