Poetry in Motion

TITLE of UNIT:
Authors:	Thomas Panter & Richard Benjamin
Email Addresses:		Teacher Resource Project
School:	several	‘Poetry In Motion’ Ignite Guide Extension
Grade/Subject:	4^th & 5th
Date:	June 2011	Rough DRAFT – For discussion only

A. STANDARDS:

Academic

Standards

Social Studies

MULTIPLE POINTS OF VIEW

SS4H4 The student will explain the causes, events, and results of the American Revolution.

a. Trace the events that shaped the revolutionary movement in America, including the French and Indian War, British Imperial Policy that led to the 1765 Stamp Act, the slogan “no taxation without representation,” the activities of the Sons of Liberty, and the Boston Tea Party.

b. Explain the writing of the Declaration of Independence; include who wrote it, how it was written, why it was necessary, and how it was a response to tyranny and the abuse of power.

c. Describe the major events of the American Revolution and explain the factors leading to American victory and British defeat; include the Battles of Lexington and Concord, Saratoga, and Yorktown.

d. Describe key individuals in the American Revolution with emphasis on King George III, George Washington, Benjamin Franklin, Thomas Jefferson, Benedict Arnold, Patrick Henry, and John Adams.

English Language Arts

Elements of Poetry

Figurative Language

Writing

ELA4W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student

a. Selects a focus, an organizational structure, and a point of view based on

purpose, genre expectations, audience, length, and format requirements.

b. Writes texts of a length appropriate to address the topic or tell the story.

c. Uses traditional structures for conveying information (e.g., chronological order,

cause and effect, similarity and difference, and posing and answering a question).

d. Uses appropriate structures to ensure coherence (e.g., transition elements )

SpEd – same standards

ESOL- same standards

Gifted- same standards

Character

Traits Addressed : (Respect, Responsibility, Caring, Honesty, Resiliency)

Empathy – Multiple Perspectives

Responsibility- Learned through playing a vital role in the economy

Respect- Learned through how ethical business and earning respect can boost your business

Honesty- Learned through ethical practices in trade and bartering

Resiliency- Learned through although economic times were tough in different eras, through perseverance, we came back

Per Georgia Character Education Law Official GA Code 20-2-145

citizenship, respect for others, cooperation, diligence, perseverance

(Law states courage, patriotism, citizenship, honesty, fairness, respect for others, kindness, cooperation, self-respect, self-control, courtesy, compassion, tolerance, diligence, generosity, punctuality, cleanliness, cheerfulness, school pride, respect for the environment, respect for the creator, patience, creativity, sportsmanship, loyalty, perseverance, and virtue)

3. Art Standards:

Visual Arts

Create Glogster Posters

4. Gifted Standards

Tiered Assignments

Standard: Curriculum Planning & Instruction 1 (CP&I1)- The local education agency (LEA) employs rigorous and relevant curriculum K-12 to accommodate the range of academic and intellectual needs of gifted learners.

.2 The curriculum enriches, extends, and accelerates learning in gifted learner’s areas of strength.

Standard: Curriculum Planning & Instruction 2 (CP&I 2)- The LEA employs diverse and effective instructional practices to address the learning needs of gifted learners.

.1 Teachers intentionally incorporate differentiation of content, process, product and/or learning environment into daily practices in order to appropriately challenge and maximize engagement of gifted learners.

.4 Teachers use a variety of research-based instructional strategies.

Standard: Learning Environments 1 (LE1)- the LEA requires learning experiences which foster personal and social responsibility, multicultural competence, and interpersonal and technical communication skills for citizenship in the global environment of the 21^st century.

.1 The curriculum includes interdisciplinary real world learning experiences which incorporate advanced research and communication skills.

.2 Resources designed to specifically address the needs of gifted learners, including critical and creative thinking, problem-solving activities, and social and self-awareness, are incorporated into the curriculum.

Standard: Programming 1 (P1)- The LEA provides a full continuum of options to meet the demonstrated needs of K-12 gifted learners in academic areas, the arts, and career technical education, services are comprehensive, structured, sequenced, and appropriately challenging.

5. Technology Standards

From the Georgia Department of Education K-8 NETS-S Scope and Sequence

National Standards (NETS):

1. Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

a. apply existing knowledge to generate new ideas, products, or processes.

b. create original works as a means of personal or group expression.

c. use models and simulations to explore complex systems and issues.

d. identify trends and forecast possibilities.

2. Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.

c. develop cultural understanding and global awareness by engaging with learners of other cultures.

d. contribute to project teams to produce original works or solve problems.

3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information. Students:

a. plan strategies to guide inquiry.

b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

4. Critical Thinking, Problem Solving, and Decision Making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:

a. identify and define authentic problems and significant questions for investigation.

b. plan and manage activities to develop a solution or complete a project.

c. collect and analyze data to identify solutions and/or make informed decisions.

d. use multiple processes and diverse perspectives to explore alternative solutions.

5. Digital Citizenship

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:

a. advocate and practice safe, legal, and responsible use of information and technology.

b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.

c. demonstrate personal responsibility for lifelong learning.

d. exhibit leadership for digital citizenship.

6. Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:

a. understand and use technology systems.

b. select and use applications effectively and productively.

B. RELATIONSHIP TO SYSTEM / SCHOOL IMPROVEMENT PLAN:

A. Students will improve writing skills.

1. Students will write in all content areas using the school-wide rubric at regular intervals.

2. Students will utilize a variety of content specific resources to support their writing.

3. Students will use a variety of sentences to write clearly and effectively.

4. Students will write using correct spelling, punctuation, and capitalization in

all content areas.

C. UNIVERSAL CONCEPTS:

(Systems, Relationships, Change, Balance)

Perspective

Causation- What were the 'causes' of the American Revolution?

Change- How is the AmericanRevolution similar and different from the goals of the South leading to the Civil War?

D. FOCUS STATEMENT: (What is to be learned so deeply so as to last forever?)

The United States is unique in that it was deliberately forged by ideals and ideas that were not new, by founding individuals, who saw the importance and high relevance of the ideals for the circumstances at the time.

E. SIGNIFICANT QUESTION:

DEEPENING QUESTIONS:

When might revolution be justified?

How is the American Revolution similar to and different from the secession of the Southern States?

What might we infer about King George from a close reading of the Declaration of Independence

F. MASTERWORK: How it is introduced and Experienced:

Longfellow Poem – Paul Revere’s Ride

Students will experience the Masterwork by locating and labeling instances of ‘Figurative Language’ after collectively reviewing the related PowerPoint

Artist Grant Wood (American, Anamosa, Iowa 1892–1942 Iowa City, Iowa)
TitleThe Midnight Ride of Paul Revere
Date1931

G. ENGAGEMENT/ ART-BASED STRATEGIES/ ACCOMMODATIONS:

Below are indicators of engagement. Insert letter of section where this engagement is occurring.

Affiliation	Choice	Affirmation	Authenticity	Novelty	Meaningful	Challenge	Enjoyment	Interest
Sm groups	X		X	X	X	X	X	?

Accommodations:

H. ORIGINAL CREATION: (for the entire unit w/rubric for assessment)

Students will work in groups to research and then write a song about significant battles, personalities and events related to the American Revolution. Students will work in groups of four to create their own Music video about the American Revolution. Each student will be required to write a Stanza (verse) in the music video that explains in detail one event or personality for the American Revolution. Each group will create together a Refrain (Chorus) that connects each Stanza to help tell the story of the American Revolution. The direction/selections of the project will be up to each individual group as long as the following is covered: (Link to requirement Sheet)

1. First Stanza:

· The Stamp Act

· “No Taxation without representation”

· The Sons of Liberty

· The Boston Tea Party

Refrain (Chorus – This connects each part of the story/song) – see examples below from Fire & Rain and River

2. Second Stanza:

· Thomas Jefferson

· John Adams

· Ben Franklin

· Declaration of Independence

· King George III

Refrain (Chorus – This connects each part of the story/song)

3. Third Stanza:

· George Washington

· The Battle of Lexington and Concord

· Paul Revere and William Dawes

Refrain (Chorus – This connects each part of the story/song)

4. Fourth Stanza:

· The Battle of Saratoga

· Benedict Arnold

· The Battle of Yorktown

Refrain (Chorus – This connects each part of the story/song)

5. Each Stanza (verse) in your song should provide the following about each event or personality:

a. When it takes place?

b. Where it is taking place?

c. Who is involved in the event?

d. What is taking place? (This is a detailed summary of the event)

e. Why is it important to the American Revolution?

