2019-2020 HISD @ H.O.M.E. – Project-Based Learning

English Language Arts – Grade 7

Week of April 13-17, 2020 – Poetry

GLOBAL GRADUATE

© Houston ISD Curriculum 2019-2020

Page 1 of 2

Student Weekly Learning Targets

1. I can read for longer amounts of time. 2. I can read and make notes about poetry. 3. I can break down (analyze) poetry and text features. 4. I can write about what I read.

Monday

1. Read a book of your choice for 15 minutes. You may use MackinVIA (HUB Digital Resources), Houston Public Library- HPL (HUB Digital Resources), any novels at home, or anything else that’s available around the house.

2. As you read, write down anything that surprises you, any interesting language you notice, or words that pop from the page. Be sure to write this information in your reader’s notebook (you can even use your electronic device or available paper).

3. Next, pick one poem from the poetry section of the Genre Study. Read and make notes on the text. Stuck? Use the Reading is Thinking Easy Annotation guide in the Resource Packet to help you out!

4. When you are done reading, pick one option in the Reader’s Response section of the Genre Study. The Reader’s Response task can be completed based on the poem you choose OR your independent reading book.

5. Choose one of the STAAR stems in the STAAR Stems section of the Genre Study and complete the stem/question using the text you picked.

6. Finally, create a half-page writer’s notebook entry. This entry can be about anything. It can be your thoughts or your wonderings about your reading. It could be a review of something you’ve watched or read recently. It could also be something about your experiences. For more ideas, see Writing Prompts in the Resource Packet.

Tuesday

1. Read a book of your choice for 15 minutes (just like you did yesterday). Don’t forget to write down anything that surprises you, any interesting language you notice, or words that pop from the page in your reader’s notebook.

2. Next, go back to the poem from yesterday. Re-read your notes to jog your memory about what the text was about. 3. Next, pick one option within the Graphic Organizer section of the Genre Study and finish the task using the

selected text. All bolded items are resources in the Resource Packet. 4. Next, choose one option within the Writing section of the Genre Study and write it in your writer’s notebook. 5. Finally, create a half-page writer’s notebook entry. Don’t forget to use the Writing Prompts in the Resource

Packet if you need ideas

Wednesday

1. Keep reading a book of your choice for 15 minutes (just like you did yesterday). Don’t forget to write down anything that surprises you, any interesting language you notice, or words that pop from the page in your reader’s notebook.

2. Next, choose a second poem from the poetry section of the Genre Study and use the Reading is Thinking Easy Annotation guide in the Resource Packet to help you take notes.

3. Pick one option within the Reader’s Response section of the Genre Study complete the task using your chosen text OR your independent reading book

4. Next, choose one option within the STAAR Stems section of the Genre Study and finish the stem or answer the question in your reader’s notebook.

5. Finally, create a half-page writer’s notebook entry. Don’t forget to use the Writing Prompts in the Resource Packet if you need ideas.

2019-2020 HISD @ H.O.M.E. – Project-Based Learning

English Language Arts – Grade 7

Week of April 13-17, 2020 – Poetry

GLOBAL GRADUATE

© Houston ISD Curriculum 2019-2020

Page 2 of 2

Thursday

1. Keep reading a book of your choice for 15 minutes. Don’t give up! You got this! Don’t forget to write down anything that surprises you, any interesting language you notice, or words that pop from the page in your reader’s notebook.

2. Next, go back to the poem from yesterday. Re-read your notes to refresh your memory. 3. Next, pick one option within the Graphic Organizer section of the Genre Study and complete the organizer using

the poem you chose. All bolded items are resources in the Resource Packet. 4. Next, choose one of the prompts in the Writing section of the Genre Study and write in your writer’s notebook. 5. Finally, create a half-page writer’s notebook entry. Don’t forget to use the Writing Prompts in the Resource

Packet if you need ideas.

Friday

1. Keep reading a book of your choice for 15 minutes. Don’t forget to write down anything that surprises you, any interesting language you notice, or words that pop from the page in your reader’s notebook.

2. Create a one-pager on poetry as a final project. Please use the Genre One-Pager template in the Resource Packet for an idea on how to get started!

3. Finally, create a half-page writer’s notebook entry. Don’t forget to use the Writing Prompts in the Resource Packet if you need ideas.

Student-Produced Weekly Product

By the end of the week, you will have completed a poetry genre study and will have the following products:

2 Reader’s Response tasks

2 STAAR Stems tasks

2 Graphic Organizer tasks

2 Writing tasks

5 writer’s notebook entries

1 poetry Genre One-Pager Consider checking them off as you go.

2019-2020 Remote Instruction English Language Arts – Grade 7- Poetry

GLOBAL GRADUATE

© Houston ISD Curriculum 2019-2020

Page 1 of 1

ELA Genre Study

Poetry

• “Science-Fiction Cradlesong” p. 180 (myPerspectives) • “Jaguar” p. 449 (myPerspectives) • “The Sparrow” p. 450 (myPerspectives) • “Trying to Name What Doesn’t Change”, p. 372 (myPerspectives) • “I Myself” p.373 (myPerspectives)

Also consider: Poets.org and Poetry Foundation.com.

Task Poetry Reader Response • Choose an image from one of the poems and sketch a picture in your reader’s notebook.

• Choose a sentence or line from your reading that stands out to you and use the Invitation to Imitation chart to imitate the way the poet wrote that sentence/line.

