Performance Task: Two-Voice Poem Readings | EL Education Curriculum

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ELA 2012 G7:M1:U3:L6

Performance Task: Two-Voice Poem Readings

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Long Term Learning Targets

  • I can use effective speaking techniques (appropriate eye contact, adequate volume, and clear pronunciation). (SL 7.4)
  • I can use correct grammar and usage when writing or speaking. (L 7.1)

Supporting Targets

  • I can present my two-voice poem, using appropriate eye contact, volume, and pronunciation. 
  • I can demonstrate correct grammar and usage when presenting my two-voice poem. 

Ongoing Assessment

  • Two-voice poems


AgendaTeaching Notes

1.  Opening 

A. Review Learning Targets Entry Task (5 minutes)

2.  Work Time 

A. Two-Voice Poetry Readings (25 minutes)

B. Celebration (5 minutes)

3.  Closing and Assessment 

A. Module Reflection and Collect Final Poems (10 minutes)

4.  Homework

  • In this lesson, students will read their two-voice poems to the class. 
  • If you have the opportunity, set up a reading for a broader audience, whether it means inviting other classes, or organizing a poetry reading at a local coffee shop or bookstore and inviting community members (families, faculty and staff, other students).
  • Reading their poems aloud will help students continue to build their reading fluency. 
  • Students were given poetry reading partners in Unit 3, Lesson 4. 
  • To make the reading go smoothly, consider posting the order of readings somewhere in the classroom. 
  • If there's time (these poems are short), they could practice with a partner before performing.
  • In advance: Consider changing the setup of your room to simulate a coffee shop or theater for the students' poetry reading. 


audible, varied, precise


  • Entry Task (with poetry reading rubric) (one per student)
  • Poetry Reading rubric (for Teacher Reference)
  • Module 1 Reflection (one per student)


OpeningMeeting Students' Needs

A. Review Learning Targets Entry Task (5 minutes) 

  • As students enter the classroom, give them the Entry Task (with poetry reading rubric). Ask them to complete it individually and to sit with their poetry reading partner. 
  • After 2 minutes, refocus the class. Invite students to share their entry task responses with their partner and then practice reading each poem once aloud. 
  • Consider partnering ELLs who speak the same home language for the sharing of their poems during today's class.

Work Time

Work TimeMeeting Students' Needs

A. Two-Voice Poetry Readings (25 minutes)

  • Explain to students that their poetry reading today will conclude all the work they have done during this module. Let students know that today is a celebration of their learning, and these poetry readings are a way to share their hard work. 
  • Set some expectations about being a good audience member. For instance:

* Focus on the poetry readers.

* It's good to react to the poem (laugh, cry, smile), but be sure to do so in a way that supports the reading, not distracts others from it.

* Show appreciation for the readers when they are done; snapping fingers, instead of clapping, is the traditional response to poetry. 

  • Share the Poetry Reading rubric with students. Use the opportunity to demonstrate/define audible, varied, and precise by modeling reading aloud the model poem used in earlier lessons. 
  • Invite the first pair of students to stand in front of their classmates. Ask that each student bring his/her poem, read one poem, wait for appreciation, then read the other and wait for appreciation from the audience before sitting down. 
  • As students read, assess their readings using the Poetry Reading rubric. 
  • Repeat until all students have read their poem. 
  • Consider allowing students to sit in front of the class instead of stand if that makes them more comfortable. You could also set up a radio studio in the back of the room and have students read their poems from there with the class looking forward as if listening to the radio. This arrangement helps alleviate some of the anxiety of public speaking for some students.
  •  For some students, this assessment may require more than the 20 minutes allotted. Consider providing time over multiple days if necessary.

B. Celebration (5 minutes)

  • Once the readings are done, congratulate students on their readings. Mention some highlights from the readings; acknowledge students who may have overcome some stage fright or moments that the class really connected with. 
  •  Many students will benefit from having the time available for this activity displayed via a timer or stopwatch.

Closing & Assessments

ClosingMeeting Students' Needs

A. Module Reflection and Collect Final Poems (10 minutes) 

  • Explain to students that they will now have a chance to reflect on the learning they have done in Module 1. Pass out the Module 1 Reflection and students' graded essays. 
  • Emphasize to students that the goal of reflecting is to understand their progress on the important skills they learned in this module. It is important to be honest with themselves. They should answer all of the questions seriously. Explain that you will be reading these reflections and saving them for the students to help document their learning, but not grading them in any way.
  • Give the class time to reflect. 
  • When students are done, collect their two-voice poem materials (Gathering Evidence graphic organizer, essay planner with revisions, final draft of essay) and Module 1 Reflections. 
  • Developing self-assessment and reflection supports all learners, but research shows it supports struggling learners most.




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