1. 9/12/16 DO Now: Write about a page about your artifact/photo How did you get the artifact or photo? What was the occasion? Is there a story behind it? Why do you keep it? What does it represent to you now, years later? What would your mother, father, or friend say about this item? What do you think about when you think about this artifact? What do you feel?

2. Things I Need From You Signed Lap Top Contract Signed Syllabus
Typed, colorful, neat & decorated “My Name” poem Decorated Writer’s Notebook
FYI: Notebook Check is Friday

3. Poetry Session 1-Artifact/Picture
Learning Goal
Learning Objective
I WILL LEARN a strategy for generating a poem.
I CAN
use an important picture or artifact to write a line poem.

4. Teaching Point:
Poets engage in communities that encourage them to read and write examining the voices of other poets as well as developing their voice. This community allows for risk-taking so a writer can explore and write about the important events and ideas in their lives.

5. Class Work Model my Artifact Poem
Paired Work-share your photo/artifact. Talk about why it’s important to you.
Independent Practice-Write a line poem based on your artifact or photo.
HW: Independent Reading Log (1st & 6th only)

6. Before by Amy Maurice Safely tucked away
in the bottom of my nightstand drawer
A reminder of before
Before I was engaged
Before I said, "I Do"
Before I became a teacher
Before 9/11 changed us all
Before I was a triplet mommy
Before I got sick
I don't want to forget her
young, adventurous, believing anything is possible
Wandering the English countryside with my girlfriends, my backpack and a map
Green like no other green I've ever seen
Surrounded by castles and purple hydrangeas and fairy tales
Still looking for my Prince Charming
That Girl was free
free of fear
free of responsibility
free of pain
Is that girl me?
That ticket takes me to a time before
to place I want to remember
Before

7. EXIT SLIP Write your name on a small post it and stick on:
Do you understand today’s strategy of using a special artifact or photo to generate ideas for a poem?
Write your name on a small post it and stick on:
Got it!
Almost!
Kind of!
Nope!

8. Happy Tuesday! 9/13/16 I noticed… The line that sticks out for me is …
DO NOW: Copy these Non-Judgemental Sentence Starters into your WNB:
I noticed…
The line that sticks out for me is …
The part I remember best is…
I felt …when this happened in the poem…
I wish I knew more about…
I wonder….
This part reminds me of….

9. COLLECT!
“My Name” poem final draft
Lap Top Contracts
Syllabus

10. Poetry Session 2-Repeated Phrase (Litany)
Learning Goal
Learning Objective
I will learn a strategy for generating a poem & how to respond to others’ writing.
I can use a repeated phrase (litany) to write a 15+ line poem and respond to others with a non-judgemental statement.

11. Teaching Point
Writers in a community use non-judgmental response so all writers feel free to take risks and feel comfortable exposing stories that matter and parts of themselves to their classmates.

12. CLASS WORK
Model my “I Come From” repeated phrase AKA litany poem (on Word)
Paired Work- Turn & talk about the people, places & things you come from.
Independent Practice-Write a 15 + line using a repeated phrase.
Share poem and respond using the sentence starters.

13. EXIT SLIP: Write down something interesting you learned about your partner today.

14. Happy Wednesday! 9/14/16 DO NOW: NEXT, COPY into WNB
Possible purposes of poems
To express personal reaction
To illustrate an idea
To reflect on and change a past way of seeing or understanding
To offer advice
Read two poems that use memories and have two different purposes as they retell an event from their past. In your Writer’s Notebook, summarize the memory each poet is describing and identify his/her purpose.

15. POETRY SESSION 3-Memory Poem
Learning Goal
Learning Objective
I will learn a strategy for generating a poem & the purposes of poems.
I can use my memories or memories of others to write a 15+ line poem.

16. TEACHING POINT
Poets use memory to find stories that matter to them and communicate ideas and feelings to their reader. They explore their memories trying to remember the ordinary events, people, places, and things as well as the important events, people, places, and things in their past. They write about them to understand why they are interested in this.

17. CLASS WORK Model my Memory Poem
Paired Work- Turn & talk about which lines might work to use for a new poem.
Independent Practice- Pick one line that is a memory from a previous poem. Copy into your WNB and use that to write a NEW poem.
Write a Memory Poem (20+ lines)
Share poem and respond using the non-judgmental sentence starters.

