Poetry Unit- Ode Project

I want to start by saying poetry is one of the toughest things to teach. Students, for the most part, do not like it. Getting them motivated is challenging. I let the class know, in the beginning, that the final assessment would be, them creating their own odes. I will post the assignment and rubric I gave to the students.
The students did not like the poetry unit in the beginning, they did not like  the ode project either, but in the end, they loves the result!

Ode Assignment

For your final assignment you will be writing an Ode. There are parameters, specifically length. I need to see 15 or more lines. There needs to be at least 6 literary devices used throughout the poem as well. There should be a first draft and a final copy. This should be well thought out.
The final copy needs to be typed.

This can be funny! It can be serious, the choice IS yours.

Tips for Ode Writing

Choose a subject you have strong feelings about, it is easier to write about something you like/love/adore..

Describe your subject inside and out, description will really help you build your poem.

You can exaggerate how important the subject is to you. Think of the poems I shared.

Use your five senses to generate ideas, if it fits. Sight,smell,touch, taste, and feel.

Use metaphors and similes. Figurative language is KEY.

You can talk directly to the subject of your ode.

Choose your words carefully so the words chosen have the most impact.

To get started:

Write down 15 things you really appreciate, enjoy, or simply adore.

Pick a winner from your list,  then start drafting out a list of everything you notice, feel, smell, taste, hear, think and/or wonder about your topic, aim for 15.  

That list of 15 things about your subject is the shell of your poem.

Have fun with this!

The accompanying rubric is how you will be graded. Use it to guide your work and self grade before handing it in. The lines are the bottom are for your reflection.

Think about the following:

Write a few sentences about how your poem turned out. What ideas or lines are you happy about or proud of? What did you struggle with or find difficult?

Scoring Rubric

Poetic Technique	For a score of  a “5”	Student Score
“Ode” form	Creatively and effectively uses the appropriate poetic form.	5 4 3 2 1
Word Choice	Student’s use of vocabulary is vivid, and paints a strong clear and complete picture in the reader’s mind. use the best words for poem.	5 4 3 2 1
Poetic Techniques	Uses 6 poetic devices appropriately to strengthen to poem.Do not use 6 of the same device. Aim for 2 of 3 different ones.	5 4 3 2 1
Language	Has grade-level appropriate spelling, grammar, and punctuation; contains few, if any, errors that do not interfere with the reader’s understanding. This is why I need a draft that has been peer reviewed.	5 4 3 2 1
Effort	Student’s work demonstrates a complete understanding of the assignment and goes beyond the requirements, I will be watching and checking that you are working diligently.	5 4 3 2 1
Oral rendition	Reads with fluidity and expression with a clear voice.Pace yourself, this isn't a race.	5 4 3 2 1

Literary Devices

alliteration          rhyme         onomatopoeia         personification rhythm                 simile                  metaphor                    hyperbole

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I used this site for a lot of my material: 
http://sabreenglish.com/writing/writing-poetry/writingodes.pdf

Main Idea Lesson, will be re-worked

Schuyler School

Teacher- Joanna Alemany

8th Grade ELA

Date(s):3/10 Lesson:Summarizing the main idea. Class Length: 84 mins

Objectives: Students will know and be able to identify how to summarize the main idea.

CCS: CCSS.ELA-Literacy.SL.8.1 CCSS.ELA-Literacy.SL.8.4 CCSS.ELA-Literacy.W.8.4 P CCSS.ELA-Literacy.W.8.9 CCSS.ELA-Literacy.RI.8.2 Accommodations: Extended Time Preferential Seating Instructional Assistance Grade Adjustment Other Homework:

Do Now: How do you decide whether you would like to watch a movie or a TV show? (Examples of main ideas: coming attractions, back of the movie, title of episodes.) Instruction: What does it mean to summarize? How can we tell what a main idea is? Article will be on desk, students will begin reading popcorn style using the Lemov strategy,(rinse lather repeat. Assigned groups of 2 Guided Practice: Students will call out the number 1 or 2 going down the line. Students will break off into groups. In groups, skim and scan the reading, answer the questions in the packet. return to seats, students will write a summary in which they reference important details from the article. Closing: Who can tell me what a main idea is? Who can summarize the reading or read their paragraph? Why do you need to know this? -You need to know how to read and understand texts enough to summarize what is important about the reading. Assessment: Collect packet, teacher observation.

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What does the title tell us about the article?

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Pause between paragraphs to check for understanding.

