hashem, differentiated lesson

7/21/2019 Hashem, Differentiated Lesson

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Hashem, Diferentiated Lesson Plan

SEI LESSON PLAN: Reading Pablo Neruda’s Poem “Fear”

Danah Hashem

LESSON INTRODUTION

on!en!"urri#ulum Area: English Language Arts

$rade Le%el: 9th

Lesson T&eme"To'i#: Reading “Fear” by Pablo Neruda

Des#ri'!ion o( lassroom Po'ula!ion (include demographics, class characteristics, WIDA

ELD levels/Can Do descriptors, etc.): This lesson is intended for use in a 9th grade ELAclassroom of 1 students! "f these 1 students# $ are male# % are female# and & are '()A Le*el +students! All the ELL students s,ea- .,anish as a ,rimary language!

)rie( Des#ri'!ion o( !&e Lesson Ins!ru#!ional on!e*! (hen, here, and h! this lesson "its

into overall curriculum): This lesson is a /0day lesson that ta-es ,lace near the beginning of the

academic semester in a larger unit on ,oetry! .tudents ill ha*e ac2uired *ery little literaryterminology at this ,oint and ill still be e3,loring broader literary conce,t such as theme and

,ers,ecti*e!

1




LESSON PREPARATION

(#I$% &)

Curriculum #tandards Addressed in this Lesson' discipline, standard numer, and description (#I$% &.)'

ELA+RL+,-./+0+ )etermine a theme or central idea of a te3t and analy4e in detail its

de*elo,ment o*er the course of the te3t# including ho it emerges and is sha,ed and refined bys,ecific details5 ,ro*ide an ob6ecti*e summary of the te3t!

Content $*ectives (#I$% &.)'

Tea#&er %ersion: .'7AT identify and analy4e Pablo Neruda8s de*elo,ment of a central theme

in his ,oem “Fear!”

S!uden!1(riendl2 %ersion: .'7AT find and analy4e a main idea and ho it de*elo,s in Pablo Neruda8s ,oem “Fear!”

Language $*ectives (#I$% &.+)'

Tea#&er %ersion3 4ains!ream: .'7AT use -ey content *ocabulary to articulate# in discussion

and then in riting# ho Pablo Neruda8s main idea de*elo,s throughout the ,oem “Fear!”

Tea#&er %ersion3 5IDA Le%el 6: .'7AT use -ey content *ocabulary to articulate# indiscussion and then in riting# ho Pablo Neruda8s main idea de*elo,s throughout the ,oem

“Fear” ith the su,,ort of sentence and ,aragra,h frames! S!uden!1(riendl2 %ersion: .'7AT use *ocabulary to discuss and rite about Pablo Neruda8s

main idea and ho they see it de*elo,ing in his ,oem# “Fear!”

2




e! -ocaular!' ier &, ier +, ier ords (#I$% +.)'

Tier 1 shoc-ed

Tier / notice:noticing# relentless# treacherous# mortals# innards# im,rison

Tier + stan4a

0entor e1t (#I$% &.2)' English ranslation“Fear” by Pablo Neruda ; <ada,ted slightly=

Neruda# Pablo! “Fear!” Trans! Alastair Reid! he %oetr! o" %alo 3eruda! Ed! (lan

.ta*ans! N> Farrar# .traus and ?irou3# /@@+! &0&$! Print!

E*eryone is after me to e3ercise!

get in sha,e# ,lay football#

rush about# e*en go simming and flying!Fair enough!

E*eryone is after me to ta-e it easy!They all ma-e doctor8s a,,ointments for me#

Eyeing me in that certain ay!

'hat is itB

E*eryone is after me to ta-e a tri,#

to come in# to lea*e# not to tra*el#

to die# and alternati*ely# not to die!(t doesn8t matter!

E*eryone is noticing ,roblemsin my innards, suddenly shockedby awul X-ray images! don"t agree with them

#$eryone is %icking at my %oetrywith their relentless kni$es and orks,trying, no doubt, to &nd a 'y! am araid

! am araid o the whole world,

araid o cold water, araid o death! am as all mortals are,made to wait

(nd so, in these brie, %assing days,! shall %ut them out o my mind! shall o%en u% and im%rison mysel with my most treacherous enemy,Pablo )eruda

*




0entor e1t (#I$% &.2)' #panish ranslation“El miedo” by Pablo Neruda ;

Neruda# Pablo! “El miedo!” he %oetr! o" %alo 3eruda! Ed! RenC de Dosta!

Dambridge# A ar*ard Gni*ersity Press# 19$9! 101! Print!

Todos me piden que dé saltos,

que tonifique y que futbole,

que corra, que nade y que vuele.

