th
ELACC7R12, ELACC7R2, ELACC7SL5, ELACC7L6,
ELACC7L1, ELACC7L1A, ELACC7L1B, ELACC7L2,
ELACC7L2A, ELACC7L2B, ELACC7L3A,ELL1, ELL2
After learning about Utopian Society, do you believe Utopia is possible?
From what you have learned so far, how has your idea of your utopia changed? (2-5
Sentences)
ELACC7RL4, ELACC7SL1, ELACC7SL1B, ELACC71D,
ELACC7RL1, ELACC7R12, ELACC7R12, ELACC7W1E,
ELACC7W6,7W9, ELACC7W10, ELACC7L1,
ELACC7L1A, ELACC7L1B, ELACC7L2, ELACC7L2A,
ELACC7L2B, ELACC7L3A,ELL1,ELL2
After learning about Utopian Society, do you believe Utopia is possible?
For the root auto create a root web.
ELACC7RL5, ELACC7SL1, ELACC7RL4,
ELACC7RL57SL1B, ELACC7SL1d, ELACC7W4,
ELACC7W6, ELACC7W9, ELACC7W10,
ELACC7L1, ELACC7L1A, ELACC7L1B,
ELACC7L2, ELACC7L2A, ELACC7L2B,
ELACC7L3A,ELL1,ELL2
After learning about Utopian Society, do you believe Utopia is possible?
Refer to the following quote and identify the protagonist that is being referred to.
“ Every utopia - let's just stick with the literary ones - faces the same problem:
What do you do with the people who don't fit in?
”
Margaret Atwood

Each student has a copy of the poem:
“There will Come Soft Rains”
The teacher reads the selection.
Mini-lesson biography Sarah Teasdale
Mini-Lesson: Phrases and Clauses
Start Cornell notes on the poem itself.
Lines 1-4 (In groups)
Identification markers for Cornell Notes: key terms, key phrases, and summary of each line. Identify the themes of peace, tolerance, and Utopia and cite evidence as you find them. Identify the audience you imagine
Teasdale is speaking to.
Remind students to work on vocabulary list for the week. http://quizlet.com/Mrs_Duck
Work Poetic devices in lines 1-4
Refrain, stanzas, alliteration, repetition, imagery, rhyme scheme.
Complete Cornell notes for lines 5-12.
Incorporate the poetic devices that you find.
Continue to identify key terms, key phrases, and summary of each line. Identify the themes of peace, tolerance, and Utopia and cite evidence as you find them. Identify the audience you imagine Teasdale is speaking to.
Model how to incorporate alliteration into one of the couplets of the poem. Have them do their own alliteration with a couplet from the poem in their groups.
The Lake Isle of Innisfree
W.B.Yeats http://www.poets.org/poetsorg/poem/la ke-isle-innisfree
The teacher reads the selection.
Mini-lesson biography W.B. Yeats.
The entire prezi doesn’t need to be viewed in the beginning of lesson, only need biographical info from this for now. https://prezi.com/6t4u5k_7udpo/wbyeats/
Start Cornell notes on the poem itself.
Stanza 1 (In groups)
Identification markers for Cornell
Notes: key terms, key phrases, and summary of each line. Identify the themes of peace, tolerance, and Utopia and cite evidence as you find them.
Identify the audience you imagine Yeats is speaking to.
Identify the audience you imagine Teasdale is speaking to.
Have them do their own alliteration with a couplet from the poem in their groups.
Identify the audience you imagine Yeats is speaking to.
Allows for multiple right answers. Flexible grouping with assigned roles to each group member. Emphasis on Thinking skills: giving students the opportunity to think aloud, discuss their thinking with their peers,
Highlighter, template for Cornell notes, copy of notes.
Allowing for multiple right answers: openended assignments that focus on the process of solving the problem and/or critical thinking, Highlighter, template for Cornell notes, copy of notes.
Tasks and products designed for multiple intelligences/learning styles.
Flexible grouping with assigned roles to each group member. Emphasis on
Thinking skills: giving students the opportunity to think aloud, discuss their thinking with their peers, Highlighter, template for Cornell notes, copy of notes
Additional Notes

ELACC7RL7, ELACC7RL7SL1, ELACC7RSL1B,
ELACC7RSL1D, ELACC7RL3, ELACC7L4B, ELACC7L4C,
ELACC7W6, ELACC7W9, ELACC7W10, ELACC7L1,
ELACC7L1A, ELACC7L1B, ELACC7L2, ELACC7L2A,
ELACC7L2B, ELACC7L3A,ELL1,ELL2
After learning about Utopian Society, do you believe Utopia is possible?
Take the following poem from Robert Frost and identify the rhyme scheme. http://frostpoetry.blogspot.com/2010/12/neith er-out-far-nor-in-deep-by-robert.html
ELACC7RL1, ELACC7W6, ELACC7W9, ELACC7W10,
ELACC7L1, ELACC7L1A, ELACC7L1B, ELACC7L2,
ELACC7L2A, ELACC7L2B, ELACC7L3A,ELL1,ELL2
After learning about Utopian Society, do you believe Utopia is possible?
Take the following poem The Dragon of
Grindly Grunn and identify rhyme scheme, tone, and the simile. http://www.vinton.k12.oh.us/downloads/wa rd-snowday6.pdf
Work Poetic devices in Stanza 1
Refrain, stanzas, alliteration, repetition, imagery, rhyme scheme.
Complete Cornell notes for Stanzas 2 & 3.
Incorporate the poetic devices that you find.
Continue to identify key terms, key phrases, and summary of each line. Identify the themes of peace, tolerance, and Utopia and cite evidence as you find them. Identify the audience you imagine Yeats is speaking to.
Model how to compare and contrast two poems.
Compare and contrast the poems(use reference from yesterday if needed). In a follow up paragraph cite at least three examples of how this theme is represented.
(Include at least 3 citations from the text using quotation marks and incorporate using
2 preposition phrases)
**Centers: Mini lesson and GMAP and
Quizlet
The Lake Isle of Innisfree
W.B.Yeats
3 stanzas of 4 lines

Identify the themes of peace, tolerance, and
Utopia and cite evidence as you find them.
Compare and contrast the poems (use reference from yesterday if needed).
Tasks and products designed for multiple intelligences/learning styles. Flexible grouping with assigned roles to each group member. Emphasis on Thinking skills: giving students the opportunity to think aloud, discuss their thinking with their peers.
Highlighter, template for Cornell notes, copy of notes
Allowing for multiple right answers: openended assignments that focus on the process of solving the problem and/or critical thinking.
Highlighters, thinking maps, guided writing