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Module 1, Unit 3 Two-Voice Poem

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Nicole Green

on 6 November 2013

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Transcript of Module 1, Unit 3 Two-Voice Poem

Module 1, Unit 3 Two-Voice Poem
Lessons 1 & 2
Lessons 3 & 4
Lessons 5 & 6
Lesson 1
Lesson 2
Lesson 4
Lesson 3
Lesson 5
Lesson 6
Learning Target:
* I can explain how Park compares and contrasts Nya and Salva to convey ideas about how people survive in Sudan.
Entry Task
Complete it individually


****Please hand in essays!
Author's craft - choices an author makes about how to write.
* How does having both characters' stories so close to each other help Park convey the message that even after years of difficulty, life can improve?

* How is this message stronger because it is shown in both stories, rather than just in one?
We will practice analyzing how Park's decision to juxtapose Salva and Nya helps readers compare and contrast them and also conveys her message more strongly.
What are two ways in which Salva and Nya are juxtaposed?

Look at Salva/Nya chart for chapters 7 & 8
Family helps them both survive. (Salva's uncle is a guide and protector; Nya's family takes Akeer to a clinic)
Add new column to chart - Comparing and Contrasting Salva and Nya

Chapters 7 & 8
Same: Family helps them both survive.
Chapters 9-11
Same: Importance of water (lack of clean water can kill you); persistence
Different - Salva is all alone and Nya is with her family
Nya is Nuer but the Nuer kill Salva's uncle

Work on Chapters 12-18 in pairs
Partner Practice
Juxtaposition Practice handout
Why do you think Park wanted to show Salva as a teenager and as an adult?
What specific words does Park repeat in the two descriptions? Why?
Correct Answers
1. Leader of the Lost Boys and crew leader of well crew

2. Salva encourages a group to move forward one step at a time; Salva is patient but determined; persistence and not giving up are important in both circumstances.

3. a. Nya sees Salva in his role as crew leader; this allows
another character to observe and report on these traits.
b. Nya is also persistent. She keeps getting water even though it
is hard. She is not a leader in the way that Salva is, though.

4. It is easier to notice similarities and differences when scenes are next to each other.

5. It allows her to weave patterns, shows how similar situations can affect characters, shows the experience of a broader range of people, gives the reader two possible chances to emotionally connect, and shows that survival can look more than one way.

Turn and Talk
Talk with your partner:
The assessment tomorrow will be similar to the entry task and the handout for work time. How confident do you feel about the assessment tomorrow? What do you need to remember from our work today in order to do well tomorrow?
Continue outside reading!
I can explain how Park compares and contrasts Salva and Nya to convey ideas about how people survive in Sudan.

I can plan and write a Two-Voice poem that compares and contrasts Salva and Nya to convey my own ideas about how people survived in the challenging environment in South Sudan.
Entry Task
Return Juxtaposition Practice handouts

Review feedback and discuss with a partner
Mid-Unit 3 Assessment
Preparing to Write
Two-Voice Poems
Review Gathering Evidence graphic organizers

Back-to-Back and Face-to-Face
What is the most important factor in survival on your chart? Why is it important? Star it.
What big idea do you want your readers to understand about that survival factor? How will you use Salva's and Nya's points of view to communicate this?
What would be a compelling detail or scene with which to start your poem? Write a #1 next to it. Why would it be a good place to start?
Exit Ticket
1. At the top of your graphic organizer, write: The big idea about survival I want my poem to convey is __________.

2. Complete the sentence, explaining the main idea you want your poem to convey about survival.

3. On the Two-Voice Poem Gathering Evidence graphic organizer, start the details from each column that will be most helpful to you in conveying this idea.
Read the Two-Voice poem "Unexpected Links" and answer the text-dependent questions.
Learning Targets:
I can
my partner's Two-Voice poem using the rubric.
I can revise my work by
incorporating feedback
from my partner.
Peer Critique
Be kind.
Be specific.
Be helpful.
Focus on Command of Evidence row of the rubric!
Revise your own poem!
Model the process!
Talk to your partner about the most successful piece of feedback that you received and how it helped you.
Make all revisions to your two-voice poem.
Learning Targets
I can cite text-based evidence to support the comparison and contrasting of Salva and Nya in my Two-Voice poem.
I can analyze a model Two-Voice poem using a rubric.
I can plan my Two-Voice poem.

What does the word

Reread model poem

Put a star next to everything that is
Works Cited
A list of the sources used in the poem
To avoid
, you must:
1. Include your sources in a Works Cited list.

2. After quotes from a source, you need to include in-text citations (information in parentheses about the sources).
Instead of creating a Works Cited page, you will put a star next to the sources that you used in your poem and hand that in with your final draft.
Analyzing the Model Poem Using a Rubric
Look at the "3" column of the rubric and read aloud the criteria:

"Exhibit clear organization, with the use of appropriate transitions to create a unified whole"
* The poem has a beginning, middle, and end.
* The beginning of the poem sets the scene by saying, "Life challenges us...here in Sudan."
* The middle shows common experiences of the uncles.
* The last line ends the poem in a way that addresses the focus of the poem (Leaders help people to make a change.): "Tomorrow will be better than today..."

This poem earns a 3 on the rubric for organization.

With your partner, analyze the rest of the poem using the rubric.

Share your results with the class
Planning Your
Two-Voice Poem
Decide how to organize your poem using the planner (use only one box per row in the planner to have clear organization).
Exit Ticket
What does it mean to cite your sources?
Why is it important to cite your sources?
What two things do you need to do to cite your sources correctly?
Finish your poem planner and Works Cited list
Learning Targets:
I can cite evidence to support my analysis of an informational text in the end of unit assessment.
I can use correct capitalization, punctuation, and spelling in my Two-Voice poem.
Entry Task
Complete entry task in two minutes. Share with partner.

* What does it mean to use strong evidence to support your analysis of a text?
End of Unit 3 Assessment
Conventions in the Two-Voice Poem
Look at the model poem, "I Would Do Anything."

Identify the complete sentences in the poem.
Underline the complete sentences in your poem in different colors.
Edit your poem for conventions.

Finalize the poem.

Practice reading it aloud with someone tonight.
Learning Targets
I can present my Two-Voice poem, using appropriate eye contact, volume, and pronunciation.
I can demonstrate correct grammar and usage when presenting my Two-Voice poem.
Entry Task
Complete it individually and then share with your partner.

Practice reading each of your poems once aloud.
Two-Voice Poetry Readings
Snap your fingers when someone is done reading!
Module Reflection
Collect poems and reflections!
Full transcript