Muy bien.

Todos me aconsejan reposo,

todos me destinan doctores,

mirándome de cierta manera.

Qué pasa?

Todos me aconsejan que viaje,

que entre y que salga, que no viaje,

que me muera y que no me muera.

No importa.

Todos ven las dificultades

de mis ví sceras sorprendidas

por radioterribles retratos.

No estoy de acuerdo.

Todos pican mi poesí acon invencibles tenedores

buscando, sin duda, una mosca,

Tengo miedo.

Tengo miedo de todo el mundo,

del agua frí a, de la muerte.

Soy como todos los mortales,

inaplazable.

Por eso en estos cortos dí as

no voy a tomarlos en cuenta,

voy a abrirme y voy a encerrarme

con mi más pérfido enemigo,

Pablo Neruda.

#ource/#upplementar! 0aterials (#I$% &.2)'

.ee A,,endices A# 7# and D for class ,resentations and handouts

+




Lesson Se7uen#e and Timing

Day 1 . minutesTime A#!i%i!2

minutes (ntroduce the to,ic and content:language ob6ecti*es!

1 minutes Hocabulary ,resentation

minutes 7ig 'ords acti*ity There are ,ieces of ,a,er around the room# each ith one*ocab ord ,rinted in the middle! .tudents ta-e a ,en and s,end minutes

going from ,a,er to ,a,er# draing or riting anything that comes to mind

hen they thin- of that ord! (t can be anything that hel,s them understand

hat the ord means! As students rite# ( ill be circulating ith them in orderto double chec- the accuracy of their associations!

1@ minutes ?et into grou,s of /0+! Each grou, ta-es a ord ,a,er and discusses that ord

along ith the class8 illustrations and riting on it! Each grou, comes u, ithone real life e3am,le that uses their ord!

• E3am,le (f my ord is “shoc-ed#” ( ould say “"ne time my mom as

shoc-ed hen ( dyed my dog ,in- ith Ioolaid!”

As grou,s or-# ( ill be circulating to ma-e sure that each grou, accuratelyunderstands the definition of their ord! Each grou, ill choose one member to

share their e3am,le ith the class!

1 minutes 'or- in ,re0determined ,airs <ELLs and mainstream students integratedintentionally= to read and annotate the ,oem! E3,lain that the ,oem is originally

ritten in .,anish# as Neruda is a Dhilean ,oet! 7oth translations are on the

handout5 e ill be or-ing ith the English translation# but you can use the.,anish one to hel, your understanding or get an idea of the original ,oem! (

ill be a*ailable to circulate and monitor!

(nstructions

• Read the ,oem

• .to, after each stan4a and

o ighlight ords from our *ocab list

o 7o3 ne ords you don8t understand

o Gnderline confusing lines

o )ra a star ne3t to hat you thin- is the most im,ortant sentence

)o these things for each stan4aJ

/




1@ minutes .till in ,airsK

• Recall the meaning of any ords from our *ocab list

• )iscuss hat you thin- any bo3ed ords mean! >ou can use your ,hones

and class dictionaries to loo- it u,!

• .ee if understanding those ords hel,s clarify any of the underlined

sections

As- students to read the annotated ,oem o*er at home and come in ne3t class

ith any underlined sections they still don8t understand! 7ring the annotatedco,y of ,oem bac- ne3t classJ

Day 2 . 0inutes

Time A#!i%i!2

/ minutes Re*ie the to,ic and ob6ecti*es!

1@ minutes Re*ie *ocabulary ith the *ocabulary chain acti*ity! Each student ill ha*e arandomly selected card ith one *ocabulary ord and the definition for another

*ocabulary ord! The first student reads their definition out loud! The studentith the corres,onding *ocab ord reads their ord and then their definition!

This chain continues until all *ocab ords ha*e been read!

As this class has 1 students and there are only *ocab ords for this ,oem# e

ill re*ie 9 ords from a ,rior lesson and mi3 our ne ords into the game!

Note All the *ocab ords ith their images and ritings from last class8 7ig

'ords acti*ity ill no be ,osted on the all to or- as a ord all as e ,lay

this game!

1@ minutes 'or- in ,airs from last class to try to understand any lines that still don8t ma-esense! ( ill circulate during this time to guide discussion and ma-e sure

e*eryone feels comfortable ith the ,oem!

1@ minutes As a large grou,# discuss the folloing 2uestions

• 'hat is the main idea that the author is discussing hereB <Donsider the

title and re,eating ords or lines=

• o does the main idea change o*er the ,oemB

•

(f e had to gi*e the ,oem ha*e a beginning# middle# and an end# hereould those lines fallB

/ minutes Pairs ill no grou, u, into grou,s of &! Each grou, of & ill or- together on

their indi*idual gra,hic organi4ers# hich ill be com,leted and handed in at

the end of class!

