R.+Elena+Tinker+Diaz

My Prezi Presentation

http://prezi.com/onblfemqpwaq/present/?auth_key=vayyfbd&follow=languageartswrites@yahoo.com

//My Lesson Plan Overview//
language arts lesson and activities for sixth graders by Elena Tinker Diaz from Corona-Norco Unified School District, California
 * Reading Between the Lines: Introduction to Poetry and Speakers **

__California State Standards__ 1.Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression. 2. Identify and interpret figurative language and words with multiple meanings. 3. Identify the speaker and recognize the difference between first-and third-person narration (e.g., autobiography compared with biography).
 * Word Recognition**
 * Vocabulary and Concept Development**
 * Structural Features of Literature**

¨ Students will be able to explain with three reasons or more why a text would be considered a poem. ¨ Students will distinguish between a poem’s speaker and author. ¨ Students will make inferences about an author and speaker that are supported by the text.
 * __Objectives__**

1. What counts as poetry? In other words, what makes something poetry? 2. How can you “read” a person though his/her writing?
 * __Essential Questions__**
 * Part 1: Pablo Neruda**
 * Part 2: Pedro Pietri**

“VIII” by Pablo Neruda from //The Book of Questions// translated by William O’Daly Telephone Booth Number 905 ½: Reading the Poet Telephone Booth 905 ½
 * __Teacher Preparation (Materials/ Resources)__**
 * 1. STUDENT SHEET IN CLASS**
 * 2. STUDENT SHEET IN CLASS**
 * 3. VIDEO:**

Explain the difference between verse and prose writing.
 * __Previous Lesson 1__**

__**Lesson Procedure: Lesson 2: Distinguishing qualities of poems, speakers, and authors**__ //PABLO NERUDA: VIII from The Book of Questions//
 * DO NOW**
 * 1) Students complete a ten-minute grammar review lesson as a warm-up.
 * MOTIVATION**
 * 1) Teacher asks the students: "What kind of questions did you have when you were younger about the world? What kind of questions did you want to know the answer to but could never find out?“
 * INTRODUCTION:**
 * 1) Students receive a short verbal introduction from the teacher about the concept of the speaker in a poem and the importance of distinguishing the speaker from the author.
 * DEVELOPMENT**

//PEDRO PIETRI: “Telephone Booth 905 ½”//
 * 1) Students receive “Pablo Neruda VIII” sheet and individually read the poem. They complete the “First Reaction” section on their own and then share their reactions with their small groups and as a whole class in order to complete the second question on the sheet.
 * 2) Students read open aloud as a whole class.
 * DEVELOPMENT**
 * 1) Students individually complete the “Image Paraphrase” section of the poem and then compare drawings within their groups.
 * 2) Teacher asks students to compare their questions as children to those in the poem and eventually have students generate responses to the poem’s queries.
 * 3) Teacher next guides students in responding to the sheet’s last two questions on qualities of that make this example a poem and what inferences can be made about the speaker.
 * LEARNING ACTIVITY:**
 * 1) Teacher passes out “Telephone Booth 905 ½” and asks the students to complete the first question individually, and then teacher has students share predictions.
 * 2) Teacher elicits a discussion on reasons why people might want to not go to work/ school and how they get out of doing so.
 * 3) Students read poem individually and write their first reactions and share responses with small groups and whole groups.
 * 4) Students read open aloud as a whole class.
 * INDEPENDENT PRACTICE:**
 * 1) Students then independently respond to the remaining questions on the sheet. After students have completed all but the last question, teacher asks students to compare who they think the speaker of the poem is to who is the author of the poem.
 * 2) Teacher shows [|“Telephone Booth 905 ½”]video and elicits discuss and responses from the students about the sheet’s last question.
 * 3) Students complete last question individually.
 * SUMMARY**:
 * 1) Teacher leads students in a review discussion of concepts of speaker versus author.


 * __Vocabulary__**
 * verse**: language written as a poem
 * prose**: written or spoken language in its ordinary form, without rhyme
 * stanza:** group of lines forming the basic unit in a poem
 * speaker**: the person or object who narrates a poem or piece of writing
 * author:** the person who actually created the ideas for a text and physically wrote it

__**Works Cited:**__ Beltrán, Raymond R. "There Was Never No Tomorrow, Nuyorican Pedro Pietri In His Own Words." //La Prensa San Diego//. Frontpage, 6 Feb. 2004. Web. 28 July 2011. "California State Flag." //50states.com - States and Capitals//. Marchex Inc., 2011. Web. 28 July 2011. Fertig, Carol. "Vocabulary Development for Gifted Students." //Gifted Children and Gifted Education Publisher - Prufrock Press Home//. Prufrock Press, 2008. Web. 28 July 2011. Neruda, Pablo. "Books: Book of Questions (Paperback) by Pablo Neruda (Author)." //Tower.com: Buy Music CDs, DVDs, Blu-ray, Books, New Releases//. Tower Records, 2010. Web. 28 July 2011. Neruda, Pablo, and William O'Daly. //The Book of Questions//. Port Townsend, WA: Copper Canyon, 2001. Print. "Pablo Neruda Fans." //Pablo Neruda Poetry Fans//. Yahoo Groups, 2011. Web. 28 July 2011. "Page One Book » What Is the Poem by Pablo Neruda – Sonnet XX 's Theme?" //Page One Book//. Socrates, 11 July 2011. Web. 28 July 2011. "Resume Objective Statements « LUCareerCenter To Go." //Lawrence University Blog Service//. LUCareerCenter, 27 July 2007. Web. 28 July 2011. Square Arts, Washington. "United States of Poetry: A Day in the Life." //Welcome to The World of Poetry//. National Endowment of the Arts, 1988. Web. 28 July 2011.
 * IMAGE ON THE INTERNET**
 * IMAGE ON THE INTERNET**
 * IMAGE ON THE INTERNET**
 * IMAGE ON THE INTERNET**
 * BOOK**
 * IMAGE ON THE INTERNET**
 * IMAGE ON THE INTERNET**
 * IMAGE ON THE INTERNET**
 * VIDEO AND POEM ON THE INTERNET**