Sound Devices in Poetry

 Today's Learning Objectives   To understand and appreciate poetry and understand the poet's use of sound devices (rhyme, repetition, rhythm).

Sound Devices in Poetry: Overview  Today we will read two different poems that rely on various sound devices to add to the feeling and meaning of the poem. As we read each poem, you will make note of the various sound devices (rhyme, rhythm, and repetition) using the document Sound Devices in Poetry, which can be found in your Language Arts Google Classroom. To understand more about sound devices in poetry, check out the 'Focus Your Reading' information below.

Rhyme and Repetition in "Still I Rise" by Maya Angelou  We will begin today by reading the poem "Still I Rise" by the extraordinary poet Maya Angelou. Pay close attention to Angelou's use of rhyme in the poem. Do you think there is significance in the pairs of words that do rhyme? Also, look out for repetition. Is there a word or phrase that you see repeated over and over again? Why might that be significant? How does Angelou's use of rhyme and repetition add to the overall feeling and meaning of the poem? 

Rhythm in "Casey at the Bat" by Ernest Lawrence Thayer  Now we will read the classic baseball poem "Casey at the Bat," which has a distinct rhythmic quality from start to finish. Do you notice the pattern of stressed and unstressed syllables employed by Ernest Lawrence Thayer? How does Thayer's use of rhythm add to the feeling and meaning of the poem? 

Identifying Similes and Metaphors in Music   Let's spend the remainder of our time today listening and grooving to our favorite music! However, remember that we also have an academic purpose for this. Our task today is to identify and analyze the use of similes and metaphors in some of our favorite songs. As you listen to each song, record it's title, provide an example of figurative language featured in the song, indicate whether that example is a simile or metaphor, explain what is being compared, and include a short analysis of why you think the songwriter is making the comparison. You can find the assignment Similes and Metaphors in Music in your Language Arts Google Classroom.
 
Homework  (1.) Read your A.R. book at home for at least 30 minutes and, if you choose, make a reading log entry using the Digital Reading Log. (Remember you must have made at least two entries by the end of the day Friday.) (2.) Complete the assignments Similes and Metaphors in Poetry and Similes and Metaphors - Independent Practice, both of which are  due tomorrow, Friday, December 11. (3.) Complete the assignment Sound Devices in Poetry, which will be due next Friday, December 18.

Similes and Metaphors in Poetry

What do Justin Bieber and a croaking frog have in common?
Find out today in the poem "I'm Nobody! Who Are You?" by Emily Dickinson. 

 Today's Learning Objectives   To understand and appreciate poetry and understand the use of figurative language in a poem.

Examining the Use of Similes and Metaphors in Poetry  Today we will read three different poems by three different poets. Our objective is to try our best to understand and appreciate each poem, while also going deeper as poet Billy Collins would want us to do. 

Each poem you read today features figurative language, especially similes and metaphors. As you examine each poem closely, be on the lookout for the use of similes and metaphors. Additionally, think about what is being compared in the identified simile or metaphor, how those two things are alike, why does the poet makes this comparison, and what effect it has on you the reader? You will record your analysis using the document Similes and Metaphors in Poetry, which can be found in your Language Arts Google Classroom. 

Musical Homework Assignment  Poetry is not the only place you can find figurative language, such as similes and metaphors. Songs feature them too. Check out a few examples below. 

Tomorrow we will be examining the use of similes and metaphors in music. One of your homework assignments tonight is to select one of your favorite songs that features either a simile, a metaphor, or both. We will be listening to various songs tomorrow, so make sure your choice is appropriate for classroom listening. Please share your selection with me using the Google Form here. You may submit more than one song if you choose. 

Homework  (1.) Read your A.R. book at home for at least 30 minutes and, if you choose, make a reading log entry using the Digital Reading Log. (Remember you must have made at least two entries by the end of the day Friday.) (2.) Find one song that contains a metaphor or simile and share it on Google Form listed above. (3.) Complete the assignments Similes and Metaphors in Poetry and Similes and Metaphors - Independent Practice, both of which are  due Friday, December 11.   

Introduction to Poetry and Figurative Language

 Today's Learning Objectives   To understand and appreciate poetry and understand the use of figurative language.

