UNIT 1 BRIDGES TO LANGUAGE ARTS DIFFERENTIATED INSTRUCTION FORMATIVE ASSESSMENT Complete the sentences with these words: lines, stanzas, structure. • Sometimes the ___ of a poem are sentences with punctuation. • Poems can have ___, a beat like music. • The lines of a poem make up a ___. Scaffold For Activity C, prepare a copy of the poem with blanks for students to complete: [1] I’m ___! Who are you? [2] Are you –___– too? [3] Then there’s a pair of us! [4] Don’t tell! they’d ___ – you know! [5] How ___ – to be – ___! [6] How ___ – like ___– [7] To ___ – the livelong June – [8] To ___! Amplify Prepare a version of the poem that does not include the capitalized words and dashes. Ask students to read it aloud and discuss how it changes the poem. Have students experiment with capitalizing other words in the poem. How does it change the message of the poem? TEXT ELEMENTS: Literary Features: Poetry • Describe the impact of poetic form on meaning and style Explain that the structure of the poem is what it looks like—how it is divided into short and long lines, whether the lines have rhythm or rhyme, whether the lines are complete sentences, and other special features it contains. • Use knowledge of conventions to interpret meaning Ask students to identify the unconventional punctuation and capitalization in each line. Encourage them to guess at the author’s purpose in using these elements. Ask: How do the dashes contribute to how you read the line? How do you read the capitalized words? How does the end punctuation contribute to how you read each line? Have students practice reading the poem in pairs, putting exaggerated stress on the capitalized words, pausing at the dashes, and showing emotion on the lines ending in exclamation points. A • Determine theme/central idea Have students ask and answer the questions in small groups. • Analyze supporting details presented visually After students answer question 3, draw attention to the photo and caption. Ask: Why do you think the author chooses a frog to compare Somebodies to? Does Dickinson like frogs? • Distinguish connotative meaning Ask: What is a bog? Have students describe the photo. Ask: What are the connotations of a bog? Do you think it is a nice place? Does Dickinson think a bog is a positive or negative place? ANSWERS 1. The author does not want to be Somebody. She thinks it is dreary. 2. Dickinson thinks it is special to be Nobody. She values people who are private and quiet. 3. Dickinson compares being Somebody to being a frog— seemingly an unpleasant, unattractive, loud creature. B Write poetry Have students study the sample poem. Explain they should use the framework of the sample and change the words in the blanks, although they can vary capitalization and punctuation. MEET THE POET Acquire knowledge of literary figures Read more of Dickinson’s poetry to familiarize students with the author. Practice Book p. 11 COMMUNICATE A Answer the questions about “I'm Nobody, Who Are You?” 1. Does the narrator want to be Somebody? How do you know? 2. How does the narrator feel about being Nobody? 3. What does the narrator compare Somebody to? B Rewrite the poem “I'm Nobody, Who Are You?” Use your own words. Choose your own capitalization. You can change the punctuation, too. Practice reading your poem aloud. Structure Poets create a structure for their poems. A poem’s lines make up the structure. Lines in a group make up a stanza. Part of a poem’s structure is the rhyme scheme. Notice the lines that rhyme. I‘m Nobody! Who are you? Are you Nobody – too? Conventions Poetry does not have to follow conventions—the regular rules of language. For example, Emily Dickinson capitalizes four words that we do not usually capitalize in English: Somebody, Nobody, Frog, and Bog. How does capitalization change how you read the poem? TEXT ELEMENTS Literary Features: Poetry SAMPLE [1] I’m ! Who are you? [2] Are you – – too? [3] Then there’s a pair of us! [4] Don’t tell! they’d – you know! [5] How – to be – ! [6] How – like – [7] To – the livelong June – [8] To ! Quiet Quiet shout at us wonderful Quiet Easy Sunshine whisper some words Anyone who will listen UNIT 1 27 MEET THE POET Emily Dickinson spent much of her life in her room in Amherst, Massachusetts, writing poetry. Born in 1830, she grew up loving school, but unmarried women were expected to stay at home and help. After her death in 1886, her family found hand-sewn books with over 1,800 poems inside. BLC23_SE_LB_U01_026-029_BLA.indd 27 9/15/21 12:24 PM Teacher’s Edition • UNIT 1 | 27
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