Looking Closely at Stanza 3—Identifying Rules to Live By Communicated in “If” | EL Education Curriculum

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ELA 2012 G6:M2A:U2:L7

Looking Closely at Stanza 3—Identifying Rules to Live By Communicated in “If”

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Long Term Learning Targets

  • I can analyze how a particular sentence, stanza, scene, or chapter fits in and contributes to the development of a literary text. (RL.6.5)
  • I can compare and contrast how different genres communicate the same theme or idea. (RL.6.9)
  • I can analyze figurative language, word relationships, and nuances in word meanings. (L.6.5)

Supporting Targets

  • I can describe the literal meaning of figurative language in the poem "If."
  • I can paraphrase the third stanza of Rudyard Kipling's "If" poem.
  • I can identify rules to live by communicated in the third stanza of the poem "If." 

Ongoing Assessment

  • Notes on Stanza 3 of "If" by Rudyard Kipling--Interpreting Text to Make Meaning note-catcher
  • The third stanza of "If" paraphrased on the Analyzing "If" graphic organizer

Agenda

AgendaTeaching Notes

1.   Opening

     A. Engaging the Reader: Chapter 19 of Bud, Not Buddy (5 minutes)

     B. Unpacking Learning Targets (2 minutes)

2.  Work Time

     A.  Analyzing the Meaning of Excerpts of the Third Stanza (16 minutes)

     B. Paraphrasing the Third Stanza (5 minutes)

     C. Determining Rules to Live By in the Third Stanza (8 minutes)

3.  Closing and Assessment

     A. Mix and Mingle: Connecting "If" with Bud, Not Buddy (9 minutes)

4.  Homework

     A.  Read the afterword of Bud, Not Buddy. Use evidence flags to identify three facts in the afterword that you find particularly interesting.

  • This lesson is very similar in structure to Lessons 3 and 5.  It is the second lesson in the two-day cycle focused on the third stanza of the poem "If."  Students dig deeper into interpreting the meaning of the third stanza, with teacher questioning using the close reading guide. Students answer more of the questions independently in this lesson in order to gradually release them in preparation for the mid-unit assessment.
  • Students then determine rules to live by from the poem, discuss how those rules are communicated, and connect those rules to rules or themes in Bud, Not Buddy.
  • Post: Learning targets.

Vocabulary

figurative language, paraphrase

Materials

  • "If " (from Lesson 2)
  • Stanza 3 of "If" by Rudyard Kipling--Interpreting Text to Make Meaning Note-catcher (one per student)
  • Close Reading Guide--Stanza 3 of "If " by Rudyard Kipling (for Teacher Reference)
  • Analyzing "If" graphic organizer (from Lesson 2)
  • Equity sticks
  • Rules to Live By in "If " anchor chart (from Lesson 3)
  • Conveying Theme in Bud, Not Buddy charts (from Lesson 1)

Opening

OpeningMeeting Students' Needs

A. Engaging the Reader: Chapter 19 of Bud, Not Buddy (5 minutes)

  • Invite students to sit in their triads.
  • Write the following questions on the board. Ask students to use what they recorded on their Tracking Bud's Rules graphic organizer to think and then discuss:

* "What is the meaning of Bud's Rule #39?"

* "Do you agree with Bud's rule? Why or why not?"

  • Circulate to listen in on triads to ensure all students are participating in the discussion and have completed their homework.
  • Discussing the homework task from the previous lesson at the beginning of the lesson holds students accountable for doing their homework. It also gives you an opportunity to assess who is reading the novel at home and who isn't.

B. Unpacking Learning Targets (2 minutes)

  • Invite students to read the learning targets with you:

* "I can describe the literal meaning of figurative language in the poem 'If.'"

* "I can paraphrase the third stanza of Rudyard Kipling's 'If' poem."

* "I can compare how similar themes are communicated in Bud, Not Buddy and 'If.'"

  • Remind students of what figurative language is and what it means to paraphrase and why it is useful.
  • Learning targets are a research-based strategy that helps all students, especially challenged learners.
  • Posting learning targets for students allows them to reference them throughout the lesson to check their understanding. They also provide a reminder to students and teachers about the intended learning behind a given lesson or activity.
  • Discussing and clarifying the language of learning targets helps build academic vocabulary.

