Connecting inferencing with Poetry A deeper look at Figure 19

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

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

Piece 1 Piece 2 Piece 3 Piece 4 Piece 5 When inferring, good readers... Draw conclusions from text Piece 1 Make reasonable predictions as they read Piece 2 Test and revise their predictions as they read further Piece 3 Interpret text or understand themes Piece 4 Good readers infer by doing the following Analyze characters Piece 5 Figure out unfamiliar words Piece 6 Are actively building meaning beyond literal interpretation Piece 7

Big Ideas Students need to know: We infer all the time Inferring is not guessing, predicting, or an opinion Inferring uses exact clues from the text and background knowledge to come up with an idea that is not written down in text Teachers need to know: Teaching inference is a process Strategic pacing will pay off Building the language for making inferences will help students understand inferencing Important information for both students and teachers

Good Lesson Poetry Reasonable Prediction Implied Lyrical Free Verse Begin with the foundation of inferencing Anchor Lesson Activity Backpack Activity Build Key Vocabulary Inference/Infer Clues Background Knowledge Predict Draw Conclusions Text Structure Theme Reasonable Prediction Implied Lyrical Free Verse Stanza Textual Evidence Plot (rising action/problem, climax, resolution/solution Begin Good lesson Pre-teach vocabulary where possible Some vocabulary will be embedded and taught as you go through poetry Hi 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 time Excellent job inferencing! Reasonable prediction, like in math What’s a stanza?

Brainstorm Good Lesson Poetry Allow participants to share with one another. Timer, then share out Sherlock holmes unit – looking for clues Over announcements, give one clue each day – on Friday those that got the answer correct can be in drawing give a clue that they would have to go research Kids all bring one item for trashbag, infer and use to introduce new kids Bring in a bag of “clean” trash, have students infer who lives in the house Teaching key vocab terms – marzano – word, pic, other ways to say the word, write a sentence defreer – example and nonexample use it in your own writing Think Turn Talk What 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?

Teacher provides definition of poetry. visualization activity Good Lesson Teacher provides definition of poetry. visualization activity students silently read poem, “Victory” students are asked to use clues from the text about what they infer about the poem students write their thoughts in their reader’s notebook When we read poems we make mental pictures. Let’s practice visualization to get out minds warmed up activity-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

Have students complete: Poetry Good Lesson Have students complete: What I read What I know My Inference Participants should refer to handout

EXIT TICKET for students: Identify one thing you learned today. Poetry Good Lesson EXIT TICKET for students: Identify one thing you learned today.

Reflection Good Lesson Poetry Participants share with face partner and then share out. Timer Did you model during this lesson? Set a purpose? Think aloud? Connect anchor activity to lesson?? Think Turn Talk Is this a good lesson? If so, what makes it good? What is missing from this lesson?

Anchor Lesson Activity Backpack Activity Poetry Better Lesson Anchor Lesson Activity Backpack Activity Set purpose – class we’re inferring today

See Good Lesson for Key Terms Poetry Better Lesson Build Key Vocabulary See Good Lesson for Key Terms Have students write in notebook, have some students help act out

Teacher reads poem, “Victory,” to class Poetry Better Lesson Teacher reads poem, “Victory,” to class Model think aloud: “This poem reminds me of…” Discuss how you came to that conclusion (schema) What can you grab from this poem?

Poetry Better Lesson Students will read poem and highlight important words that helped them gain meaning Class read the poem by yourself – highlight important words that help you gain meaning

Students will determine if poem is lyrical or free verse Poetry Better Lesson Students will determine if poem is lyrical or free verse Have students draw a line between stanzas and number each stanza Like we did last week

Poetry Better Lesson Have students complete What I Read, What I know, My Inference Activity using highlighted poem ** Make a big version of this Clues from Text What I Know About the Clue My Inference!

Poetry Better Lesson Conclusion: 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

Poetry Better Lesson EXIT TICKET for students: Identify one thing you learned today and one thing you need clarification on.

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?

Anchor Lesson Activity Backpack Activity Poetry Best Lesson Anchor Lesson Activity Backpack Activity Today we will be using these same inferencing skills and apply them to poetry

Build key content area vocabulary Poetry Best Lesson Build key content area vocabulary Introduce vocabulary that will build background knowledge

grit crouch glance drape

victory worry pause weight

5 senses: sight, hearing, taste, touch, smell Poetry Best Lesson Touchstone Strategy 5 senses: sight, hearing, taste, touch, smell Teach hand gesture: thumb to temple touchstone from elements of understanding - visual and physical incorporate in think aloud

Poetry Best Lesson Think Aloud Strategy Tell 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

Think Aloud Strategy Continued... Poetry Best Lesson Think 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 Stems Model think aloud strategy for teachers. Model think I covered my title so students could guess what the poem is about in the end Vocab – gritted, crouched Why 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 go Why does she hear her own heart? - nervous, scared, excited, anticipation, focus The last time I heard my heart beating, I was getting on a roller coaster Beating – why is this repeated – repetition for effect, to emphasize it What is a glance – a fast look Why is she looking to her right? – to the stand, her parents, competition, escape, crossing road, lost, someone’s chasing her What is she looking for? – finish line, people Why THIS time – she lost before Different – she’s done this before Cheers – there’s a crowd, someone’s watching, Feel the rush – adrenaline going What kind of weight? – metal, stress From heart – emotional weight, feelings inference Draped – to hang loosely, fabric on project runway On her neck – is it the same weight? Joy – character change, happiness from what?? Disappointment This time victory was her – this poem was about a girl, do we know her name?? aloud strategy for teachers.

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.

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 stems available on the additional handout. Model think aloud strategy for teachers.

Building the Reading-Writing Connection Poetry Best Lesson Building the Reading-Writing Connection Teacher will model writing a poem about a victory Students will apply strategy to write individual poems ADD one new piece of info to each chart

Poetry Best Lesson EXIT TICKET for students: Read a partner’s poem. What can you infer about the event mentioned in his/her poem? Different point of view

Video http://youtu.be/3uQq8iCFdYM

Infer the missing piece Poetry Best Lesson EXTENSION: Infer the missing piece Students will read the beginning and end of a poem (with the middle removed) and create the middle of the poem Connect to other content areas Have example of this to practice???

Poetry Best Lesson

Use this time to plan your best lesson for inferencing using poetry Planning Time Use this time to plan your best lesson for inferencing using poetry

Poetry Poetry Poetry Contact Information Christel Applon capplon@esc18.net 432-567-3291 Robyn Jackson rjackson@esc18.net 432-567-3216 Tracy Harper tharper@esc18.net 432-567-3299