7
thGrade Reading & Writing
Remote Learning Schedule – Phase II/Week 3 April 27 – May 1
Students – Welcome to the second phase of remote learning. We’ll be working on poetry for the next few weeks – poems to read and analyze as well as some to write. Have fun and keep reading!
Date Tasks Learning Intentions
Monday 4/27
• Complete the Anticipation Guide &
Reflection
• Complete rhyme, synonym & alliteration practice
• Read “Why Poetry” and answer questions
• Review vocabulary word parts – list 5
• SSR/Independent Reading
• Read & understand grade level texts
• Use grade-level words; gather vocabulary knowledge
Tuesday 4/28
• Read “Would I Still Be Me” poem
• Complete the poetry analysis questions
#1-10
• SSR/Independent Reading
• Analyze how a poem’s form contributes to its meaning
Wednesday 4/29
• Complete the writing planner “Would You Still Be You” tasks #1-2
• SSR/Independent Reading
• Use precise words and phrases, descriptive details and sensory language to
“show vs tell”
Thursday 4/30
• Complete vocabulary one-pager by writing each of the word parts, definitions and a graphic in the boxes
• SSR/Independent Reading
Friday 5/1
• Take the word part quiz #5 (look for answers next week)
• Write a rough draft of your poem by completing tasks #3-5
• Share it with your family or email a picture to your teacher – we’d love to see your poetry
• Did you meet your weekly reading goal?
• Use word parts as clues to the meaning of a word
• Produce clear and coherent writing in which
development, organization &
style are appropriate to task, purpose & audience
FIGURATIVE LANGUAGE GLOSSARY
Alliteration – is the repeating of beginning consonant sounds. Alliteration is used to draw attention to certain words or ideas, to imitate sounds, and to create musical effects.
Ex: Peter Piper picked a peck of pickled peppers.
Hyperbole – is an extreme exaggeration for effect. Hyperbole is used to emphasize a point or create humor.
Ex: The new member of the basketball team is taller than a skyscraper.
Metaphor –is a figure of speech that compares two things without using “like” or “as”—almost making one thing become another. Metaphor is used to describe something vividly.
Ex: Tom was a walking encyclopedia.
Onomatopoeia – is the use of a word that imitates a sound.
Ex: bang, zap, plash, sputter
Personification – is a figure of speech in which a nonliving thing is given living characteristics.
Ex: the leaves danced, the wind howled, the grass whispered
Refrain – is a regularly repeated line or group of lines in a poem. A refrain often stresses the main idea and may vary slightly each time.
Ex: like a chorus in a song…the line or group of lines that repeats
Rhyme –is the repetition of sounds at the ends of lines and sometimes even within a line. Rhyme is used to give a songlike quality or to emphasize words or phrases.
Ex: bring, sing, fling, etc.
Simile – is a comparison of two unlike things using “like” or “as”. Simile is used to describe something vividly.
Ex: When Tonya arrived home from school she was as hungry as a horse. OR Life is like a box of chocolates, you never know what you’re going to get.
Stanza – is a grouping of 2 or more lines in a poem.
Ex: Like a paragraph for poetry.
Rhyme Scheme—is a regular pattern of rhyme in a poem.
-When showing the rhyme scheme of a poem, use lowercase letters -Each unique rhyme is assigned a different letter
Ex: Under a spreading chestnut tree a The village smithy stands; b The smith, a mighty man is he, a With large and sinewy hands; b And the muscles of his brawny arms c Are strong as iron bands. b
-Henry Wadsworth Longfellow “The Village Blacksmith”
Rhyme Scheme=ababcb
Tone---is the author’s attitude toward the subject matter, reader, or audience. Tone is conveyed through the author’s word choices and details that he or she includes. (Ask: How does the author feel about what he or she is writing about?)
Tone descriptors might include: doubtful, humorous, sarcastic, serious, outraged, etc.
Mood----is the feeling that the work gives to the reader. Writers use words, phrases, and images to create mood. (Ask: How do you feel while reading the work?)
Mood descriptors might include: sad, hopeful, funny, anxious, scary, etc.
Name ________________________________________ Periods ___/___
Poetry Anticipation Guide
Directions: Rate your impressions and feelings about poetry on the following scale. A “1” means you strongly disagree with the statement, and a “5” means you strongly agree with the statement. Be honest in your answers!
1. All poetry has to rhyme. 1 2 3 4 5
2. Poetry is musical. 1 2 3 4 5
3. Poetry can be about anything. 1 2 3 4 5
4. Poetry is always boring. 1 2 3 4 5
5. Poetry is always interesting. 1 2 3 4 5
6. Poetry should tell a story. 1 2 3 4 5
7. Poetry and music are not the same. 1 2 3 4 5
Now, write a paragraph telling what you know about poetry. Also, explain what you feel about poetry.
Do you like or dislike poetry? Have you read a lot of poetry? Do you enjoy writing poetry?
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Rhyme, Synonyms, and Alliteration
Rhyme – words that sound the same
Directions: For each of the words listed below, write three rhyming words.
