Hashem, Differentiated Lesson

Hashem, Differentiated Lesson Plan

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

LESSON INTRODUCTION

Content/Curriculum Area: English Language Arts

Grade Level: 9th

Lesson Theme/Topic: Reading “Fear” by Pablo Neruda

Description of Classroom Population (include demographics, class characteristics, WIDA ELD levels/Can Do descriptors, etc.): This lesson is intended for use in a 9th grade ELA classroom of 15 students. Of these 15 students, 7 are male, 8 are female, and 4 are WIDA Level 3 students. All the ELL students speak Spanish as a primary language.

Brief Description of the Lesson Instructional Context (when, where, and why this lesson fits into overall curriculum): This lesson is a 2-day lesson that takes place near the beginning of the academic semester in a larger unit on poetry. Students will have acquired very little literary terminology at this point and will still be exploring broader literary concept such as theme and perspective.

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LESSON PREPARATION(SIOP 1)

Curriculum Standards Addressed in this Lesson: discipline, standard number, and description (SIOP 1.3):

ELA.RL.9–10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Content Objectives (SIOP 1.3):

Teacher version: SWBAT identify and analyze Pablo Neruda’s development of a central theme in his poem “Fear.”

Student-friendly version: SWBAT find and analyze a main idea and how it develops in Pablo Neruda’s poem “Fear.”

Language Objectives (SIOP 1.2):

Teacher version, Mainstream: SWBAT use key content vocabulary to articulate, in discussion and then in writing, how Pablo Neruda’s main idea develops throughout the poem “Fear.”

Teacher version, WIDA Level 3: SWBAT use key content vocabulary to articulate, in discussion and then in writing, how Pablo Neruda’s main idea develops throughout the poem “Fear” with the support of sentence and paragraph frames.

Student-friendly version: SWBAT use vocabulary to discuss and write about Pablo Neruda’s main idea and how they see it developing in his poem, “Fear.”

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Key Vocabulary: Tier 1, Tier 2, Tier 3 words (SIOP 2.9):

Tier 1: shockedTier 2: notice/noticing, relentless, treacherous, mortals, innards, imprisonTier 3: stanza

Mentor Text (SIOP 1.4): English Translation“Fear” by Pablo Neruda – (adapted slightly)Neruda, Pablo. “Fear.” Trans. Alastair Reid. The Poetry of Pablo Neruda. Ed. Ilan Stavans. NY: Farrar, Straus and Giroux, 2003. 466-467. Print.

Everyone is after me to exercise.get in shape, play football,rush about, even go swimming and flying.Fair enough.

Everyone is after me to take it easy.They all make doctor’s appointments for me,Eyeing me in that certain way.What is it?

Everyone is after me to take a trip,to come in, to leave, not to travel,to die, and alternatively, not to die.It doesn’t matter.

Everyone is noticing problemsin my innards, suddenly shockedby awful X-ray images.I don’t agree with them.

Everyone is picking at my poetrywith their relentless knives and forks,trying, no doubt, to find a fly.I am afraid.

I am afraid of the whole world,afraid of cold water, afraid of death.I am as all mortals are,made to wait.

And so, in these brief, passing days,I shall put them out of my mind.I shall open up and imprison myselfwith my most treacherous enemy,Pablo Neruda.

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Mentor Text (SIOP 1.4): Spanish Translation“El miedo” by Pablo Neruda –Neruda, Pablo. “El miedo.” The Poetry of Pablo Neruda. Ed. René de Costa. Cambridge, MA: Harvard University Press, 1979. 15-16. 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 dificultadesde mis vísceras sorprendidaspor radioterribles retratos.No estoy de acuerdo.

Todos pican mi poesíacon invencibles tenedoresbuscando, sin duda, una mosca,Tengo miedo.

Tengo miedo de todo el mundo,del agua fría, de la muerte.Soy como todos los mortales,inaplazable.

Por eso en estos cortos díasno voy a tomarlos en cuenta,voy a abrirme y voy a encerrarmecon mi más pérfido enemigo,Pablo Neruda.

Source/Supplementary Materials (SIOP 1.4):See Appendices A, B, and C for class presentations and handouts

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Lesson Sequence and TimingDay 1: 60 minutes

Time Activity

5 minutes Introduce the topic and content/language objectives.

15 minutes Vocabulary presentation

5 minutes Big Words activity: There are pieces of paper around the room, each with one vocab word printed in the middle. Students take a pen and spend 5 minutes going from paper to paper, drawing or writing anything that comes to mind when they think of that word. It can be anything that helps them understand what the word means. As students write, I will be circulating with them in order to double check the accuracy of their associations.