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Spycam Lesson

Schuyler School

Teacher- Joanna Alemany

8th Grade ELA

Date(s): 3/11 Lesson:Reading/ Persuasive writing Class Length: 84 mins

Objectives: Students will read an article about spy cams and then write a persuasive essay that either supports or denounces the use of spy cams.

CCS: CCSS.ELA-Literacy.RI.8.1Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.W.8.1 Write arguments to support claims with clear reasons and relevant evidence CCSS.ELA-Literacy.W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) CCSS.ELA-Literacy.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciations. Accommodations: Extended Time Preferential Seating Instructional Assistance Grade Adjustment Other Homework: Work on essays.

Do Now: Present the slideshow of pictures featuring an image of the all seeing eye, a big brother is watching poster, and a camera. Students will do a quick write based on these images for 2 minutes. Instruction: As a group we will go over answers and I will guide the students to the  answer I am looking for with leading questions. Ask: What is the first image of? Anyone know what it means? Why would it be featured on money? What do you think about the government watching you? Take a vote on who agrees and disagrees. Who can tell me what a persuasive essay is? What elements does a persuasive essay have to have? Handout Identify topic & position list many good reasons (solid support) organize key points end with what you want express your attitude employ exact words Guided Practice: Read article using popcorn method with Lemov strategy (rinse, lather, repeat) The class will get to choose what side they are taking. Break into groups of 2, read article noting the questions afterward. organize ideas for an essay. Tell: Use this time wisely because you will be writing your essay on your own. *The essay will be written as a solo endeavor. Closing: The idea today is to help you all improve your writing, specifically, persuasive writing which will be prominently featured on the NJ ASK. Also, being able to write and substantiate your claims or opinions will be a skill you will always need. Assessment: Teacher observation, collecting the essays

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The pyramids thirteen steps relate to the countries first 13 states. The eye is called the “eye of providence” or all seeing eye. It is an ancient symbol that dates back to Egyptian days, it is also known as the eye of Horus. The eye relates to the future, management skill, relates to God as overseer of the universe..

http://money.howstuffworks.com/question5181.htm

Camera image, who is they?

Big Brother is watching you, 1984, totalitarian state. People always monitored. The show Big Brother.

Getting to know the class

I had a late start with student teaching. To top it off, I started at a new school with a new set of students and a different grade level. Once my first week jitters were calmed, I set upon learning the students. This is not easy. I had the classes create name tags so I could learn their names to faces. I also, made a point to speak to students as much and whenever possible so I could get to know them. I didn't want to waste any more time without teaching, so with my Co-ops approval I began teaching after 4 days of observation. Honestly this is the best things I could have done, there is no way to learn how to teach other than teaching!. Somethings require us to just jump in and learn, teaching is most definitely one of them. My first lesson I was shaking and though it went terribly. I am sure it wasn't as bad as I thought because the students responded well to me. My co-op is an older guy and has seen many teaching "fads" come and go. He is not the biggest fan of group work, but he lets me do it as much as  want. I immediately facilitated group learning and the students loved it. Watching them work with each other also helped me identify which students can simply work and remain unfazed by working with their peers, while some are not only distracted, but distracting as well. I immediately started thinking of ways to remedy the situation. I know in he future I will have to set clear parameters ,that if not followed will lead to assigned groups.
After teaching my first class, I immediately felt more comfortable in the classroom, the subsequent lessons went better and better, The students continue to respond well to my style and personality. I really like the classes, they are great kids. Even the problem children, try as they might, respond well.

First week jitters

Like anything else, starting student teaching provoked a ridiculous amount of anxiety in me. I slept a total of one broken up hour of sleep the night before. I was so nervous because, for me, student teaching would not be an extension of what I experiences last semester. For me, Student teaching was going into the unknown all over again. Last semester I was placed in a 10th grade High School class. This time around, I was walking into an 8th grade English Language Arts class. To some, the two grades may not seem like much of a difference. I would venture to say those that say that are probably not teachers or parent. When it comes to adolescence, two years are as distanced as the United States is from China. They are world apart in terms of maturity and from a pedagogy standpoint, the students have different requirements academically. I had to go in with the mindset of everything being new and different so my mind could remain open to the necessary change.
From the minute I walked into my new school I had the best vibe. Unlike my previous host school, the people are incredibly friendly and welcoming. My cooperating teacher calmed weeks worth of anxiety in ten minutes. He is an indescribably down to earth guy. He made me feel like a welcomed guest in his classroom, not a burden that was thrust upon him. He immediately introduced me to the classed, unlike me previous coop who didn't introduce me for 3 weeks. It was just a night and day experience. I immediately felt the dread of student teaching dissipate. Dread was replaced with hope and excitement.