2. Goal and Objective Goal- Students will analyze poetry. Students will read a text multiple times for varying purposes with the intent of answering higher level analysis questions with depth and ample text evidence.

3. Teacher Model- “Subway Rush Hour” Read one- Read for the overall “gist” Jot down ideas you have in margins for central idea. Processing Question- How does this literature/art explore the idea of rights or culture(with text evidence)?

4. Teacher Model- “Subway Rush Hour” Read two- CIRCLE historical details. Find text details that help you to infer the historical event, time, society, or culture Processing Question- What details in this literature indicate a period in history or a historical event? What do I know about this period in history? What questions do I have?

5. Teacher Model- “Subway Rush Hour” Read Three- UNDERLINE words, phrases, or lines that examples of author’s craft decisions (metaphor, simile, rhyme, diction, etc.) Write a margin note about the author’s possible intent or purpose for that decision. Processing Question- What craft or structural decisions does the writer use to protest events of that time period or place? What are interesting language choices?

6. Teacher Model- “Subway Rush Hour” Read Four- STAR AND DRAW AN ARROW to indicate a shift in the author’s emotion. Label the shift in the margin. BRACKET key or repeated lines or ideas. Processing Question- What are your reactions to the literature? Explain what details in the text caused you to react in these ways? How might others react?

7. On the way out… Article of the week ACT Check in Mstep Check in

8. Bellwork 4/15 Should all people have the same rights? Why or why not?

9. Goal and Objective Goal- Students will analyze poetry and song lyrics. Students will read a text multiple times for varying purposes with the intent of answering higher level analysis questions with depth and ample text evidence.

10. Student Practice-“I, too, Sing America” Read and Annotate Read one- Read for the overall “gist” Jot down ideas you have in margins for central idea. Read two- CIRCLE historical details. Find text details that help you to infer the historical event, time, society, or culture. Read Three- UNDERLINE words, phrases, or lines that examples of author’s craft decisions (metaphor, simile, rhyme, diction, etc.) Write a margin note about the author’s possible intent or purpose for that decision. Read Four- STAR AND DRAW AN ARROW to indicate a shift in the author’s emotion. Label the shift in the margin. BRACKET key or repeated lines or ideas.

11. Student Practice-“I, too, Sing America” Questions in notebook Processing Question- Processing Question- How does this literature/art explore the idea of rights (with text evidence) What details in this literature indicate a period in history or a historical event? What do I know about this period in history? What questions do I have? What craft or structural decisions does the writer use to protest events of that time period or place? What are interesting language choices? What are your reactions to the literature? Explain what details in the text caused you to react in these ways? How might others react?

12. Teacher Model- “One” Read one- Read for the overall “gist” Jot down ideas you have in margins for central idea. Processing Question- How does this literature/art explore the idea of rights or culture(with text evidence)? Read two- CIRCLE historical details. Find text details that help you to infer the historical event, time, society, or culture Processing Question- What details in this literature indicate a period in history or a historical event? What do I know about this period in history? What questions do I have?