18. No child of mine is average Life isn’t fair No excuses
My Memory Poem I stole a line from my “I Come From” poem. You are going to do the same thing-Go back and re-read and steal a memory from a previous poem to write another poem today.
Mom by Amy Maurice
No child of mine is average
Life isn’t fair
No excuses
If you want something badly enough you’ll find a way
I heard these things as long as I can remember
As a teenager I fought with her
And fought
She stressed me out
She made me cry
She was headstrong
And
She was right

19. EXIT SLIP Write your name on a small post it and stick on: Got it!
Do you understand today’s strategy of using a memory to generate ideas for a poem?
Write your name on a small post it and stick on:
Got it!
Almost!
Kind of!
Nope!

20. ****STAMP yesterday’s Memory Poem (15+ lines)
Happy Thursday! 9/15/16
DO NOW: Who are your favorite poets & why? What type of poetry do you like best & why ? Remember rappers are poets -1/2 pg
****STAMP yesterday’s Memory Poem (15+ lines)

21. SKIP SLIDE COLLECT
Take our AOW & QOW (hrs 1 & 6) Re-read the directions. Make sure your assignment(s) complete. Collect!

22. SESSION 4-Autobiographical Poem
Learning Goal
Learning Objective
I will learn how to generate a poem from reading a wide range of poetry.
I can find poems I am connected to and that I admire to generate my own 20 line poem.

23. Teaching Point
Poets read a range of poetry to study it and find poems they feel connected to and admire the ways poets structure poems.

24. Class Work Model my Autobiographical Poem
Paired Work- Read through poems looking for poems you connect to. Post-it your (3)faves.
Independent Practice- Pick one poem that feels like you could have written it and write the title, poet & poetry book name on the top of your page. Borrow a line or two and use it to write your own poem.
Write an autobiographical poem (20+ lines)
Share poem and respond using the non-judgmental sentence starters.
FYI: WNB check Monday

25. My "autobiographical" poem-This is a poem I found that I connect to, that I wish I wrote and could be about me!
Love After Love by Derek Walcott
The time will come
When, with elation,
You will greet yourself arriving
At your own door, in your own mirror,
And each will smile at the other's welcome,
And say, sit here, Eat.
You will love again the stranger who was your self.
Give wine. Give bread. Give back your heart
To itself, to the stranger who has loved you
All your life, whom you ignored
For another, who knows you by heart.
Take down the love letters from the bookshelf,
The photographs, the desperate notes,
Peel your image from the mirror.
Sit. Feast on your life.

26. Feast by Amy Maurice STRATEGY
Feast on your life
It is a table full of deliciousness
You’ve been given blessing after blessing
Remember those blessings, not just the pain.
Devour your life
every little morsel
Because that’s what really matters-the little things
The birthdays, the bike rides and the big hugs
A gift from above and a present to cherish
No regrets, no sadness, just acceptance
Of the life given
Make every minute count.
I borrowed a line from the poem “Love After Love”. It is a poem I didn’t write, but speaks to me as if I wrote it. I am borrowing a line and using it to write my own poem. You will do the same.

27. Autobiographical Poem
1. Read through a variety of poetry books to see that the pros do.
2. Search for 3 poems that you connect to : the topic, the structure, the poetic devices, etc and post- it at least (3)
3. Select your fave of the (3) poems and write the title & author at the top of your notebook page and STAR the one you’re using for your poem today.
4. Borrow a line or 2 or the title or the structure or the poetic devices to use to start your own 20 line poem in your notebook.

28. EXIT SLIP Write your name on a small post it and stick on: Got it!
Do you understand today’s strategy of using an autobiographical poem to generate ideas for a poem?
Write your name on a small post it and stick on:
Got it!
Almost!
Kind of!
Nope!

29. Happy Thursday! 9/16/16
DO NOW: Select something or someone in the room to write a close description of. Describe using sensory details (how does it/they look, sound, taste, feel, smell, whichever applies). 1 paragraph +

30. Session 6 Observation Poem
Learning Goal
Learning Objective
I will learn to observe the world and write about small daily events to generate a poem.
I can use sensory details to describe a photograph to generate a poem.