Ex: cat hat rat bat
1. breath 2. sleep 3. dream 4. blaze 5. think 6. candy
Synonyms – words that mean the same thing (“good” is a synonym for “fine”) Directions: For each of the words listed below, write three synonyms.
Ex: good fine well acceptable
1. happy 2. busy 3. bright 4. odd 5. noisy -
Alliteration – words that start with the same sound or letter
Directions: For each sound given below, write an alliterative phrase. It does not need to make sense!
ch Cheetahs chew gum and cherries.
t s th P
Why Poetry?
Directions: Read the following poem.
Now, list three things from the poem that you can visualize yourself doing.
1. ___________________________________________________________________
2. ___________________________________________________________________
3. ____________________________________________________________________
What specifically does Billy Collins do to create these images in your mind?
1. ____________________________________________________________________
2. ____________________________________________________________________
That answers the question, “Why Poetry”?
Introduction to Poetry
I ask them to take a poem and hold it up to the light like a color slide
or press an ear against its hive.
I say drop a mouse into a poem and watch him probe his way out,
or walk inside the poem’s room and feel the walls for a light switch.
I want them to waterski across the surface of a poem waving at the author’s name on the shore.
But all they want to do
is tie the poem to a chair with a rope and torture a confession out of it.
They begin beating it with a hose to find out what it really means.
Billy Collins
Word Parts List 5
word part meaning examples
astr star astronomy, asteroid
geo earth geography, geophysics
thermo heat thermostat, hypothermia
chron time chronological, synchronize
luna moon lunar, lunatic
meter measure thermometer, centimeter
cogn know recognize, cognizant
hyper over hypersensitive, hyperbole
octa eight octagon, octopus
demo people demographics, epidemic
Analyzing Poetry
Below is Jennifer Dignan’s poem “Would I Still Be Me?” Read the poem a few times. Then answer the questions on the next page. This activity is meant to be completed with partners, in groups, or as a class.
Name: ___________________________________________________ Date: ________________________
Poetry Analysis POEM: “Would I Still Be Me?,” page 32 September 2019
®
©2019 BY SCHOLASTIC INC. PERMISSION GRANTED TO TEACHERS AND SUBSCRIBERS TO PROJECT OR MAKE COPIES OF THIS PAGE TO DISTRIBUTE TO STUDENTS. PAGE 1 OF 3
Would I Still Be Me?
by Jennifer Dignan
Go to Scope Online to hear the author
read her poem aloud.
1
3
5
I like green salads with shredded carrots,
dried cranberries,
and crumbled blue cheese.
I like pizza with olives and hot sauce on eggs.
But say I preferred my vegetables cooked, my pizza with mushrooms, my eggs on their own—
wouldn’t I still be me?
I also like cardigan sweaters and checkerboard Vans.
But if I traded them in for pullover sweatshirts and bright white Adidas—
wouldn’t I still be me?
If I wore my hair in some other style, wouldn’t I still be me?
If I changed my Instagram handle or quit TikTok tomorrow,
wouldn’t I still be me?
And if I lived
in some other town, wouldn’t I still be me?
But what if I giggled less, or broke rules more often?
What if I never danced?
What if I were afraid of dogs, but not afraid of heights?
What if I felt a little bit bigger when I gazed up at the stars?
Would I still be me?
7
9
11
13
15
17
19
21
23
25
27
29
31
33
Poetry Analysis POEM: “Would I Still Be Me?,” page 32 September 2019
©2019 BY SCHOLASTIC INC. PERMISSION GRANTED TO TEACHERS AND SUBSCRIBERS TO PROJECT OR MAKE COPIES OF THIS PAGE TO DISTRIBUTE TO STUDENTS.
1
What does the speaker describe in the first stanza?Directions: Work with your partner or group to answer the following questions. You’ll need four different colored pencils.
Note: To keep things simple, we use the pronouns “her” and “she” to refer to the speaker of the poem. But the speaker is not necessarily female.
PAGE 2 OF 3
2
How does the second stanza relate to the first stanza? Explain what the speaker means when she asks “wouldn’t I still be me?” at the end of the second stanza.3
Describe the relationship between the third stanza and the fourth stanza.4
The next few prompts will help you see word repetitions and patterns in the poem. You’ll need your colored pencils.a. Choose a colored pencil. Use it to circle the first two words of stanza 1.
b. Use the same pencil to circle the first four words of stanza 2.
c. Choose a different colored pencil. Use it to circle the first word of stanza 2.
d. Use the same pencil to circle the first word of stanza 4.
e. Choose a third color.
Circle the phrase “if I”
each time it appears in the poem.
f. Choose a fourth color.
Circle the phrase “what if” each time it appears in the poem.
