Central Focus Strategy

1. Central Focus
a. Describe the central focus and the essential literacy strategy for comprehending OR composing text you will teach in the learning segment.
[The central focus of the lesson segment is the comprehension of the standard ELAGSE4RL5: Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, and meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. The focus of the lessons is to have the students comprehend and explain the vocabulary necessary to understand, demonstrate and explain the essential parts of poetry through assessments in the lesson segment. For the lesson, the students
Using this standard, the focus is the essential literacy strategy of demonstrating and explaining the vocabulary (components) pertaining to and the creation of poetry. The objectives are scaffolded beginning with the first lesson’s literacy objective requiring students to comprehend and explain stanzas and verses in poetry. The expectation of students is that they will be able to identify and explain how verses, or lines, are used to create stanzas in poetry. The students will need to identify and explain their reasoning when encountering a poem that has had its verses changed into a sentence, and the students will have to demonstrate where they believe the verses begin and end by drawing lines and explaining why they felt that the line placement is justified. This in turn, allows related skills for the next objective, identifying and explain rhythm, the patterns they create, in poetry. By using a close reading strategy of creating vertical lines for each singular or multisyllabic word in each verse in a given stanza or whole poem. Knowing my students prior knowledge of creating syllables, students will use additional reading strategies of identifying syllables by clapping or placing a hand under the chin and counting how many times their hand descends when speaking a word. This allows students to visually and physically identify the syllables that create the rhythm in poetry. Students will read several different types of poetry to themselves and will first identify the syllables in a given poem and will then explain how they arrived at their opinion in a teacher lead discussion within their group. Students will be given an assessment which will allow the teacher to assess their comprehension of the second lesson which will allow the students to better understand the third lesson pertaining to the standard. The third lesson addresses the standard’s objective by introducing and focusing on modeling