# data[].attributes.headline
How might you customize Activity 1 for your students?  What concepts and key vocabulary will students need to grasp fully to access Heaney’s poem? You may want to consider grouping strategies, scaffolding and gradual release, and embedding culturally relevant elements in the activity.

# data[].attributes.subject
How might you customize Activity 1 for your students?  What concepts and key vocabulary will students need to grasp fully to access Heaney’s poem? You may want to consider grouping strategies, scaffolding and gradual release, and embedding culturally relevant elements in the activity.

# data[].attributes.headline
How might you use the text-dependent questions as students interact with Heaney’s poem? How will you check for student understanding at key points in this lesson? How might you customize Activities 2 and 3 for your students?  You may want to consider grouping strategies, scaffolding and gradual release, and embedding culturally relevant elements in the activity.

# data[].attributes.subject
How might you use the text-dependent questions as students interact with Heaney’s poem? How will you check for student understanding at key points in this lesson? How might you customize Activities 2 and 3 for your students?  You may want to consider grouping strategies, scaffolding and gradual release, and embedding culturally relevant elements in the activity.

# data[].attributes.headline
How will you check for student understanding as they progress through Activity 4? How might you customize Activities 4 and 5 for your students?  You may want to consider grouping strategies, scaffolding and gradual release, and embedding culturally relevant elements in the activity.

# data[].attributes.subject
How will you check for student understanding as they progress through Activity 4? How might you customize Activities 4 and 5 for your students?  You may want to consider grouping strategies, scaffolding and gradual release, and embedding culturally relevant elements in the activity.

# data[].attributes.headline
What additional poems do you or could you address in your curriculum that might you build a lesson like this for? Are there any techniques or strategies modeled within the lesson that you would like to highlight for your students?  How would you prepare students to read and respond to complex poetry?

# data[].attributes.subject
What additional poems do you or could you address in your curriculum that might you build a lesson like this for? Are there any techniques or strategies modeled within the lesson that you would like to highlight for your students?  How would you prepare students to read and respond to complex poetry?

# data[].attributes.headline
To approach this activity I would use strategies, scaffolding and gradual release, and embed culturally relevant elements.

# data[].attributes.subject
To approach this activity I would use strategies, scaffolding and gradual release, and embed culturally relevant elements.

# data[].attributes.headline
I would utilize text dependent questions.

# data[].attributes.subject
I would utilize text dependent questions.

# data[].attributes.headline
I would use the materials to check for student understanding.

# data[].attributes.subject
I would use the materials to check for student understanding.

# data[].attributes.headline
I would review other poems in the curriculum to see if they coincide.

# data[].attributes.subject
I would review other poems in the curriculum to see if they coincide.

# data[].attributes.body
For this activity I would review poetic elements and techniques, or focus on a few.

# data[].attributes.body
Close reading questions would help me to gauge student understanding of the poem, and having them work in groups depending on the difficulty of the poem would help the students as well - I'd probably assign questions to groups.

# data[].attributes.body
I would probably provide a list of tone words, have the students in pairs to discuss the author's attitude and provide evidence from the poem.

# data[].attributes.body
This style of lesson could work well with the poem "kitchenette building."

# data[].attributes.body
I would probably use some Romantic poem like "The World is too Much with Us" using the same strategies I did with this poem. To reinforce the ilearning of these same ideas and the understanding of the vocabulary used.

# data[].attributes.body
I would customize this by having students choose a word in groups, and teach the other students about the specific words. I would also review poetic elements and embed cultural elements.

# data[].attributes.body
I would utilize text dependent questions to make sure students have understanding of the poem.

# data[].attributes.body
I would use the activities to check for understanding.

# data[].attributes.body
I would use poems in curriculum or common lit to make a paired lesson.

# data[].attributes.headline
I would review poetic elements and vocabulary words used to make sure students are able to make connections with the writing and their thoughts.

# data[].attributes.subject
I would review poetic elements and vocabulary words used to make sure students are able to make connections with the writing and their thoughts.

# data[].attributes.body
I would put students in small groups to have them discuss and explain their answers for the graphic organizer questions and give them time to adjust their answers and check for understanding.

# data[].attributes.body
I would check for understanding using grouping strategies and scaffolding. I would also embed culturally relevant elements in the activity.

# data[].attributes.headline
I really like the structure and depth of knowledge with the graphic organizer questions. This could be used in several other activities in my classroom!

# data[].attributes.subject
I really like the structure and depth of knowledge with the graphic organizer questions. This could be used in several other activities in my classroom!

# data[].attributes.headline
I would have the students complete the first portion but then jigsaw the terminology and teach one another prior to completing the remaining sections. I also might use TRTW as a way to bridge their thinking prior to answering the questions. 

