1. Bell Ringer: about the authors
10 minutes
Bell Ringer: about the authors
Pair up with a partner at your table (tables of 3 the un-partnered person will have to partner with someone at another table)
Partner 1 reads the information about author “X.J. Kennedy” on p. 241 of the Collections textbook and partner 2 summarizes what was read
Partner 2 reads the information about author “Gary Soto” on p. 241 of the Collections textbook and partner 1 summarizes what was read
Be prepared to share out. Write your summaries down if it will help because ‘no answers’ will not be accepted.
Have your planner out and open to today’s date.
Instruct students to double check their heading before turning in the anticipation guide.
Exception: No music, but today’s bell ringer requires you to talk

2. HOUSEKEEPING ANNOUNCEMENTS:
Bring The Contender novel to class daily starting Monday, Oct. 3.
HOME LEARNING:
Weekly A3K choice articles due Sunday.
Recycle Pop Quiz due 10/4 (A) & 10/5 (B).

3. OBJECTIVES
I can…
Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. (RL.2.5).
Cite strong and thorough textual evidence to support analysis of what the literary text says explicitly as well as inferences drawn from the text (RL.1.1).
Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text (RL.1.2)

4. ESSENTIAL QUESTION
How would the theme of the poems be altered if they were written in a different structure?
Read the poems/know what they’re about
Know different forms of poetry
Identify the poem’s structures
Identify the theme of the poems
Consider how they’d be different if written in another form
Answer the question
What do you have to do/know in order to answer the essential question?

5. Collections p. 244
Reader 1
Reader 2

6. Read dump, p. 242 - 243  brink  clamber  line 9
For our first read of the poem, follow along as I read aloud. Use the post it notes to “annotate” your book by putting a check mark or bracket next to a confusing part. A confusing part may be a single word, or it might be a longer portion of the text. Don’t worry about asking questions just yet.

7. Read dump, p. 242 - 243  brink  clamber  Line 9
What does brink mean?
 clamber
 Line 9
Why would the author say hopes are thrown away?
Now we’ve read the poem through once, I want you to go back on your own and re-read the poem, focusing on the parts you’ve marked. Do your best to form your questions about the confusing parts by writing your question on the post-it note. Sometimes the question is about a single word. Sometimes it is more complex, such as asking about a character’s motives or why an author has written something the way they have. Don’t worry about answering the questions, but be prepared to share your questions in a moment.

8. Read dump, p. 242 - 243  brink  clamber  Line 9
What does brink mean?
 clamber
 Line 9
What does clamber mean?
Why would the author say hopes are thrown away?
Now we’ve read the poem through once, I want you to go back on your own and re-read the poem, focusing on the parts you’ve marked. Do your best to form your questions about the confusing parts by writing your question on the post-it note. Sometimes the question is about a single word. Sometimes it is more complex, such as asking about a character’s motives or why an author has written something the way they have. Don’t worry about answering the questions, but be prepared to share your questions in a moment.

9. 8B questions What does ‘acrid’ (line 23) mean?  Dictionary
What does ‘rankle’ (line 31) mean? footnote; refer to the text
What does rout (line 10) mean?  Dictionary
What does it mean in line 23 – 24 where it says, ‘to our lightened living room/the acrid smell of trash’?refer to the text
What does ‘maneuvering steep stairs/of bedsprings to our car/we stumble on homecanned pears/grown poisonous in their jar’ (in lines 25 – 28) mean?refer to the text
What is meant by ‘in house, in mind’ in line 4? refer to the text
What is the significance of the different items that were thrown away throughout the poem?refer to the text
What does it mean when the author talks about umbrellas, naked spokes, and wind jerked inside out (stanza 3)?refer to the text

10. Reread the last stanza, lines 29–32
Reread the last stanza, lines 29–32. Identify words and phrases that help the reader understand how the speaker feels.
The tone of a poem expresses the speaker’s attitude, or how he or she feels toward a subject. The tone of a poem can have a powerful impact on meaning.
Read dump, p
 brink A B
What does brink mean?
 clamber
 Line 9
What does clamber mean?
Why would the author say hopes are thrown away?
Now we’ve read the poem through once, I want you to go back on your own and re-read the poem, focusing on the parts you’ve marked. Do your best to form your questions about the confusing parts by writing your question on the post-it note. Sometimes the question is about a single word. Sometimes it is more complex, such as asking about a character’s motives or why an author has written something the way they have. Don’t worry about answering the questions, but be prepared to share your questions in a moment.

11. “Dump” analyze the text questions p. 244
Each person needs to take out a separate piece of paper.
Head your paper appropriately, including the title (seen above)
You may work in groups of 2-3 to answer questions 1 – 4, but each person needs to have their own work on their own paper and remember:
Don’t overthink #2
Use the Analyze Poetry: Form box (on the page) to help you answer the questions

12. You Do 2 1 3 Technology Independent Work Teacher-Led Early Finisher
Materials:
Computer
Article Analysis Sheet
Collections textbook
Computer/Dictionary
Separate piece of paper
Pen/pencil
Pencil
Conversation Level 1
Get your assigned computer
Complete Achieve 3000: “Don’t Waste That” (BR poll – AR Poll)
Conversation Level 2
In groups of 2-3 answer Analyze the Text questions 1–4, for “Dump” on p. 244 of the Collections.
Will review at the end of class, so hold onto it until then.
When your name is called, bring a pencil.
Finish any late work. You have 1 class period to turn in work late. See blog for past assignments.
Finish your weekly A3K Choice articles. Assigned articles don’t count.
Recycle your Pop Quiz according to the directions on the blog.

13. Closing
Review “Dump” Analyzing the Text Questions 1. There are eight stanzas with four lines each. This form gives the poem a quick pace and regular chanting rhythm, thus creating a light contrast to the darker ideas of loss and emptiness throughout the poem.

14. Closing
Review “Dump” Analyzing the Text Questions 2.

15. Closing
Review “Dump” Analyzing the Text Questions 3. Stanzas 2, 5, and 6 break from the abab rhyme scheme, disrupting the reader and creating a feeling that a visit to the dump can be unsettling and jarring.

16. Closing
Review “Dump” Analyzing the Text Questions 4. The poem’s form creates its rhythm and emphasizes the meaning of certain words, contributing to the irony that familiar items of consumer comfort have turned dangerous and toxic in the dump

17. Packing Up Checklist
#1 – turn in your independent practice work to the class inbox
#2 – return computers to the cart and plug in your cord(s)
#3 – switch color cards back to green
#4 – straighten desks
#5 - pick up trash and throw it away
#6 - pack up personal belongings
#7 – sit silently and wait for Ms. Barker to dismiss you
Does our cart look like how it started?

18. Make-Up Monday Sign in on the green attendance sheet.
Remember to sign out when you’re called to go home. If you have a computer, SHUT IT DOWN COMPLETELY and plug in BOTH cords to the cart. Thank you. 
You may eat snacks, so long as they’re peanut-free.
Work on your work for ela and ask for assistance as needed.