1. Learning Target: I can make observations about Gustavo Perez-Firmat’s poem “Bilingual Blues.” CCSS.ELA-LITERACY.RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). CCSS.ELA-LITERACY.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. CCSS.ELA-LITERACY.W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Key Shifts Shift 3: Staircase of Complexity Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading. Shift 4: Text-based Answers Students engage in rich and rigorous evidence based conversations about text. Shift 6: Academic Vocabulary Students constantly build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts.

2. Ms. Burke9/25/2015 ESL Learning Target: I can make observations about Gustavo Perez- Firmat’s poem “Bilingual Blues.” Do Now What is the relationship between music and language? CCSS RL 9-10.2 & 4, W 1; CIE 3, 4, & 6

3. Ms. Burke9/25/2015 ESL Learning Target: I can make observations about Gustavo Perez- Firmat’s poem “Bilingual Blues.” Turn in your homework to Ms. Burke now. Pass back any and all old work now. CCSS RL 9-10.2 & 4, W 1; CIE 3, 4, & 6

4. Ms. Burke9/25/2015 ESL Learning Target: I can make observations about Gustavo Perez- Firmat’s poem “Bilingual Blues.” Activity 1 Gustavo Firmat Cuban-American who immigrated to America when he was 11 Wrote extensively about his experience as a bilingual student and person Currently teaches at Columbia University, in Harlem “In everyday life, trying to communicate in two languages can bring awkward situations, Perez-Firmat says. And the speaking habits that result can be very revealing.”

5. Ms. Burke9/25/2015 ESL Learning Target: I can make observations about Gustavo Perez- Firmat’s poem “Bilingual Blues.” Activity 2 As a class… 1.Listen to the Blues and the cha-cha 2.Compare the two different types of music. CCSS RL 9-10.2 & 4, W 1; CIE 3, 4, & 6

6. Ms. Burke9/25/2015 ESL Learning Target: I can make observations about Gustavo Perez- Firmat’s poem “Bilingual Blues.” Activity 3 Before we read… This poem is called “Bilingual Blues.” How do you think Perez- Firmat feels about being bilingual? CCSS RL 9-10.2 & 4, W 1; CIE 3, 4, & 6

7. Ms. Burke9/25/2015 ESL Learning Target: I can make observations about Gustavo Perez- Firmat’s poem “Bilingual Blues.” Activity 4 As a class… 1.Preview the glossed words on the bottom of the sheet: Hyphenated Illegally alienated CCSS RL 9-10.2 & 4, W 1; CIE 3, 4, & 6

8. Ms. Burke9/25/2015 ESL Learning Target: I can make observations about Gustavo Perez- Firmat’s poem “Bilingual Blues.” Activity 6 As a class… 1.Read the poem “Bilingual Blues” by Gustavo Perez-Firmat. Independently, as you read… 1. Annotate the text. CCSS RL 9-10.2 & 4, W 1; CIE 3, 4, & 6

9. Ms. Burke9/25/2015 ESL Learning Target: I can make observations about Gustavo Perez- Firmat’s poem “Bilingual Blues.” Reading Question 1 Why do you think he has “mixed feelings about everything?” CCSS RL 9-10.2 & 4, W 1; CIE 3, 4, & 6

10. Ms. Burke9/25/2015 ESL Learning Target: I can make observations about Gustavo Perez- Firmat’s poem “Bilingual Blues.” Reading Question 2 How do you think he feels? Mostly happy? Mostly angry? Why? CCSS RL 9-10.2 & 4, W 1; CIE 3, 4, & 6

11. Ms. Burke9/25/2015 ESL Learning Target: I can make observations about Gustavo Perez- Firmat’s poem “Bilingual Blues.” Activity 3 Pototo Stage name of Leopoldo Fernandez Salgado, a Cuban comedian Had a lot of popular radio programs Travelled all over Central and South America Dominican Republic Peru Puerto Rico Colombia CCSS RL 9-10.2 & 4, W 1; CIE 3, 4, & 6

12. Ms. Burke9/25/2015 ESL Learning Target: I can make observations about Gustavo Perez- Firmat’s poem “Bilingual Blues.” Reading Question 3 Contrast line 16 with lines 9-11. How do you think he feels now? CCSS RL 9-10.2 & 4, W 1; CIE 3, 4, & 6

13. Ms. Burke9/25/2015 ESL Learning Target: I can make observations about Gustavo Perez- Firmat’s poem “Bilingual Blues.” Activity 6 Write a PEEL paragraph responding to the following question: Perez-Firmat says that he is crazy and that he feels alienated. Why do you think he feels this way? CCSS RL 9-10.2 & 4, W 1; CIE 3, 4, & 6

14. Ms. Burke9/25/2015 ESL Learning Target: I can make observations about Gustavo Perez- Firmat’s poem “Bilingual Blues.” Exit Ticket Answer as many of the sentence starters as you can. One thing I learned today is… One thing I want to work more on is… One thing I feel comfortable with is… One thing that interests me is… CCSS RL 9-10.2 & 4, W 1; CIE 3, 4, & 6