# data[].attributes.subject
I would have the students complete the first portion but then jigsaw the terminology and teach one another prior to completing the remaining sections. I also might use TRTW as a way to bridge their thinking prior to answering the questions. 

# data[].attributes.headline
I would have students work through this in groups and/or perhaps discussion stations. That way, I can hear misconceptions and/or address questions prior to seeing their written work. 

# data[].attributes.subject
I would have students work through this in groups and/or perhaps discussion stations. That way, I can hear misconceptions and/or address questions prior to seeing their written work. 

# data[].attributes.headline
I would have students work in small TRTW groups through Activity 4. That way, I can hear misconceptions and/or highlight in-depth and on-target insights prior to seeing their work. For activity 5, I might initially provide some sentence stems as a guide for strong structure and verb usage. 

# data[].attributes.subject
I would have students work in small TRTW groups through Activity 4. That way, I can hear misconceptions and/or highlight in-depth and on-target insights prior to seeing their work. For activity 5, I might initially provide some sentence stems as a guide for strong structure and verb usage. 

# data[].attributes.headline
One poem that comes to mind is Walt Whitman's "I Sit and Look Out." Although it is relevant, it hold hold within it a different historical context. I could sequence out the lesson in a series of activities such as this to help bridge gaps between pre-reading and analysis, as well as help students through the journey of analysis.  

# data[].attributes.subject
One poem that comes to mind is Walt Whitman's "I Sit and Look Out." Although it is relevant, it hold hold within it a different historical context. I could sequence out the lesson in a series of activities such as this to help bridge gaps between pre-reading and analysis, as well as help students through the journey of analysis.  

# data[].attributes.body
I would have students work together in pairs, then larger to make a "Digging" word web and also do similar activity with question on values-cultural elements.  The question on values would work well as an independent journal before sharing, so students could really think about their own experiences, then notice what emerges as material is shared. Pending on when this poetry work is done in the year, some of the literature studied in a course may also include ideas of fathers and sons (Night, Odyssey, for example), which could reinforce that thematic idea and show its universality.

# data[].attributes.body
If this were early on in the year, then I would use the text dependent questions in class and encourage notes, which could be checked through an exit pass of 1 or 2 of the questions to be submitted. To improve connections between questions from Act. 1 and 2-3 esp. culturally elements (values and tasks), students could annotate directly words that provide clues to tasks.
The idea of "digging" with pen vs. other tools really is cool metaphor that may work best to scaffold up to with students pending familiarity with devices.

# data[].attributes.body
Keeping in mind something that was said in the video-maybe break down complex after seeing a big LIST that students had brainstormed in their charts. This could be posted in the classroom or on a Padlet and discussion of words in connection to devices could follow.
Student evidence selection is integral to success, so seeing the connection between words and lines in poem could be done with highlighters or colored pencils. A small way to Check on students could be to provide 1 word, the evidence and explanation/analysis.

# data[].attributes.body
Margaret Atwood "Siren Song" is a poem I pair with Book 12 of Homer's Odyssey. To provide annotation guidelines and build to understand ideas in those texts, these questions and set up work well. "Starlings in Winter" or "The Journey" by M. Oliver too.

# data[].attributes.headline
Customize by considering student background knowledge and familiarity with the terminology. 

# data[].attributes.subject
Customize by considering student background knowledge and familiarity with the terminology. 

# data[].attributes.headline
Students can work in small groups to deconstruct the prompt. 

# data[].attributes.subject
Students can work in small groups to deconstruct the prompt. 

# data[].attributes.headline
Provide teacher modeling to annotate the poem. 

# data[].attributes.subject
Provide teacher modeling to annotate the poem. 

# data[].attributes.headline
Model close reading, pause, and reflect for connections to the poem. 

# data[].attributes.subject
Model close reading, pause, and reflect for connections to the poem. 

# data[].attributes.headline
Students will work in small groups, record on poster paper, the whole class will have a gallery walk. 

# data[].attributes.subject
Students will work in small groups, record on poster paper, the whole class will have a gallery walk. 

# data[].attributes.headline
We'll consider CR currently published poetry to continue using the techniques to analyze poetry. 

# data[].attributes.subject
We'll consider CR currently published poetry to continue using the techniques to analyze poetry. 

# data[].attributes.headline
I'll consider student backgroud knowledge when we consider key concepts to grasp meaning. 

# data[].attributes.subject
I'll consider student backgroud knowledge when we consider key concepts to grasp meaning. 

# data[].attributes.headline
I would take time to review poetic terminology, perhaps having the students work in pairs. I would make sure to embed culturally relevant elements to draw from students' experiences. 

# data[].attributes.subject
I would take time to review poetic terminology, perhaps having the students work in pairs. I would make sure to embed culturally relevant elements to draw from students' experiences. 