5
In stanzas 1-4, the speaker names things she likes and then asks what it would mean if she liked some other things instead. How is what the speaker does in stanzas 5-7 different?Poetry Analysis POEM: “Would I Still Be Me?,” page 32 September 2019
©2019 BY SCHOLASTIC INC. PERMISSION GRANTED TO TEACHERS AND SUBSCRIBERS TO PROJECT OR MAKE COPIES OF THIS PAGE TO DISTRIBUTE TO STUDENTS. PAGE 3 OF 3
6
Consider stanzas 8-10. Does the speaker thinks that the things she names in these stanzas are more important, less important, or equally important to making her who she is than the things she names earlier in the poem? Explain your answer.9
The poet chose to put the last line of the poem on its own, in a new stanza. Why might the poet have made this choice? What is the effect of this choice?7
What is different or special about what the speaker reveals about herself in lines 32-33 compared with the rest of the poem?8
For most of the poem, the speaker asks the question “Wouldn’t I still be me?” Then, at the end of the poem, the speaker asks, “Would I still be me?” What is the difference in meaning between“Wouldn’t I still be me?” and “Would I still be me?”
10
Discuss the question below with your partner or group. Jot down key ideas from your discussion.In this poem, the speaker explores the question of what makes a person who they are. What do you think makes a person who they are? Are some things more important to making someone who they are than other things? How much could change about a person before they were someone else?
Would You Still Be You?
Directions: After reading “Would I Still Be Me?” by Jennifer Dignan, complete the activity “Analyzing Poetry.” Then follow the directions below to write your own “Would I Still Be Me?” poem—about yourself! (Note: To keep things simple, we refer to the speaker of Dignan’s poem as “her,” but the speaker is not necessarily female.)
Name: ___________________________________________________ Date: ________________________
Writing Planner POEM: “Would I Still Be Me?,” page 32 September 2019
®
©2019 BY SCHOLASTIC INC. PERMISSION GRANTED TO TEACHERS AND SUBSCRIBERS TO PROJECT OR MAKE COPIES OF THIS PAGE TO DISTRIBUTE TO STUDENTS. PAGE 1 OF 3
1
In Dignan’s poem, the speaker thinks about what makes her who she is, from the toppings she likes on her pizza to the way she feels when she looks up at the stars. Fill in the graphic organizer below to help you brainstorm ideas about what makes you who you are. You don’t need to write in complete sentences.WHAT YOU EAT
Be specific! For example, don’t just write “pizza”; write what you
like on your pizza.
WHAT YOU WEAR
What styles, brands, or colors do you usually wear? How would you
describe your style?
WHAT YOU LISTEN TO What genre of music do you like
best? Who are some of your favorite artists?
WHAT YOU DO ONLINE What apps do you use? What do you like to post or view on social
media?
WHAT YOU DO OFFLINE What are your hobbies or passions? What do you like to do
in your free time?
WHAT YOU’RE GOOD AT This could be anything from playing basketball to listening
to others.
©2019 BY SCHOLASTIC INC. PERMISSION GRANTED TO TEACHERS AND SUBSCRIBERS TO PROJECT OR MAKE COPIES OF THIS PAGE TO DISTRIBUTE TO STUDENTS. PAGE 2 OF 3
WHAT YOU’RE SCARED OF This could be anything from spiders to public speaking to
climate change.
WHAT YOU’RE LIKE List words and phrases to describe your personality.
WHAT ELSE?
Use this space to list any other facts about yourself that
come to mind.
Writing Planner POEM: “Would I Still Be Me?,” page 32 September 2019
WHAT’S SUPER IMPORTANT
Is there something that if it changed, you would no longer be you?
Write at least one idea.
2
Look back at what you brainstormed.• Put a check mark next to the things that are most important to making you who you are.
• Put an x next to the things you think are least important to making you who you are.
• If you think of anything to add to the boxes while you’re doing this, go ahead and add it!
3
Now it’s time to write the first draft of your poem. Use Jennifer Dignan’s poem “Would I Still Be Me?” as a model to write your own “Would I Still Be Me?” poem, in which you ask yourself the same types of questions—but about yourself.Write your poem on your own piece of paper. Be sure to
• include things you think are not that important to making you who you are as well as things you think are very important to making you who you are. Be sure the reader can tell which are which.
• end with the line “Would I still be me?”
Writing Planner POEM: “Would I Still Be Me?,” page 32 September 2019
©2019 BY SCHOLASTIC INC. PERMISSION GRANTED TO TEACHERS AND SUBSCRIBERS TO PROJECT OR MAKE COPIES OF THIS PAGE TO DISTRIBUTE TO STUDENTS. PAGE 3 OF 3
5
Once your poem is finished, decorate it with doodles the way Dignan’s poem is decorated on page 32 of the September issue of Scope. Your doodles, like the ones in Scope, should reflect ideas and images in the poem.4
After you finish your first draft, read it through, paying attention to the way it sounds. Does it flow like a good song? If not, can you make the rhythm more pleasing? Sometimes a little change, like switching the places of a few words, can make a big difference.Most important of all, ask yourself, “Would someone reading this poem get an idea of what makes me me?” If not, what can you change to make your poem reveal more about you?