• Complete Reader’s Response: Biographical Pyramid graphic organizer using one of the texts above to analyze the speaker of one of the poems.

STAAR Stems • The poet’s use of _____ helps the reader… • The poet’s feelings of _____ is suggested in… • The reader can infer that the poet feels… • Line ___ is important to the poem because…

Graphic Organizers • Use a Dialectical Journal to track your thinking as you read the poem. On the left side of

the journal, you will write down important quotes from the text. Pay attention to imagery, figurative language and structure. See chart below.

• Use a Notice-Name-Effect chart to locate and identify poetic elements like metaphors and

similes. Then, analyze their effects on the reader. See chart below.

• Complete one of the Making Connections graphic organizer to compare speakers

and/or authors of two texts you have read. (Compare a poem and another text from any genre of your choice).

Text Evidence Personal Reaction, Connection, Inference

Notice (Quote from the text)

Name (What the device used?/ Describe what it does.)

Effect (How does it influence the text or the reader?)

Writing • Everyone can have an impact on their community. Write about one way that young people can influence their communities.

• Art is one way that people communicate with the world. Write about the importance of art in daily life.

• Every day is a new day. Write about why we should be open to new experiences.

*All bolded items can be found in the Resources Packet. You may use the handout or copy the graphic into your reader’s notebook or on a sheet of paper.

Easy Annotation

Notes or Sketches

This is important!

Key words or details.

I have a question, or I don't understand.

This is surprising!

I made a connection.

This is my favorite part!

I agree!

These help me understand!

Reading is Thinking!

Write about your day in a movie preview voice. ("In a world...").Find a picture that inspires you on onceuponapicture.co.uk and freewrite or answer the questions belowthe picture.How do you think current events will be explained in history books? Write an excerpt from a history booka hundred years from now about things that are happening now. If you had to give a speech right now about any subject, what could you talk about for five minutes?What would you say?Play an autocorrect game! On a cell phone, type 'In the future, I will' and then hit the middlesuggested word button until you get a complete sentence. What did you get? Does it seem true or not?Choose one word from a headline or news story and write a story or poem with that as the title. Choose a scene from your independent reading book and rewrite it from the point of view of anothercharacter. What was your favorite movie or book as a child? Do you think you would feel the same about it if youread or watched it today? Why or why not?Journal about your experience during the shutdown. Write a letter to your future self. What do you hope your future self has learned from this experience?What is the most precious object you own and why? What childhood toy do you wish you still had and why?Cast your independent reading book! If they were to make your independent reading book into a movie,who would play all the characters?If you were to write your memoir (the story of your life), what would the title be and why? What eventswould you write about? If you had an unlimited budget, what would you do for your next birthday party? Who would you invite?Where would it be? What kind of food would be served?

Writing Prompts

Qualities List or Web

Genre One-PagerFor Example

Make A Connection Freewrite

List or make a web of all of the qualities thatmake this genre what it is.

What are some examples of this genre that youhave read? How do you know they fit in thisgenre?

Choose three (3) of the qualities above and findexamples of those qualities in one of the textsyou've read in this genre.

Freewrite in this genre! Write your own story,poem, informational, or persuasive text in fiftywords or fewer.

Reading is Thinking!Reader's Response: informational Pyramid

Title: _______________Author:_________

_____________ Subject

____________ ____________ Describe Subject

____________ ____________ ____________ Where the Subject Exists

____________ ____________ ____________ ____________ Subject’s Importance to the World

__________ __________ __________ ____________ ____________ One Interesting Fact on Subject

__________ __________ __________ __________ __________ __________ One More Interesting Fact on Subject

_________ ___________ __________ __________ __________ __________ _________ One Last Interesting Fact on Subject

_________ __________ _________ _________ _________ _________ _________ _________ One Sentence Summary on What You Read

Key TakeAway: WhY is this important? What did I take to heart?

Book ReviewRating

Quick Summary(No Spoilers!)

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Scene Illustration(or Favorite Line!)

Reviewed By: _______________Title:___________________Author:__________________Genre: __________________ Would you recommend this to a friend?

Why/ Why Not: ___________________________________________________________________________________________________________

This book is perfect for...

Reading is Thinking!

Invitation to ImitateMentor Sentences

MEntor Sentence

We become more skilled by noticing the moves that writers make and trying them out in our own writing.

My teacher's model Sentence

My sentence

Reading is Thinking!Reader's Response: Biography Pyramid

Title: _______________Author:_________

_____________ Person

____________ ____________ Character Trait Character Trait

____________ ____________ ____________ Person's Birth Date

____________ ____________ ____________ ____________ Person's Place of Birth

__________ __________ __________ ____________ ____________ Important Event in Person's Life

__________ __________ __________ __________ __________ __________ Another Important Event in Person's Life

_________ ___________ __________ __________ __________ __________ _________ A Third Important Event in Person's Life

_________ __________ _________ _________ _________ _________ _________ _________ The Effect the Persson Had on the World

Key TakeAway: WhY is this important? What did I take to heart?

Making Connections across texts (Text 1) (Text 2 )

because ..

Unlike  (Text 1), (Text 2)...

is....

differs from

Making Connections across texts

(Author of Text 1) (Author of Text 2)

would most likely agree...

(Text 1) (Text 2)

because they both...

is similar to

and