# data[].attributes.headline
I would have students work in small groups, recording answers on poster paper to check for understanding and insights. 

# data[].attributes.subject
I would have students work in small groups, recording answers on poster paper to check for understanding and insights. 

# data[].attributes.headline
Using a gallery walk an discussion, I would check for student understanding throughout the activity.  

# data[].attributes.subject
Using a gallery walk an discussion, I would check for student understanding throughout the activity.  

# data[].attributes.headline
I would use district curriculum to choose relevant poems with themes the students could explore and relate to on a culturally relevant level. 

# data[].attributes.subject
I would use district curriculum to choose relevant poems with themes the students could explore and relate to on a culturally relevant level. 

# data[].attributes.headline
Think, pair, share would work great with this.

# data[].attributes.subject
Think, pair, share would work great with this.

# data[].attributes.body
As you indicated this is final step in a poetry unit. Pending where this study would fall-a check of poetic terms is key as well as terms such as paraphrase, abstract, symbolism and motif. To scaffold these activity 1 questions are all about connecting with words used, so another text for students to investigate the power of words and connection to family or other metaphor may be helpful.

# data[].attributes.body
As another participant indicated Atwood "Siren Song" and Oliver "The Journey" are poems also in my curriculum that this plan could be used to scaffold to build to an essay activity. This could also be done working with a part of an epic poem, like Beowulf of The Odyssey.

# data[].attributes.body
Reading the poem together and discussing SPEAKER as a whole class may be beneficial before doing some of the other text dependent questions in small groups or think/pair/share. They could use digital post to share or poster board. Defining term like "rhetoric" will be key as well to help deepen connection to motif/symbol work as well as language use for AP students.

# data[].attributes.body
It is integral that students brainstorm list and words other than just relying on complex. So, even breaking down student understanding of the word complex to emerge with better word choices.
From that list, choice to develop AP/thesis and maybe a scaffold of composing AP for students pending on when this unit falls in the curriculum. Reviewing graphic organizer to ensure relevant selection of evidence for chosen AP. As organizer still seems broad to encourage selection of many when essay composition would require deeper "digging" into 2-3 examples only.

# data[].attributes.headline
Model close reading and annotating for poetic elements.

# data[].attributes.subject
Model close reading and annotating for poetic elements.

# data[].attributes.headline
Have small groups analyze a section of the poem on chart paper then have a gallery walk.

# data[].attributes.subject
Have small groups analyze a section of the poem on chart paper then have a gallery walk.

# data[].attributes.headline
If students can create a theme or multiple themes, that would indicate understanding.

# data[].attributes.subject
If students can create a theme or multiple themes, that would indicate understanding.

# data[].attributes.headline
I would use poems from the district curriculum to compare and contrast with this poem.

# data[].attributes.subject
I would use poems from the district curriculum to compare and contrast with this poem.

# data[].attributes.headline
I really like another participant's idea of a "digging" word web to start student's thinking. I would follow with modeling annotations and a Think Aloud.

# data[].attributes.subject
I really like another participant's idea of a "digging" word web to start student's thinking. I would follow with modeling annotations and a Think Aloud.

# data[].attributes.headline
I would chunk the poem into stations so students can digest small bites gradually.

# data[].attributes.subject
I would chunk the poem into stations so students can digest small bites gradually.

# data[].attributes.headline
To check for understanding, I would use the TWIST strategy. I would use gradual release for Activities 4 and 5.

# data[].attributes.subject
To check for understanding, I would use the TWIST strategy. I would use gradual release for Activities 4 and 5.

# data[].attributes.headline
I would use the HMH textbook for poems that I could use this lesson with.

# data[].attributes.subject
I would use the HMH textbook for poems that I could use this lesson with.

# data[].attributes.headline
I would activate prior knowledge to see what students already know; then, I would reteach terms, elements, and various techniques to ensure everyone remembered things correctly. 

# data[].attributes.subject
I would activate prior knowledge to see what students already know; then, I would reteach terms, elements, and various techniques to ensure everyone remembered things correctly. 

# data[].attributes.headline
I would have students annotate/analyze the piece as a whole group, then answer close-reading questions independently.

# data[].attributes.subject
I would have students annotate/analyze the piece as a whole group, then answer close-reading questions independently.

# data[].attributes.headline
I would utilize an activity, such as SPACECAT or SOAPStone, where students would need to identify speaker, purpose, tone, etc. Then, maybe have them present their findings or develop a project with it. 

# data[].attributes.subject
I would utilize an activity, such as SPACECAT or SOAPStone, where students would need to identify speaker, purpose, tone, etc. Then, maybe have them present their findings or develop a project with it. 

# data[].attributes.headline
I would try to pick something more modern to relate the poetry to. 

# data[].attributes.subject
I would try to pick something more modern to relate the poetry to. 