Day 66: 12/17/18 - B Day: Poetic Devices & Drafting Poetry about Rules to ...

Good day 6th Graders,      

         Today we will begin working on the poetry portion of unit 2 about Critical Analysis & Evaluation of Informational Texts. Please make sure you have all your materials.

                        Thank you

                       Mr. Trumble

ELA:

Do Now:

• Write down tonight's homework
• Pick up a copy of the "Rules" poems from the brown table

Homework: 

• Finish drafting your own poem about 'Rules'

Activity #1

Go over the Rules in "If"

Activity #2
Drafting a Poem about Rules to live by

Standards: 

W6.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Who likes poetry?

Who likes music?

Think back to all the types of figurative language we learned about in Unit 1. Many of those various forms of figurative language can be found in music. 

Part 1: Poetic Devices

As you watch the video make a bulleted list of the different forms of poetic devices you see and hear.

What types of poetic devices did you see and hear in the video?

Part 2:
Think about Kipling's rules to live by, and Bud's rule to survive the Great Depression.

Now think about your life and ALL the parts of your life. 

What rules would you write?

Ex: Rules to...

• to survive 6th grade
• to survive the Great Depression
• to play hockey
• to succeed in color-guard
• to be a Packers fan
• to be a dancer
• to be a good hunter

What are your rules to __________ ?
Let's brainstorm some other things we could write rules for. 

(Notebooks)

Standard RL.6.9 Compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics.
Now....Before you write here are two people who have also written poems giving rules to live by. The first is by Mother Theresa, a very famous woman who passed away in 1997. She gave her life to studying the bible and spreading kindness throughout the world. Here is her poem titled, "Do It Anyway." As you watch think about how her poem is similar to Kiplings. Pay attention to her rules and be prepared to share what rules you see or hear.

Here is another poem, and similar to the way Kipling wrote rules to his son, this poem was written by a mother who is giving rules to her daughter. As you watch think about how her poem is similar to Kiplings. Pay attention to her rules and be prepared to share what rules you see or hear.

(See the samples from last year's students and let them act as a guide to you as you write your own poetry)

Now..... It is your Turn!

Part 3:

• Standard W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• Standard W.6.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Your task:

Draft a poem about your own rules to _____ .

*Unlike paragraphs, poems are written in stanzas. Stanzas use something called Line breaks. When you are writing your own poem, think about how it rhymes, (it doesn't have to rhyme) or how it is structured, and insert your line breaks. You may refer to other student samples to see how they did it, or look at your poem by Kipling. 

We will be drafting several poems throughout the week and you will be selecting at least 2 of them you want to edit/revise for our poetry reading. The Poetry Reading will be next Wednesday or Thursday. Each of you will need to get up and recite at least 2 poems to the class!! Happy Writing!

RTI

Enrichment Projects:

Standards:

RI6.7 - Integrate information presented in different media or formats to develop a coherent understanding of a topic or issue.

W6.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience

W6.7 - Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

W6.8 - Gather relevant information from multiple print and digital sources; assessing the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for your sources

Select an aspect of the Great depression to research. 

Some examples include:

• Bank Runs
• Unemployment
• Discrimination
• Breadlines & Soup Kitchens
• Stock Market Crash
• The Dust Bowl
• The Drought
• Hoovervilles
• Hobos
• Orphans
• Herbert Hoover
• The New Deal
• How the Depression effected the rich
• How the Depression effected the poor
• Entertainment & Music
• etc...

Create a visual presentation regarding the information you learned.

Some examples include:

• PowerPoint Presentation
• Poster
• Video
• Song
• Brochure
• Skit
• etc.

You will be expected to present your information and teach the rest of the 6^th graders about what you learned. I will be recording your presentations and they will be posted to our youtube channel.

Step 1: Decide if you want to work independently, with a partner, or in a small group

Step 2: Select a topic

Step 3: Decide on what type of presentation you want to do for the class.

****At this point you need to report to Mr. Trumble to give him your:

Group Members

Topic

Presentation Format

Step 4: Do your research. Use the internet to research your topic.

Step 5: Organize your information. Identify the Main Idea, or Message, you want to teach your classmates about your topic.

Step 6: Chose what details you will use to help teach the other students about your topic.

Step 6: Prepare your presentation

Step 7: Rehearse

Step 8: Present

How will I be evaluated?

(See Rubric)

Happy researching.