10 minutes Get into groups of 2-3. Each group takes a word paper and discusses that word along with the class’ illustrations and writing on it. Each group comes up with one real life example that uses their word.

Example: If my word is “shocked,” I would say “One time my mom was shocked when I dyed my dog pink with Koolaid.”

As groups work, I will be circulating to make sure that each group accurately understands the definition of their word. Each group will choose one member to share their example with the class.

15 minutes Work in pre-determined pairs (ELLs and mainstream students integrated intentionally) to read and annotate the poem. Explain that the poem is originally written in Spanish, as Neruda is a Chilean poet. Both translations are on the handout; we will be working with the English translation, but you can use the Spanish one to help your understanding or get an idea of the original poem. I will be available to circulate and monitor.Instructions:

Read the poem Stop after each stanza and

o Highlight words from our vocab listo Box new words you don’t understando Underline confusing lineso Draw a star next to what you think is the most important sentence

Do these things for each stanza!

10 minutes Still in pairs… Recall the meaning of any words from our vocab list Discuss what you think any boxed words mean. You can use your

phones and class dictionaries to look it up. See if understanding those words helps clarify any of the underlined

sectionsAsk students to read the annotated poem over at home and come in next class

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with any underlined sections they still don’t understand. Bring the annotated copy of poem back next class!

Day 2: 60 Minutes

Time Activity

2 minutes Review the topic and objectives.

10 minutes Review vocabulary with the vocabulary chain activity. Each student will have a randomly selected card with one vocabulary word and the definition for another vocabulary word. The first student reads their definition out loud. The student with the corresponding vocab word reads their word and then their definition. This chain continues until all vocab words have been read.

As this class has 15 students and there are only 6 vocab words for this poem, we will review 9 words from a prior lesson and mix our 6 new words into the game.

Note: All the vocab words with their images and writings from last class’ Big Words activity will now be posted on the wall to work as a word wall as we play this game.

10 minutes Work in pairs from last class to try to understand any lines that still don’t make sense. I will circulate during this time to guide discussion and make sure everyone feels comfortable with the poem.

10 minutes As a large group, discuss the following questions: What is the main idea that the author is discussing here? (Consider the

title and repeating words or lines) How does the main idea change over the poem? If we had to give the poem have a beginning, middle, and an end, where

would those lines fall?

25 minutes Pairs will now group up into groups of 4. Each group of 4 will work together on their individual graphic organizers, which will be completed and handed in at the end of class.

I will model the completion of the first row for the class so they understand how the graphic organizer works.

3 minutes Go over homework, which is due at the beginning of the next class period. Model example answers to all three questions.

Stress that students should

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Explain how the author’s main idea develops in the beginning, middle, and end of the poem.

Use as many direct quotes from the poem as possible to explain your statements.

Use their graphic organizers to direct their final answers.

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Appendix ASupplementary Materials: Vocabulary Presentation

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Appendix BSupplementary Materials: Handouts

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Item B.1: Poem Handout for Day 1

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Item B.2: Graphic Organizer for WIDA Level 3 Students, Day 2

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Item B.3: Graphic Organizer for Mainstream Students, Day 2

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Appendix CSupplementary Materials: Homework

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Item C.1: Homework for WIDA Level 3 Students, Day 21) How do Pablo Neruda’s fears change throughout the poem?

In the beginning of the poem (Stanzas 1-4), Neruda seems to feel ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

In the middle of the poem (Stanzas 5-6), Neruda seems to feel ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.In the last stanza of the poem (Stanza 7), Neruda seems to feel ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

2) What do you think the main idea of this poem is and why?

I think the main idea of this poem is _________________________________________________________________________________________________________________________________________________________________________________.I think this because Pablo Neruda says ________________________________________________________________________________________________________________________________________________________________________________, which shows that ___________________________________________________________________________________________________________________________________________________________________________________________________.

3) Give an example of something about Neruda’s main idea that reminds you of your own life. Use a direct quote from the poem.

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Hashem, Differentiated Lesson PlanWhen Pablo Neruda wrote ________________________________________________________________________________________________________________________________________,it reminded me of when I ____________________________________________________________________________________________________________________________________________________________________________________________________.

Item C.2: Homework for Mainstream Students, Day 2

1) How do Pablo Neruda’s fears change throughout the poem?

2) What do you think the main idea of this poem is and why?

3) Give an example of something about Neruda’s main idea that reminds you of your own life. Use a direct quote from the poem.

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