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Content:
The student will be able to linguistically and non-linguistically summarize the purpose of
the poem.
MOTIVATION:
(Building background)
The teachers will ask the student when he has "come home" before in relation to the poem. The
teachers will ask the student whether or not he has ever read a poem before and what a poem
means to him personally. (Does he like poetry? Why or why not?) The student will then list words
on a mini white board that remind him of poetry.
PRESENTATION:
(Language and content objectives, comprehensible input, strategies, interaction, feedback)
The student will read the poem, "Activation and Motivation" and the teachers will ask him whether
or not the words he initially listed still apply. The student will be asked to list the new words that
relate to the poem, "Activation and Motivation." The student will then draw a picture that he feels
represents the meaning and or purpose of the poem. The teachers will then hone in on the three
vocabulary words: sprint, champion, and proclaim. The teachers will ask the student to identity
what the words mean based on the context of the poem and their purpose within the poem.
EXTENSION:
Content Achieved: The student will examine the implementation of figurative language and how
said language creates images in the reader's mind. The student can discuss and explore how
figurative languge creates a tone in a poem.
Content not achieved: Introduce supplemental videos that represent the meaning of the word,
implement a more thorough, in-depth step by step discussion of what the poem may mean. The
student will finally be introduced to a glogster that breaks down the vocabulary words into
accessible components.
(Reproduction of this material is restricted to use with Echevarria, Vogt, and Short, 2008. Making Content
Comprehensible for English Learners: The SIOP Model.)