Work Time

Work TimeMeeting Students' Needs

A. Analyzing the Meaning of Excerpts of the Third Stanza (16 minutes)

  • Remind students that in the previous lesson they began to look more closely at the third stanza of the poem "If" with notices and wonders about different elements of the poem such as punctuation, word choice, and structure.
  • Distribute the Stanza 3 of "If" by Rudyard Kipling--Interpreting Text to Make Meaning note-catcher. Use the Close Reading Guide--Stanza 3 of "If" by Rudyard Kipling (for Teacher Reference) to guide students through a series of questions about the meaning of excerpts from the third stanza of "If." Students discuss the answers to these questions in their triads, write notes to answer the questions, on their note-catcher, and then share with the whole class.
  • Questioning students about parts of the text encourages them to reread the text for further analysis and ultimately allows for a deeper understanding.

B. Paraphrasing the Third Stanza (5 minutes)

  • Tell students that now that they have analyzed the words and phrases in the stanza more closely and have a deeper understanding of it, they are going to paraphrase the stanza.
  • Ask the class to get into triads to share their paraphrasing.
  • Remind students of the Paraphrased column on their Analyzing "If" graphic organizer. Tell them to record their paraphrasing of the third stanza in that last column.
  • Use equity sticks to ask students to share their paraphrasing with the whole group.
  • Guiding questions provide motivation for student engagement in the topic and give a purpose for reading a text closely.
  • Asking students to paraphrase the stanza helps you to check their understanding.

C. Determining Rules to Live By in the Third Stanza (8 minutes)

  • Refocus the whole group. Give students a few minutes to reread the poem from start to finish. Ask students to discuss in triads:

* "How does the third stanza fit into the poem as a whole?"

  • Select volunteers to share their triad discussion with the whole group. Guide students toward the idea that the third stanza continues the same rhythm as the first and second stanzas, and introduces more advice--more rules to live by.
  • Remind students that this module is all about rules to live by and that, as we have already seen in this module, Bud has rules to live by, Steve Jobs suggested rules to live by, and in "If" Rudyard Kipling suggests rules to live by.
  • Tell students they should look closely at each "If" statement within the stanza as well as the stanza as a whole. Ask them to discuss in their triads: "What are some rules to live by that Rudyard Kipling gives us in the third stanza of the poem?"
  • Select volunteers to share their triad discussion with the whole group.
  • Record student suggestions on the Rules to Live By in "If" anchor chart. Suggestions could include:
    • If you risk everything, you could lose everything--so be aware of that when you take risks.
    • Don't broadcast your failures to everyone.
    • Motivate yourself to do things that will continue even when you die.
    • Persevere through difficult times.

Ask students to discuss in their triads:

*  "How are those rules communicated?"

  • Use equity sticks to invite students to share their triad discussion with the whole group.
  • Guide students toward the idea that, as in the other stanzas, Rudyard Kipling tells us the rules rather than suggests them and uses figurative language and "If" statements to make it poetic. 
  • Anchor charts serve as note-catchers when the class is co-constructing ideas.

Closing & Assessments

ClosingMeeting Students' Needs

A. Mix and Mingle: Connecting "If" with Bud, Not Buddy (9 minutes)

  • Focus students on the five Conveying Theme in Bud, Not Buddy charts from Lesson 1. Remind students that the themes of each of the stanzas of "If" are the rules that the stanza presents.
  • Give students a minute or so to look at the charts to consider the questions:

* "Which of the rules to live by in 'If' connects with a theme from Bud, Not Buddy? How does it connect?"

  • Mix and Mingle:

1. Play music for 15 seconds and tell students to move around to the music.

2. Stop the music and tell students to share their answer with the person closest to them.

3. Repeat until students have shared their answers with the three people.

  • Cold call students to share their ideas about which of the themes in Bud, Not Buddy connect with the rules in "If."'
  • Ask students to Think-Pair-Share:

* "What is similar about the way Curtis and Rudyard Kipling conveyed a similar theme? What is different?"

  • Select volunteers to share their discussion with the whole group. Guide students toward the idea that although both convey a similar theme, the poem communicates the "rules" through "If" statements using figurative language whereas Curtis conveys the similar theme through stories, dialogue, and actions.
  • Use of protocols (such as Mix and Mingle) allows for total participation of students. It encourages critical thinking, collaboration, and social construction of knowledge. It also helps students practice their speaking and listening skills.

Homework

Homework
  • Read the afterword of Bud, Not Buddy. Use evidence flags to identify three facts in the afterword that you find particularly interesting.

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