UNIT 1 BRIDGES TO LANGUAGE ARTS DIFFERENTIATED INSTRUCTION EXPLORE AND LEARN Scaffold Gather students in a small group to answer the Inspect the Text questions. Read aloud each question and ask students to write down the answer. Then call on students to share each answer, pointing to the relevant elements in the poem. Explain that poems differ greatly in structure and form. Show an example of a traditional rhyming poem that uses standard capitalization and punctuation to emphasize that words are used in a special way in all poems and that poems look different from each other. Amplify Ask students to bring to class copies of poems that they know and like. Have them share their poems in pairs or groups and explain where they read the poems and why they like them. Instructional Routine: Language Arts p. Txxx Poetry Essential Question: How do poets use words to show meaning? Share ideas Have a class discussion about the Essential Question and use students’ answers to assess what they know about poetry. Ask students to identify poems they have read and any favorite poems and explain what they like about them. ANSWERS Sample answer: Poets use unconventional capitalization and punctuation to show emotion. TEXT GENRE: POETRY Recognize and analyze genre Have students turn to a classmate and read the information in the box together. Provide a simple familiar poem, such as Twinkle, Twinkle Little Star to demonstrate the concepts in the box. Ask students to clap to the rhythm, and identify the number of lines and stanzas. A • Read and comprehend poems Play the audio or read the poem aloud while students close their eyes and listen. Then have them listen and whisper read with the audio. • Use knowledge of language conventions to interpret meaning Ask students to describe how they know this text is a poem. Ask: How does a poem look different from a text? Explain that the lines are numbered for their reference and this is not an element of poetry. • Recognize rhythm Explain that rhythm is the pattern of language in a line of a poem. As the second stanza of the poem demonstrates a regular rhythm, read it slowly while tapping the rhythm with your hands or feet. Show how a standard number of syllables in a line as well as the length of a line contribute to a regular rhythm. Encourage students to offer other examples of rhythm in songs or poetry. Explain that rhyme, on the other hand, is the matching up of sounds and syllables, usually at the end of lines. INSPECT THE TEXT B • Analyze text structure Ask students to ask and answer questions in pairs. Then review answers as a class. Ask: Why are there years included after the author’s name? (These are the years Dickinson lived.) • Acquire and use vocabulary Discuss any unfamiliar words in the poem. Ask students to use context and the photo to guess at word meanings. Point out the glossary terms at the bottom of the page. Note that the spelling of advertise is the British spelling, while advertize is the American spelling of the word. ANSWERS 1. Title: “I’m Nobody! Who are you?” Author: Emily Dickinson Date: between 1830 and 1886 2. eight lines 3. two stanzas 4. four lines in each stanza PRACTICE A Read the poem. Poets use words in a special way. Some poems have rules, and some poems have no rules. Poets create rhythm, a beat like music. Many poems are written with lines. The lines make up a stanza. Text Genre POETRY 1. Identify the title, author, and date of the poem. 2. How many lines are in the poem? 3. How many stanzas are in the poem? 4. How many lines are there in each stanza? INSPECT THE TEXT pair two of something advertise to tell others Emily Dickinson 1830–1886 [1] I’m Nobody! Who are you? [2] Are you – Nobody – too? [3] Then there’s a pair of us! [4] Don’t tell! they’d advertise – you know! [5] How dreary – to be – Somebody! [6] How public – like a Frog – [7] To tell one’s name – the livelong June – [8] To an admiring Bog! I’m Nobody! Who are you? GLOSSARY B Answer the questions in Inspect the Text. 26 UNIT 1 ESSENTIAL QUESTION How do poets use words to show meaning? ? Poetry a frog in a bog BRIDGES TO LANGUAGE ARTS BLC23_SE_LB_U01_026-029_BLA.indd 26 9/15/21 12:24 PM 26 | Teacher’s Edition • UNIT 1
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