Literature: Monday, February 25, 2019 Handouts: * Reading Chart for Feb. 25 – March 3 Homework: * Read AR book at least 20 minutes & record progress Deadline for meeting AR Goal is March 13 * Lit Test over Poetry Unit is March 11 STUDY Cornell Notes, Parts 1 – 6 [Set 6 is a supplement, the Poetry Booklet] Assignments Due: * Reading Chart for Feb. 18 – 24

Today’s Goal: Demonstrate your ability to present a published poem to the class. Outcomes: Present a published poem of your choice to our class. Describe what the poem means. Explain why you like it. Identify the poetic devices used throughout the poem. Illustrate the poem to make it come alive for our class. Demonstrate your ability to listen as a supportive audience. Evaluate one another’s poem presentation.

Starter #1: Here’s the chance you have been waiting for—it’s your turn to teach our class!  Start by introducing your poem (title and poet) to your class. Begin “teaching” by reading your poem the way it was meant to be read—make your poet proud with your reading. You will help your classmates “get it” by explaining what it means and using your “creative illustration” to help accomplish that. If you handed in your poem project last Friday, your poem and illustration will appear on the screen beside you, and you can point out the poetic devices in your poem.

Starter #2: As an audience . . . Let’s make a pact: We will all agree to support each person who presents by giving our undivided attention—no writing/evaluating while they present, no doodling, no zoning out. Your body language should show that you are engaged, listening thoughtfully, and enjoying the presentation.   After the person has finished, let’s show support/appreciation for each one. Then we will do our evaluation—after each presentation. For each category below give a rating: P+ P P— As you rate them, keep this in mind: How much did you learn from each person’s presentation? 1 2 3 4 5 6 Reading Explanation Poetic Devices Illustration * Effort Overall Name