S T U D E N T G U I D E

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Those Winter Sundays

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Write a poem about someone who has affected your life in a positive way, but who might not be aware of their impact. Use descriptive, sensory details to show this person's impact.

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Table of Contents

Vocabulary Building

• Frayer Model

Direct Instruction Guide

• Cornell Notes: Figurative Language

STEP 1: Connect

• Finding Your Purpose for Learning
• Think-Pair-Share

STEP 2: Read

• Pause and Reflect
• Test Prep Strategy: Analyzing Word Choice: Using Key Parts of Speech (Optional)

STEP 3: Engage with the Text

• Highlight and Annotate

STEP 4: Think

• Begin Developing Your Ideas

STEP 5: Build your Narrative

• Collaborate: Share your Poetry Plan
• Peer Editing Activity
• Writing Reflection

Throughout the guide, look for the laptop icon to find steps to complete online!

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Optional Extensions

• Reciting Poetry: Poetry Out Loud
• Inquiry to Research: Asking Questions of the Texts

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Vocabulary Word

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V O C A B U L A R Y B U I L D I N G

Frayer Model �

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The Frayer Model helps you learn vocabulary from different angles.

1. Read the words and definitions in the vocabulary list.
2. Choose one word from the list. Write it in the center circle of the graphic organizer below.
3. In the “examples” box, list examples or synonyms of the word.
4. In the “non-examples” box, write non-examples or antonyms.
5. Next, add facts or characteristics about the word.
6. Finally, write your own definition or look one up!

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Frayer Model

Read the Overview and click “Vocabulary” for this 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: Figurative Language

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Take notes on the lesson using the organizer below:

Complete the skills 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: Figurative Language (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.

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Record your summary here:

S T E P 1 : C O N N E C T

Finding Your Purpose for Learning

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When you've finished reading the overview, answer the following questions in the space below:

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What more would you like to learn about planning and crafting a poem from scratch? What themes, ideas, and emotions would you like to explore while planning your poem? What are some ways that you can use poetry to reflect on complex feelings, thoughts, and emotions?

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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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1. Think: On your own, think about your experiences related to the topic.

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• Pair & Share: With a partner, group, or a trusted listener, share the parts of your response that you feel comfortable sharing.

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• Reflect: If time permits, reflect on your experience. What ideas did others share that you hadn't considered? How were your ideas alike?

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Complete the writing activity in Step 1: Connect at learn.thinkcerca.com

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S T E P 2 : R E A D

Pause and Reflect

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When you’ve finished reading, go back and find the questions with the poem marked “Pause and Reflect.” These questions will help you connect the text to yourself, to other texts, or to the world around you.

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Use the space on the left below to answer the reflection questions. Then, discuss your answers with others, noting how your answers were similar or different.

Record “Pause and Reflect” answers here:

Record discussion reflections here:

Read the poem for this lesson at learn.thinkcerca.com

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S T E P 2 : R E A D

Test Prep Strategy: Analyzing Word Choice

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Each poem is a careful word sculpture made up of nouns, verbs, adjectives, and adverbs.

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Revisit the poem you read at learn.thinkcerca.com.

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Pay attention to how the author uses nouns, verbs, adjectives, and adverbs. How does each word in the poem contribute to its meaning?

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To identify parts of speech:

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• Underline nouns [person/people; place(s); thing(s); idea(s)]
• Double-underline verbs (verbs of being; and action verbs)
• Circle adjectives (describing words)
• Put boxes around adverbs (a word that tells more about another verb, adjective, or other adverb, for example, “happily went,” “quietly went,” or “never went”)

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Taking this step helps you to closely read the passage.

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Underline, circle, and box away!

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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

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In this step, you will analyze the poem closely, then discuss your findings to begin thinking about how you’ll respond to the final prompt.

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1. Read the poem again, highlighting and annotating important details. Follow the highlighting prompts provided.

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The highlighting prompts will help you find details that will be helpful in the final writing task. You’ll also see models of excellence that will help you better understand a writer’s craft in poetry. The evidence you highlight will be available when you begin drafting your poem in the next step.

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2. If time permits, pair and share your highlights and annotations with a classmate. Pay close attention to this conversation! Your thinking may help you discover details you’ll want to include in your poem.

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Return to learn.thinkcerca.com to complete Step 3: Engage with the Text.

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S T E P 4 : T H I N K

Begin Developing Your Ideas

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1. ���Use the downloadable activity provided in Step 4 to begin crafting your poem.
2. Use the sentence stems provided to begin the process of writing your poem. Your answers can help create a roadmap for your own poem.�
2. If time permits, pair and share with a classmate. Read each other’s worksheet and summary, and discuss how they are similar or different. How did you each complete the activity? Were your summaries fair and accurate? Why?

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Return to learn.thinkcerca.com to complete Step 4: Think.

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S T E P 5 : B U I L D Y O U R N A R R A T I V E

Collaborate: Share your Poem

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If you need help getting started, click the link below the prompt for useful guidance.

When you’ve finished a draft, share your results with others, and listen to how they responded to the same question. Ask questions and give feedback to others.

Complete Step 5 to begin drafting your poem at learn.thinkcerca.com.

S T E P 5 : B U I L D Y O U R N A R R A T I V E

Peer Editing Activity

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1. Do a self-assessment of your draft.�
2. Next, collaborate with a peer or peers to read each other’s drafts.�
3. Share insights into what might make your pieces stronger. Find two positive attributes and one area of growth for each draft you review.�
4. Revise your piece using what you learned from your self-assessment and the feedback from your peers.

Complete Step 5 to begin drafting your poem at learn.thinkcerca.com

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S T E P 5 : B U I L D Y O U R N A R R A T I V E

Writing Reflection

Before you submit your final poem, write a brief reflection describing your experience.

An area for growth for me on this piece or in my writing in general is…

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The strongest areas of this piece of writing are…

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Through self-assessment and/or peer editing, I learned…

Optional Extensions

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The following activities can be used as optional extensions to this lesson.

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O P T I O N A L E X T E N S I O N : R E C I T I N G P O E T R Y

“Poetry Out Loud”�

Visit the Poetry Foundation’s “Poetry Out Loud” website. Here, you can access poems on a range of topics and themes, from sports to the seasons.

1. Choose a poem from the website. Analyze the poem using the “SOAPSTone” strategy:
• Who is the speaker?
• What is the occasion, audience, purpose, subject, and tone of the poem?
2. To help you better answer these questions about author, audience, and purpose, read the “Author Bio” at the bottom of each selection.
3. Read the poem aloud. Where do you note variations in pacing? How does that relate to meaning?
4. Practice, practice, practice! Keep on reading the poem aloud. Find your own voice and mode of delivery to capture the tone.
5. Together with your classmates, hold a poetry recitation. Each class member can recite their poem, note what drew them to this work, and provide information about the poet behind the words.

Use the organizer on the next page to help you prepare for the recitation and discussion.

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O P T I O N A L E X T E N S I O N : R E C I T I N G P O E T R Y

Poetry Recitation Notes

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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.

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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.

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