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Kids have been exposed to book twice. What kind of activity would get students ready to build on the structure?

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Kids create a physical item to bring home. Supportive home life for most students.

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Friendships despite differences

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For differentiation reasons, we think it would be best to do the group poem as a whole for 5 minutes and then have them do independent work of their choice for 15 minutes.

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Partner work or solo work
Write, draw, enact, movement

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Select a poem that speaks to bullying or feeling different and have a discussion about bullying in schools, how they feel about it. Then, come up with an idea that they would like to implement in their school.

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Select a poem that speaks to bullying or feeling different and have a discussion about bullying in schools, how they feel about it. Then, come up with an idea that they would like to implement in their school.

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Write a short poem or illustrate a time when you felt left out.

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Pretend you found Irene's or Charlie's poems

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Pretend you found Irene's or Charlie's poems

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And write a response. Response does not need to be a poem if student isn't comfortable with poetry. Students may choose an activity, for example draw a picture, write Madlib style, magnetic poetry style, etc. Will need more structure, per Craig.

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We could talk about the different styles of poems considering that there are two different types of poems in the book. (Traditional with stanzas vs. prose).

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Have students think of words, phrases, thoughts relating to a chosen setting. Work on creating a poem together as a group.

Introduce "today we're going to write a poem together". Here are some possible settings--have students vote on one to write about.

Brainstorm thoughts, ideas, feelings about the setting or
provide structure for poem, with spaces for kids to fill in poem.

Prompts could include:
-What my morning looks like before school
-Where I'm from
-" _____ sounds like, _____ feels like"

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List some ways the author showed them becoming friends. Has this happened to you?

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List some ways the author showed them becoming friends. Has this happened to you?

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Students anonymously write down their personal "hot button" issues, like having their hair touched, on a slip of paper then students randomly draw another student's idea to use as a topic for their poem.

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Students may start from scratch or use a "cloze" version with some words blacked out to help. Brainstorm new themes for poems based on students lives or differences with their classmates.
- N, G, J, B

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Could do the poem in the shape of the topic. Could be an option.

(So if they write about shoes, they would do it in the shape of a shoe)

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Use sticky notes to write things that stuck out; feelings, thoughts, etc. Use notes to put together a poem.

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1) Write a short poem about your hair. If someone finishes early..... 2) Create a border (physical) around the poem that represents your hair(materials provided: straw, spaghetti, pipe cleaners etc.)

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Ideas for topics they could focus on to help the students get ideas:
-dinner
-hair
-shoes/shopping
-friendship

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Questions to think about before you read:

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Questions to think about before you read:

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● How do you feel about poetry?
● What is your experience dealing with race and identity?
● How will your perspective aid in the understanding of these
poems with your students?
● How can you help your students discover the connections
between themselves and others who are different from them?
● How can you foster the love of language and storytelling within
your students?
● How will your students use these stories to write their own
poetry?

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Write a poem to add to end of the story. Give students some ideas of settings or prompts. Maybe start with a graphic organizer to help students get their ideas going--use some sentence frames "What stood out to me the most was _______ because ______". If students feel comfortable have students share with a partner or the teacher.  -Juliana, Linda, Andrea, Damien, Iliana

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We could add in an art element and allow the students to do a self-portrait. -Nichole

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This should be a partner work lesson. The book is very partner centric, including the authors and illustrators, so it would be appropriate for the students to practice those skills.-M, J, N, R

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Poetry Writing: get with a partner, teachers give some prompts for answering about themselves, they share responses with partner, look for similarities, then based on your similarities or differences...

write a song or poem or....

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Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.-M, J, N, R