Lesson seeds are ideas that can be used to build a lesson aligned to the CCSS. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction. When developing lessons from these seeds, teachers must consider the needs of all learners. It is also important to build checkpoints into the lessons where appropriate formative assessment will inform a teachers instructional pacing and delivery.

Lesson Seed 2 - Day 6-8

LESSON FOCUS

How does the author use language and sensory images to convey how they feel?

TEXT MODEL

http://www. poetryfoundation.org /poem/171952
http://allpoetry.com/

Who Has Seen the Wind?* By Christina Rossetti 1830–1894	The Wind James Reeves Pg. 26 Random House Book of Poetry for Children	The Wind by Robert Louis Stevenson	Wind On The Hill by A.A. Milne
Who Has Seen the Wind?Neither I nor you: But when the leaves hang trembling,The wind is passing through. Who has seen the wind?Neither you nor I:But when the trees bow down their heads,The wind is passing by. Source: The Golden Book of Poetry (1947) *CCSS Exemplar Text	I can get through a doorway without any key,And strip the leaves from pause the great oak tree. I can drive storm-clouds and shake tall towers,Or steal through a garden and not wake the flowers. Seas I can move and ships I can sink;I can carry a house-top or the scent of a pink. When I am angry I can rave and riot;And when I am spent, I lie quiet as quiet. spent = done, used up, finished	I saw you toss the kites on highAnd blow the birds about the sky; And all around I heard you pass, Like ladies' skirts across the grass— O wind, a-blowing all day long, O wind, that sings so loud a song! I saw the different things you did, But always you yourself you hid. I felt you push, I heard you call, I could not see yourself at all— O wind, a-blowing all day long, O wind, that sings so loud a song! O you that are so strong and cold, O blower, are you young or old? Are you a beast of field and tree, Or just a stronger child than me? O wind, a-blowing all day long,O wind, that sings so loud a song!	No one can tell me,Nobody knows,Where the wind comes from,Where the wind goes. It's flying from somewhere.As fast as it can,I couldn't keep up with it,Not if I ran. But if I stopped holding.The string of my kite,It would blow with the wind.For a day and a night. And then when I found it,Wherever it blew,I should know that the wind.Had been going there too. So then I could tell them.Where the wind goes…But where the wind comes from.Nobody knows.
Speaker of the Poem:	Speaker of the Poem:	Speaker of the Poem:	Speaker of the Poem:
Overall Meaning: Example: You can't see the wind, but you know it's there – makes leaves tremble and leaves bend.	Overall Meaning:	Overall Meaning:	Overall Meaning:
Actions of the Wind: Example: passing through, passing by	Actions of the Wind:	Actions of the Wind:	Actions of the Wind:

Lexile: NA

Summary: These poems, including the CCSS exemplar poem, reflect the feelings and observations of various poets about the wind.

PROCEDURE

Day 1

Read Who Has Seen the Wind? by Christina Rosetti aloud as students listen to get a general understanding of the poem. The poem may need to be read multiple times. Display the poem and as a class, determine who the speaker of the poem is and the overall meaning of the poem.If this is the student's first experience with poetry, the teacher may need to model determining the overall meaning for students for one or more poems.Students should give examples from the poem to support their ideas. Repeat the process for The Wind by James Reeves, The Wind by Robert Louis Stevenson, and Wind on the Hill by A.A Milne. The teacher should record the overall meanings for each poem that will be photocopied for each student for Day 2.

Day 2

Distribute the organizer with each poem and class generated overall meanings. Students should reread each poem independently looking for the actions of the wind in each poem. Have students underline the actions of the wind and "Turn and Talk" to discuss. Class discussion can be recorded at the bottom of the organizer.
Have students use the organizer to determine which two speakers feel that that the wind is strong and powerful. Discuss how the poet's word choices (actions of the wind) help convey their feelings about the wind.

Day 3

Continue discussion from Day 2 if necessary. Have students reread poems in pairs.
Assessment:
1. Have students write a comparison of two of the poems.
  1. As a scaffold, provide a comparison sentence stem to help students write a summary of their work.
    Example:
    1. ____________________ and _________________ are alike because they both _____________________. The poems are different because
Extension – Have students write their own poem about the wind.
1. Example – list poem

**Prepare for small group/guided reading instruction by selecting appropriate text and materials. Make connections to the concept of Perspective or Diversity wherever possible.

1 Handbook for the Art and Science of Teaching, Robert Marzano & John Brown 2009, ASCD

CCSS Standards Alignment

Reading: Literature

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

RL.2.6Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

Speaking & Listening

SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

Contact Us
Privacy
Terms of Use
Non-Discrimination Statement
Accessibility
siteMap

Last Updated 3/17/2020 12:05 PM