Introduction to Poetry Trying to define poetry is no easy task. You probably recognize poetry, when you see it, even if you can't really explain what poetry is. To understand a poem, you need to think about the way the words look on the page, the way the words sound together, and the images, or mental pictures, the create. 

Poet Billy Collins, in his aptly titled poem "Introduction to Poetry, cautions readers against trying to simply understand or "figure out" a poem's surface meaning, but rather encourages us as readers to go deep "inside a poem" and feel and experience it. Let's begin today by feeling and experiencing Billy Collins' poem below.   

 

Key Elements of Poetry: Figurative Language  To truly experience poetry as Billy Collins encourages us to do, we need to pay attention to the shapes, sounds, and the images in a poem. Furthermore, we need to understand and appreciate that poetry is composed of various elements, which include form, sound, imagery, and figurative language. 

Today we are going to focus on figurative language, with a special emphasis on similes and metaphors. Let's now read an excerpt from our textbook explaining what figurative language is and some of the various types below.

Next, let's more closely examine metaphors and similes. How are they alike? How are the different? Watch the short video below. 

1. Locate your Apps in Google Drive

BrainPop Activities: Similes and Metaphors  Now we will continue to explore similes and metaphors with our friends Tim and Moby from BrainPop. First, open your Google Drive. Next, locate your Apps by clicking the group of small squares towards the top of your screen similar to the ones pictured to the side. Then, scroll down and find and click the BrainPop icon.

2. Find and open BrainPop.

3. Search for the 'Similes and Metaphors' Lesson.

Next, type in "Similes and Metaphors" into the search bar, click the lesson,

4. After the video, take the Classic Quiz. 

and the close your computer. I will show the video on the "Big Screen" first as a whole-class. Afterwards, each of your will be able to check your understanding by taking the "Classic Quiz." 

Independent Practice: Similes and Metaphors  Now that you have a better idea about what similes and metaphors are, let's practice constructing some of our own. In your Language Arts Google Classroom, you will find the assignment Similes and Metaphors - Independent Practice. Complete the similes and metaphors by adding your own words. What you do not finish in class becomes homework. 

Homework  (1.) Read your A.R. book at home for at least 30 minutes and, if you choose, make a reading log entry using the Digital Reading Log. (Remember you must have made at least two entries by the end of the day Friday.)  (2.) Complete the assignment Similes and Metaphors - Independent Practice, which will be due on Friday, December 11.  

Publshing and Library Visiting

100 Word Challenge: Finishing Touches and Publishing  Before we publish this week's 100 Word Challenge, take another moment to carefully review your writing. Did you skillfully integrate the words "my head really ached" from this week's prompt? Does your story flow naturally from beginning to end? Did you use descriptive words and sensory details? Did you carefully review your spelling, capitalization, punctuation, and grammar? Did you make sure your verb tenses are consistent and that you have employed correct and varied sentence structures? Please make sure your piece of writing is good as it can be.

Next, it's publishing time! Copy your story from your Google Doc and then login to Kidblog. Make a new post. Give your story a fitting title and paste your story in the space provided. Finally, click "Publish".  

Library Visit  Today we head to the library. Make sure you bring your books to either return or renew and your student ID card if you want to check out books. You may look for new books, read quietly, or take AR tests. Please take advantage of this opportunity and use your library time well. 

Homework  Read your A.R. book at home for at least 30 minutes and, if you choose, make a reading log entry using the Digital Reading Log. (Remember you must have made at least two entries by the end of the day Friday.)

The Performance Task Saga Continues

Performance Task: Part 1  Today you will be provided with an additional 25 minutes to complete your work on Part 1 of the Performance Task. Remember that you are to examine a set of multiple sources that show both sides of the argument about the topic of pets in the classroom, and then answer the two constructed-response questions that follow: 

You should go to www.pvusd.net, login to the Illuminate Home Portal, click the link for 2015-16_Gr 6_ELA Performance Task_Part 1_Pets in the Classroom, and begin now. 

 Performance Task: Part 2  Now you will begin Part 2 of the Performance Task. This part of the task requires you to review the same sources from Part 1 and then compose a full-length informational essay about the pros and cons of having a classroom pet. You will be provided with paper to support the pre-writing, drafting, and revision process. More information about the task can be found below.