31. Class Work Model: “Blackberry Eating” sensory details
Pairs: Read Poems that Observe the World. Highlight any sensory details (How does something look, taste, sound, feel, smell?)
Independent Work: Quickly select a picture from your National Geographic magazine. Write a 10+ line poem about what you see including sensory details. Label the sensory details (a poetic device!)
HW: Writer’s Notebook check MON. Bring mags for MON poem

32. “Eating Blackberries” goes here
Model sensory details in this poem

33. Pre-AP & Honors: Collect Reading Log & Summer Reading Essay
Happy Tuesday! 9/22/15
DO RIGHT NOW: Read & annotate “Intervention Policies at a Glance” and summarize in 1 paragraph
Pre-AP & Honors: Collect Reading Log & Summer Reading Essay

34. Happy Wednesday!9/23/15 DO RIGHT NOW:
1. Post-it your 2 favorite poems and write why you like it on the post it.
2. Complete the Project Kickoff worksheet (stapled to yesterday’s Do Now) by re-reading your poems and noticing what YOU do as a poet. 1.

35. SESSION 5-FOUND POEM Learning Goal Learning Objective I WILL LEARN
Poets search for words they connect to as a strategy for generating a poem.
I CAN
find 20+ words or phrases in magazines/newspapers to create a 10+ line poem .

36. TEACHING POINT
Poets fall in love with words. They can find poems by playing with and experimenting with the words they love. There are several ways to write Found Poems.
Reasons to LOVE words:
1. sound
2. rhythm of a phrase
3. meaning
4. they create pictures in your mind

37. TEACHING POINT
Poets fall in love with words. They can find poems by playing with and experimenting with the words they love. There are several ways to write Found Poems.
Reasons to LOVE words:
1. sound
2. rhythm of a phrase
3. meaning
4. they create pictures in your mind

38. I LOVE the words in this poem!
How Do I Love Thee? by Elizabeth Barrett Browning
How do I love thee? Let me count the ways.
I love thee to the depth and breadth and height
My soul can reach, when feeling out of sight
For the ends of Being and ideal Grace.
I love thee to the level of every day's
Most quiet need, by sun and candlelight.
I love thee freely, as men strive for Right;
I love the purely, as they turn from Praise.
I love thee with the passion put to use
In my old griefs, and with my childhood's faith.
I love thee with a love I seemed to lose
With my lost saints, I love thee with the breath,
Smiles, tears, of all my life! and, if God choose,
I shall but love thee better after death.

39. CLASS WORK Model my Found Poem
Paired Work- Read through mags/newspapers looking for words & phrases you connect to. Cut them out.
Independent Practice- Experiment with creating a poem with found words. (20+ words). Glue or tape into WNB.
Share poem and respond using the non-judgmental sentence starters.

40. Happy Tuesday! 9/16/14
DO NOW: Read the list of Poetic Devices. Star devices you are familiar with and/or have used before in your writing.

41. Mid-Unit Assessment Review
Learning Goal:
Learning Objective:
I will learn to recognize poetic devices in my poetry and in the poetry of others.
I can identify & name at least 3 poetic devices in a range of poetry.

42. CLASS WORK
Model: Name & label poetic devices I decided to use in my poetry. (use previous poems in PPT)
Pairs: Name & label poetic devices others decided to use in sample poems.
Independent Practice: Name & label poetic devices you decided to use in your poetry (3 +)

43. EXIT SLIP
Why do poets use a variety of poetic devices in their poems? Explain.

44. Happy Wednesday! 9/23/14
DO NOW: What is your opinion of the poetry unit so far? In what ways are you turning into a poet?
(1 paragraph +)

45. Session 7 + Mid-Unit Assessment
Learning Goal
Learning Objective
I will learn that the Writer’s Notebook is a rich resource and that by re-reading it I can find poems that matter to me.
I can write a 20+ line poem, label & explain poetic devices and explain a poetry strategy that I used.

46. Class Work Model: Project Kick Off Chart
Independent Work: Complete Chart about YOUR poetry. Put post-its on the two pages with a summary of why you selected those poems.
MID-UNIT ASSESSMENT!-Good Luck!

47. Happy Thursday! 9/18/14
DO NOW: Select something or someone in the room to write a close description of. Describe using sensory details (how does it/they look, sound, taste, feel, smell, whichever applies). 1 paragraph +

48. Session 6 Observation Poem
Learning Goal
Learning Objective
I will learn to observe the world and write about small daily events to generate a poem.
I can use sensory details to describe a photograph to generate a poem.