( ill model the com,letion of the first ro for the class so they understand ho




the gra,hic organi4er or-s!

+ minutes ?o o*er homeor-# hich is due at the beginning of the ne3t class ,eriod!odel e3am,le ansers to all three 2uestions!

.tress that students should

• E3,lain ho the author8s main idea de*elo,s in the beginning# middle#

and end of the ,oem!

• Gse as many direct 2uotes from the ,oem as ,ossible to e3,lain your

statements!

• Gse their gra,hic organi4ers to direct their final ansers!

)UILDIN$

)A8$ROUND 9

LESSON DELIER;

(#I$% +, 4)

om're&ensible In'u! S!ra!egies

<SIOP 63 =>

Activating/5uilding

5ac6ground noledge(#I$% +.47)'

( ill e3,licitly lin- this or- to life e3,eriences by

As-ing students to use *ocabulary in e3am,les from their on li*es As-ing students to relate the ,oem bac- to their on li*es

ELL students ill be able to read the ,oem in their L1

'e ill em,hasi4e -ey *ocabulary by Pro6ecting images and definitions of the ords

Practicing creating sentences using the ne ords

)raing images that relate to and hel, define the ne ords )iscussing and e3,loring those ords ithin the conte3t of the

,oem

%resentation (#I$% .&87&+9 :.&;, :.&<7&)'

( ill s,ea- sloly and enunciate clearly# using accessible sentencestructures and alloing sufficient ait time for students to res,ond!

( ill also clearly e3,lain and model all lesson0related acti*ities! (

ill em,loy a *ariety of techni2ues to ma-e conce,ts clear#including modeling# *isuals# discussion# and ,artner reading! The

,artner reading ill encourage interaction and discussion beteenthe students# hich ill encourage elaborated con*ersation! ( ill be a*ailable to con*erse ith the students on their sentence frames

and gra,hic organi4ers# ,ro*iding su,,ort or clarification as needed

hile the acti*ity ta-es ,lace!

%ractice/Application

(#I$% :9 ;)'

.tudents ill be gi*en am,le o,,ortunity to ,ractice both

*ocabulary ords and the literary s-ill of identifying and analy4ing

a central idea in a te3t! .tudents ill ,ractice these s-ills in classusing the handouts and gra,hic organi4er so that they can a,,ly



Hashem, Diferentiated Lesson Plantheir s-ills at home on their homeor- 2uestions!

=evie/Assessment (#I$%

<)'

Iey *ocabulary ill be taught on )ay 1# re*ieed ith a series of

acti*ities# and then re*ieed again ith another acti*ity on )ay /!

7oth days ill feature or- on a ,oem in hich all *ocabulary

ords are used! The s-ill of identifying a central idea in a te3t ill be taught and ,racticed on )ay /! (t ill be assessed using the

gra,hic organi4er collected at the end of )ay / and the homeor-

assignment!

Homeor6/E1tension' For homeor-# ( ill send home some critical thin-ing 2uestions

as-ing students to reflect more dee,ly on the central idea of the ,oem and ho it relates to their on li*es! They ill bring these in

for the ne3t class ,eriod and e ill re*ie their findings together!

A''endi* ASu''lemen!ar2 4a!erials: o#abular2 Presen!a!ion




3




1.




11




A''endi* )Su''lemen!ar2 4a!erials: ?andou!s

12




I!em )+.: Poem ?andou! (or Da2 .

1*




Item B.2: Graphic Organizer for WIDA Level 3 Stuent!" Da# 2

Item B.3: Graphic Organizer for $ain!tream Stuent!" Da# 2

1+




A''endi* Su''lemen!ar2 4a!erials: ?ome@or

1/




Item %.&: 'ome(or) for WIDA Level 3 Stuent!" Da# 21= o do Pablo Neruda8s fears change throughout the ,oemB

(n the beginning of the ,oem <.tan4as 10&=# Neruda seems to feel MMMMMMMMMMMMMMMM

MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM



MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM!

(n the middle of the ,oem <.tan4as 0=# Neruda seems to feel MMMMMMMMMMMMMMMM





(n the last stan4a of the ,oem <.tan4a $=# Neruda seems to feel MMMMMMMMMMMMMMMM





1




*4 5i$e an e6am%le o something about )eruda"s main idea that remindsyou o your own lie 7se a direct 8uote rom the %oem

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hashem, differentiated lesson

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