When grading your informational essay, please note that three specific aspects of your writing will be assessed: 

1. Purpose/Organization (4 Points): Does your response have a clear and effective organizational structure, creating a sense of unity and completeness? Is your response consistently and purposefully focused?
2. Evidence/Elaboration (4 Points): Does your response provide thorough and convincing support/evidence for the central idea? Does your response clearly and effectively elaborate on ideas, using precise language?
3. Conventions (2 Points): Does your response demonstrate an adequate command of conventions, including correct sentence formation, punctuation, capitalization, grammar usage, and spelling? 

When you are ready, go to www.pvusd.net, login to the Illuminate Home Portal, click the link for 2015-16_Gr 6_ELA Performance Task_Part 2_Pets in the Classroom, and begin. If you do not finish today, you will be provided with additional time tomorrow. 

Homework  (1.) Complete your You Write It: Turning an Interview Into an Article assessment and the story 100 Word Challenge: '... my head really ached ...' , both of which are due tomorrow, Friday, December 4. (2.) Read your A.R. book at home for at least 30 minutes and, if you choose, make a reading log entry using the Digital Reading Log. (Remember you must have made at least two entries by the end of the day tomorrow.)

District Performance Task

As part of this Performance Task you will be examining the pros and cons of classroom pets.

Performance Task Overview  To help prepare you for the annual SBAC standardized online test, over the next several class periods, our school district is requiring you to complete a set of Performance Tasks that will give you practice in and exposure to the types of content and questions that you are likely to see towards the end of the school year. This particularly Performance Task is focused on the topic of 'Pets in the Classroom,' and will ask you to participate in a classroom activity, examine and take notes from various sources about the topic, answer a set of constructed-response questions, and finally write an informational essay about the topic. More information about the task can be found below.

Classroom Activity  To begin, I'm going to invite each of you to share your own knowledge of pets and their appropriateness in a classroom setting. We will use the document Classroom Activity - Pets in the Classroom (Period 2, Period 3, Period 5) to record our responses. This activity should help prepare you for the tasks that follow. 

Performance Task: Part 1  Now you will examine a set of multiple sources that show both sides of the argument about the topic of pets in the classroom. You will examine each source carefully, take notes, and then answer constructed-response questions which ask to summarize and evaluate the presented sources. Before you login to Illuminate and began to examine the sources, let's first preview the two constructed-response questions and how you will be assessed. 

Constructed Response #1 and the rubric that will be used to assess your response can be found below. Are their vocabulary words or specific directions that need clarification? 

Constructed Response #2 and the rubric that will be used to assess your response can be found below. Are their vocabulary words or specific directions that need clarification? 

Now it's time to begin. Each of you will be provided you with binder paper to take notes on the various sources you are tasked with examining. Remember to review each source carefully and then write your constructed responses. If you do not finish Performance Task: Part 1 today you will be provided with additional time tomorrow. 

Directions on how to login to the Illuminate Student Portal and get started with your Performance Task can be found below. 

Step 1: Go to www.pvusd.net. Click on Students, then scroll down to Illuminate Home Portal.   

Step 2: Students must select the Student tab on the Illuminate Home Connection screen.

Step 3: Login protocol.

                     Username: student ID#

                     Password: student birthdate:

                                 Ex.: January 7, 2000 is entered Ja072000

                                 (the first letter only is capped). 

Step 4: Students select Assessments from under the list located under "What Would You Like to See." 

Step 5: Students click on the link for 2015-16_Gr 6_ELA Performance Task_Part 1_Pets in the Classroom under "Pending Online Assessment" to select your exam. 

Step 6: Students click Begin Test to start the exam. 

Step 7: You may 'Pause' the test at anytime by clicking the 'pause' button if you need to stop the test and then resume it later. When you are ready to finish the test once and for all, click Review/Finish and review your responses one final time before submitting your Performance Task to be scored. 

Homework  (1.) Continue working on You Write It: Turning an Interview Into an Article assessment and the story 100 Word Challenge: '... my head really ached ...' , both of which are due on Friday, December 4. (2.) Read your A.R. book at home for at least 30 minutes and, if you choose, make a reading log entry using the Digital Reading Log. (Remember you must have made at least two entries by the end of the day Friday.)