49. Class Work Model: “Blackberry Eating” sensory details
Pairs: Read Poems that Observe the World. Highlight any sensory details (How does something look, taste, sound, feel, smell?)
Independent Work: Quickly select a picture from your National Geographic magazine. Write a 10+ line poem about what you see including sensory details. Label the sensory details (a poetic device!)
HW: AOW/QOW due tomorrow

50. “Eating Blackberries” goes here

51. Happy Wednesday!9/23/15
DO NOW: Complete the Project Kickoff worksheet by re-reading your poems and noticing what YOU do as a poet.

52. Happy Thursday! 9/24/15
DO NOW: Are you beginning to see yourself as a poet yet? Why or why not? What strategies are easiest for you to use to come up with a poem? What poetic devices do you use regularly?
1 paragraph

53. Session 8-Line Breaks & White Space
Learning Goal
Learning Objective
I will learn that the line is the most important unit of meaning in a poem. Poets use line breaks and white space to emphasize certain words that impact the poem’s meaning.
I can experiment with line breaks and white space by re-writing two poems of my choice to emphasize important words.

54. Class Work Model: “I Come From” Re-Write
Pairs: Line Break & White Space packet
Independent Practice (HW): Rewrite one of your poems with line breaks in different spots. Rewrite the other poem playing around with white space.
Your poems should look completely different Monday!
You can have until Monday to complete WNB work. Work quickly & quietly! Thanks 

55. Happy Thursday! 9/24/15
DO NOW: Are you beginning to see yourself as a poet yet? Why or why not? What strategies are easiest for you to use to come up with a poem? What poetic devices do you use regularly?
1 paragraph

56. Happy Monday & Spirit Week! 9/28/15
DO NOW:
Look at your pretest. Tell me what strategy you used to come up with your poem and name and explain at least (1) poetic device you used. HINT: You have to do this on your test tomorrow.

57. Session 9 Peer-Response Groups Note: I’m checking NB by table
Learning Goal:
Learning Objective:
I will learn that poets engage in response groups to gain insight into their own writing.
I can give and receive feedback on poetry to help me make at least (2) revisions/changes to my (2) fave poems.

58. CLASS WORK
The youngest poet will begin reading Poem #1. The other group members listen and after the poem is read answer the following on the index card:
1. What poetic device did you notice in the poem? Which line (s)?
2. What do you think the poem means and why?
3. What part (s) is confusing?
4. Give one suggestion to the poet.
5. Give one compliment to the poet.
Do the same activity with all group members.
Now do it again with Poem #2
Give the poet his/her index card feedback at the end of the process.

59. CLASS WORK
The youngest poet will begin reading Poem #1. The other group members listen and after the poem is read answer the following on the index card:
1. What poetic device did you notice in the poem? Which line (s)?
2. What do you think the poem means and why?
3. What part (s) is confusing?
4. Give one suggestion to the poet.
5. Give one compliment to the poet.
Do the same activity with all group members.
Now do it again with Poem #2
Give the poet his/her index card feedback at the end of the process.

60. HOMEWORK
Re-write your two best poems EXACTLY how you want to type them tomorrow using the feedback you received today.

61. EXIT SLIP
What did you learn from participating in Peer Response Groups today?

62. Happy Tuesday 9/29/15 & Happy Wednesday 9/30/15
DO NOW: Take out your 2 poem re- writes and clear off the rest of your belongings.
Typing and submitting poetry today & tomorrow!
POST-TEST!
Password: Freedom7Frog

63. Poetry Notebook Checks
Yesterday I checked notebooks while students shared their best poems and gave/received feed back. Many students were absent or unprepared.
I need notebooks TODAY with filled out and totaled checklists from MANY students, especially hours 2,4,5.
250 pts will make or break a grade.
Progress Reports come out Friday

64. Publishing Poetry (2 Days) Reminder: tests are 40% of your grade
Learning Goal:
Learning Objective:
I will learn that poets share their poetry with others.
I will type my (2)BEST poems and submit (1) to Teen Ink for publishing

