S T U D E N T G U I D E
When My Grandfather Holds My Grandmother
How does the speaker use repetition to capture the relationship between the poem’s two main characters as a “community of two”?
View this lesson at ThinkCERCA
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Table of Contents
Vocabulary Building
Direct Instruction Guide
STEP 1: Connect
STEP 2: Read
STEP 3: Engage with the Text
STEP 4: Summarize
STEP 5: Build an Argument
STEP 6: Create your CERCA
Throughout the guide, look for the laptop icon to find steps to complete online!
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Optional Extensions
SYNONYM (SIMILAR OR LIKE WORD)
ANTONYM (OPPOSITE WORD)
(if possible)
PICTURE OF VOCABULARY WORD
SENTENCE USING VOCABULARY WORD
VOCABULARY WORD & DEFINITION
PART OF SPEECH
V O C A B U L A R Y B U I L D I N G
Map a Word: Intimate and Sensory Language
Understanding key vocabulary terms will help you understand the reading. Use the vocabulary word in the title to fill in the word map below.
Completing this process will help the word "stick" in your memory!
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D I R E C T I N S T R U C T I O N G U I D E
Cornell Notes: Connotation and Denotation
What is connotation? | Connotation is… |
What is denotation? | Denotation is… |
How does connotation help readers better understand the writer’s purpose and tone? | Connotation helps readers understand… |
Take notes on the lesson using the organizer below:
Watch the Direct Instruction lesson at learn.thinkcerca.com
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D I R E C T I N S T R U C T I O N G U I D E
Cornell Notes: Connotation and Denotation (continued)
Summarize and Reflect
In your own words and in complete sentences, write a 3–4 sentence summary of this skills lesson. An accurate summary will cover the lesson's central ideas and include important details to support those ideas.
Record your summary here:
S T E P 1 : C O N N E C T
Finding Your Purpose for Learning
When you've finished reading the overview, answer the following questions in the space below:
What more would you like to learn about analyzing theme in poetry? What would you like to know about repetition and how it is used in poetry?
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Read the Topic Overview provided at learn.thinkcerca.com
S T E P 1 : C O N N E C T
Think-Pair-Share
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S T E P 2 : R E A D
Pause and Reflect
When you’ve finished reading, go back and find the questions in the text marked “Pause and Reflect.” These questions will help you connect the text to yourself, to other texts, or to the world around you.
Use the space on the left below to answer the reflection questions. Then, discuss your answers, noting how they were similar or different.
Record “Pause and Reflect” answers here:
Record discussion reflections here:
Read the text for this lesson at learn.thinkcerca.com
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S T E P 2 : R E A D
Test Prep Strategy: Summarizing a Text
Before you answer questions about a text, summarize it! Writing a summary allows you to anticipate questions that teachers and test-makers might ask.
First, read the poem. Then, write a 2-3 sentence summary below. Your summary should use the SOAPSTone strategy—identifying the Speaker, Occasion, Audience, Purpose, Subject, Tone—to summarize the poem.
Refer to the reading for this lesson at learn.thinkcerca.com.
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S T E P 3 : E N G A G E W I T H T H E T E X T
Highlight and Annotate
In this step, you will analyze the text closely, then discuss your findings to begin developing reasoning for your argument.
The highlighting prompts will help you with the final writing task. You will find evidence to support your own argument or informational piece, as well as models of excellence that will help you better understand a writer’s craft in narratives. The evidence you highlight will be available when you begin building your draft in the next step.
Return to learn.thinkcerca.com to complete Step 3: Engage with the Text.
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S T E P 4 : S U M M A R I Z E
Write a Summary
Summaries help you process your thinking about a text and are often a great way to start off an argumentative or informational essay. A good summary shows you have knowledge about a topic.
Practicing summarizing also helps you prepare for the main idea questions posed on many standardized assessments. In addition, summarizing is a helpful skill for working with others, such as when you need to confirm your understanding of what someone else has said. That's a useful skill for all parts of life.
Your summary should:
Return to learn.thinkcerca.com to complete Step 4: Summarize.
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S T E P 5 : B U I L D A N A R G U M E N T
Collaborate: Share your Argument Builder
When you’ve completed the argument building step, share your results with others, and listen to how they responded to the same question. Ask questions and give feedback to help strengthen your partners’ reasons and evidence.
Share | Listen |
How does the speaker use repetition to capture the relationship between the poem’s two main characters as a “community of two”? | How does the speaker use repetition to capture the relationship between the poem’s two main characters as a “community of two”? |
1. | |
2. | |
3. | |
Complete Step 5 to begin building your argument at learn.thinkcerca.com
S T E P 6 : C R E A T E Y O U R C E R C A
Peer Editing Activity
Complete Step 6 to create your CERCA at learn.thinkcerca.com
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S T E P 6 : C R E A T E Y O U R C E R C A
Writing Reflection
Before you submit your final CERCA, write a brief reflection describing your experience.
An area for growth for me on this piece or in my writing in general is…
The strongest areas of this piece of writing are…
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Through self-assessment and/or peer editing, I learned…
Optional Extensions
The following activities can be used as optional extensions to this lesson.
O P T I O N A L E X T E N S I O N : A C T I V I T Y
Blackout Poetry
Background
We can create art out of the objects that we encounter in our environment and communities. Blackout poetry is a form of “appropriation art,” or art that takes something that already exists and adapts it in a new shape and form. With this activity, you’ll create a new poem out of an existing text.
Create a Blackout Poem
Reflect and Share
Share your poem with a partner. How did your approaches to this activity differ? How were they the same? And, share your poems with us! Use the hashtag #SparkCourageousThinking to profile your work.
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O P T I O N A L E X T E N S I O N : I N Q U I R Y T O R E S E A R C H
Asking Questions of the Texts
As you engage with texts in any subject, you can actively ask questions about the author’s purpose, intended audience, and occasion to understand the message. The table below provides examples.
Approaches | Example |
Questions about the author | Is the author an authority on this topic? What was the author’s motivation in writing this piece? |
Questions about the audience, purpose, and occasion of the text | Why was this poem written? Why was it published at this time? |
Questions about civics, economics, geography, and history | What topics, themes, and ideas do poets explore? |
Questions about concepts and ideas | How can difficulties and conflict shape human relationships? |
Questions about self and community reflections | Why do people move from place to place? |
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O P T I O N A L E X T E N S I O N : I N Q U I R Y T O R E S E A R C H
Asking Questions of the Texts (continued)
Use the table below to record questions about the text you read.
Approaches | Questions |
Questions about the author | |
Questions about the audience, purpose, and occasion of the text | |
Questions about civics, economics, geography, and history | |
Questions about concepts and ideas | |
Self and Community Reflections | |
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