READING POETRY: TITANIC - GOOGLE SLIDES - BASED ON BLOOM'S TAXONOMY (2024)

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READING POETRY: TITANIC - GOOGLE SLIDES - BASED ON BLOOM'S TAXONOMY (1)

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JOHN DSOUZA

1.1k

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Grade Levels

6th - 8th

Subjects

English Language Arts, Reading Strategies, Poetry

Resource Type

PowerPoint Presentations, Unit Plans, Lesson

Standards

CCSSRL.8.1

CCSSRL.8.2

CCSSRL.8.4

CCSSRL.8.6

Formats Included

  • Google Slides™

Pages

47 pages

$5.00

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$5.00

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JOHN DSOUZA

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READING POETRY: TITANIC - GOOGLE SLIDES - BASED ON BLOOM'S TAXONOMY (4)

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  1. READING POETRY: TITANIC - BLOOM'S TAXONOMY BASED RESOURCES - BUNDLE

    A bundle of 5 products on reading poetry on teaching and learning based on New Bloom's Taxonomy.After completing this unit students will be able to:SESSION 1 - REMEMBERING: Vocabulary - Determine the meaning of words and phrases as they are used in the text.SESSION 2 - UNDERSTANDING: Summary - Deter

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    This bundle of 10 products (Google Slides) is perfect for teaching Poetry Reading Comprehension. These no prep activities would be great for ELA lessons or ELA centers. Your students will love these exercises that are planned for student engagement.After completing these lessons, the students will b

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DescriptionStandards4Reviews1More fromJOHN DSOUZA

Description

Google Slides on poetry comprehension with 6 sessions on teaching and learning of the poem, "The Titanic" by Gillian Clarke based on New Bloom's Taxonomy.

After completing this unit students will be able to:

  • SESSION 1 - REMEMBERING: Vocabulary - Determine the meaning of words and phrases as they are used in the text.
  • SESSION 2 - UNDERSTANDING: Summary - Determine the theme or central idea of the text and analyse its development.
  • SESSION 3 - APPLYING: Textual Clues - Identify what the text says both explicitly and implicitly with inferences drawn from it.
  • SESSION 4 - ANALYSING: Poem Analysis - Analyse the impact of specific word choices on meaning and tone.
  • SESSION 5 - EVALUATING: Figurative Language - Determine the figurative and connotative meanings of the words and phrases in the text.
  • SESSION 6 - CREATING: Writing - Cite the textual evidence that most strongly supports an analysis of what the text says.

This download includes:

POEM: The Titanic by Gillian Clarke

SESSION 1: REMEMBERING

  • EXERCISE 1: Match the meanings (A-M) with the expressions (1-13) they refer to.
  • EXERCISE 2: Find the meaning of certain expressions: words and phrases in the poem.
  • EXERCISE 3: Determine the meaning of words and phrases as they are used in the poem.
  • EXERCISE 4: Analyse the development of vocabulary over the course of the text.

SESSION 2: UNDERSTANDING

  • EXERCISE 5: Read the poem and briefly summarise the meaning of each stanza.
  • EXERCISE 6: Determine the central idea of the poem and analyse its development.
  • EXERCISE 7: Identify what the poem says both explicitly and implicitly.

SESSION 3: APPLYING

  • EXERCISE 8: Determine what can be inferred when the text says what it says.
  • SCAFFOLDING NOTES 1: Common Comprehension Types
  • EXERCISE 9: Prepare your own comprehension question types with answers from the text.
  • EXERCISE 10: Use textual clues to answer the comprehension questions.

SESSION 4: ANALYSING

  • SCAFFOLDING NOTES 2: Poetry Elements Criteria
  • EXERCISE 11: Use the specified criteria to find poetry elements of the poem.
  • EXERCISE 12: Analyse the impact of specific word choices on meaning and tone.
  • EXERCISE 13: Answer the questions to check your understanding of poetry elements.

SESSION 5: EVALUATING

  • SCAFFOLDING NOTES 3: PEE (Point-Evidence-Explain) Model
  • EXERCISE 14: Use PEE (Point-Evidence-Explain) model to analyse the poet’s use of figurative language in the poem.
  • EXERCISE 15: Answer the questions to check your understanding of the figures of speech used in the poem.
  • EXERCISE 16: Answer the questions to check your understanding of the use of figurative language in the poem.
  • EXERCISE 17: Determine the meaning of words and phrases as they are used in the text, including figurative meanings.
  • EXERCISE 18: Use PEE (Point-Evidence-Explain) model to analyse the poet’s use of sound poetic devices.
  • EXERCISE 19: Answer the questions to check your understanding of the figures of speech used in the poem.
  • EXERCISE 20: Determine the connotative meanings of the words and phrases in the poem.
  • EXERCISE 21: Determine the meaning of words and phrases as they are used in the text, including connotative meanings.

SESSION 6: CREATING

  • SCAFFOLDING NOTES 4: PEEL (Point-Evidence-Explain-Link) Technique
  • EXERCISE 22: Write PEEL (Point-Evidence-Explain-Link) paragraphs about the use of figurative language in the poem.
  • EXERCISE 23: Write PEEL (Point-Evidence-Explain-Link) paragraphs about the use of sound poetic devices in the poem.

Here are some possible uses for these in your classroom:

  • To challenge early finishers
  • For effective tutoring
  • As ESL stations and sub tubs
  • As holiday work and homework
  • For small group collaborations
  • For an end of unit assessments
  • For reinforcement and enrichment

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Total Pages

47 pages

Answer Key

Included with rubric

Teaching Duration

N/A

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Standards

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CCSSRL.8.1

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

CCSSRL.8.2

Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

CCSSRL.8.4

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

CCSSRL.8.6

Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

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READING POETRY: TITANIC - GOOGLE SLIDES - BASED ON BLOOM'S TAXONOMY (2024)
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