65. Happy Tuesday 9/29/15 & Happy Wednesday 9/30/15
DO NOW: Take out your 2 poem re- writes and clear off the rest of your belongings.
Typing and submitting poetry today & tomorrow!
POST-TEST!
Password: Freedom7Frog

66. Lap Top Expectations
Must have a signed lap top contract to type (Freedom7Frog)
Check over your lap top to make sure it’s in PERFECT shape. Report anything that’s damaged
Carry it with TWO hands like a baby
No headphones and nothing plugged in
Put it in the correct slot and make sure you plug in the charger. Number faces OUT
No Food/drink on desk
Must type on a flat surface

67. Class Work Password=Freedom7Frog
Class Work Password=Freedom7Frog * DO NOT PRINT ANYTHING UNTIL YOU SHOW ME
Type 2 best poems in size 12 Times New Roman in Microsoft Word or Google Docs
Save in or flash drive or Google Docs
Submit (1)poem to Teen Ink SIGN UP, answer the Qs, copy (CRTL C) & paste poem (CRTL V), submit-(show me screen that says, “Thanks for your submission”)
Print your (2) poems
Do the written portion of the test (poetic device & strategy)

68. Exit Slip How do you think you did on the post-test?
Highly Efficient? (A)
Proficient? (B)
Developing?(C)
Attempting? (D)
EXPLAIN

69. Happy Tuesday! 9/23/14
DO NOW: Which of your two selected poems is your favorite and why? What types of decisions did you make as a poet?

70. Session 10 & 11 Editing & Revising
Learning Goal
Learning Objective
I will learn that poets create a revision plan using a variety of writer’s decisions (sensory details, line breaks, repetition, simile/metaphor, etc)
I can write a revision plan for my two selected poems.
I can proofread the poetry of others using common proofreading & editing marks.

71. Class Work
Review yesterday’s feedback and make revisions on both rough drafts (in margins)
Exchange poem rough drafts and edit each others’ poems.
Rewrite both poems EXACTLY as you want to type them tomorrow. Finish for HW if necessary.

72. EXIT SLIP

73. Happy Friday! 10/2/15
Do Now: Write a reflection on your 10th grade OPHS Spirit Week. Fun? Not fun? What did you like? What would you change?
½ page

74. Publishing Learning Goal Learning Objective
I will learn that poetry is meant to be read out loud and that poets share their writing with others.
I can share my published poem with my writing community to help us learn more about each other.
I can be a good audience member by listening to the poet and snapping for each reader.

75. Class Work: Poetry Celebration!
Everyone will share at least (1) poem with the class today. You’ll have the opportunity to read more than one if time permits! Hours 4-6: BuildOn Presentation

76. EXIT SLIP
Name (3) things you learned about your classmates today

77. DO NOW: What did you have to do on your test to be highly proficient?
Throwback Thursday! 10/1
DO NOW: What did you have to do on your test to be highly proficient?
Hint: See Data Wall
What do you think you earned on the test and why?

78. Publishing Poetry (2 Days) Reminder: tests are 40% of your grade
Learning Goal:
Learning Objective:
I will learn that poets share their poetry with others.
I will type my (2)BEST poems and submit (1) to Teen Ink for publishing

79. Class Work: Hrs 2,4,5
Turn in your poetry test like this: Directions on TOP, then your best poem (middle) and your second best (bottom)
If you submitted your poem to Teen Ink, write that at the top! I can give you some extra points if you figured it out. I know there were issues…
3. If you didn’t turn in your test, you need to write it by hand NOW, in ink.
4. Use the extra time to catch up on missing work (improve score on notebook, etc) THIS IS NOT A FREE DAY
5. 2nd hour: You need to finish EVERYTHING in your C4 folder. Hint, hint

80. Class Work: GATH/HONORS
Turn in your poetry test like this: Directions on TOP, then your best poem (middle) and your second best (bottom)
If you submitted your poem to Teen Ink, write that at the top! I can give you some extra points if you figured it out. I know there were issues…
3. If you didn’t turn in your test, you need to write it by hand NOW, in ink.
4. Use the extra time to catch up on missing work (improve score on notebook, etc) THIS IS NOT A FREE DAY
5. Independent Reading!

81. EXIT SLIP Write on a post-it and put in the EXIT SLIP box)
Rate the poetry unit on a scale from 1-10 (10 is highest). Explain why you did or didn’t like the unit.