6. Each Stanza (verse) in the music video should include five props.

7. There must be at least two types of figurative language in the song.

7. The groups will collaborate to type their poem/song in Word and submit the script to the teacher for feedback before filming of the video begins.

8. The video will be filmed on the student’s own time (before or after school) and edited in either IMovie for the Mac or Moviemaker for the PC. It should be saved on to the student’s home drive or the teacher’s hand-in folder.

H. REFLECTION/

ASSESSMENT:

(Basic - What did I actually observe? What did I learn? How did I learn it? Higher - What inferences am I drawing? What important standards did I master? How might I apply what I learned to something very important? How would I teach this better to others? )

A – Student reflection –

B – Performance Assessment -

C – Writing Prompts-

Special Education:

ESOL Evaluation/Post lesson activity –

Gifted:

I. ACTIVITIES & INQUIRY CENTERS:

(Supported by the deepening questions. Include accommodations, reflections, products and rubric for evaluation of product)

Main Classroom Activities – Extending the ArtsNOW ‘Playwriting’ Ignite Guide

Instructional Steps & Procedures

About the Strategy
Description

Instructional Steps
Objective:

Materials:

Procedures:
Initial Engagement:

As a group, select one of the battles or events to work on:

- Research the battle or event

- Outline the major facts

- Clearly state the significance of the Battle or Event

Compose and ‘perform’ a break-up letter explaining the Declaration of Independence

Prepare an APART analysis of key documents related to the Revolutionary War

??need reference for APART analysis

Consider Plato’s warning about poems and young people, and develop and share your position

Analyze the June 2011 news coverage of Sara Pallin’s statements about Paul Revere

Consider the mistakes in Paul Revere’s engraving of the Boston Massacare

INQUIRY CENTER #1 – Handout the Figurative Language Guide provided (Link to guide) and a copy of the lyrics to “The River” by Garth Brooks or “Fire and Rain” by James Taylor (Link to lyrics sheet). Using the guide for figurative language and copy of the lyrics of the songs, the teacher will play each song for the class. Using their guide and copy of lyrics, the students will be able to locate the use of different types of figurative language presented in both songs. Students will go over their answers together in groups of four and present their findings to the class.

IINQUIRY CENTER #1A – SpEd in (Pull Out) Classroom / Impulsivity ///////Role Play Social Situation – impact of ‘blurting’ (Link to strategies)

INQUIRY CENTER #1B - SpEd in Regular Classroom

From ST CTTA Accommodations Chart – Attention / /////Mysteries to be solved (Link to strategies)

INQUIRY CENTER #2A – ESOL in (Pull Out) Classroom

A key recommended accommodation is to address the new vocabulary and the key concept

through the following Arts-Based Strategies in the pull-out classroom during the two-weeks

BEFORE the unit is introduced in the regular classroom.

ABS - Vocabulary Dance

Hill & Flynn P 50-51 – Use narrative advance organizers……Storytelling

INQUIRY CENTER #2B – ESOL in the Regular Classroom

Hill & Flynn P 50-51 – Storytelling, and P 33 use of rubrics, and 33 ‘scaffolding’ of learning by making

the student work harder to identify the error, and p 49-50 ‘sheltering’ techniques

– link to pull-out, and push ahead with ‘The Moral of the Story’ as appropriate

INQUIRY CENTER #3A – Gifted in the Regular Classroom

Focus: Research / Tiered Assignments

INQUIRY CENTER #3B – Gifted Pull Out

Focus: Creativity and Problem Solving

For Verbally/Linguistically visual….Gifted Students

INQUIRY CENTER #4 – Original Creation

Students will work in groups to research and then write a song about significant battles, personalities and events related to the American Revolution. Students will work in groups of four to create their own Music video about the American Revolution. Each student will be required to write a Stanza (verse) in the music video that explains in detail one event or personality for the American Revolution. Each group will create together a Refrain (Chorus) that connects each Stanza to help tell the story of the American Revolution. The direction/selections of the project will be up to each individual group as long as the following is covered: (Link to requirement Sheet)

1. Each Stanza (verse) in your song should provide the following about each event or personality:

a. When it takes place?

b. Where it is taking place?

c. Who is involved in the event?

d. What is taking place? (This is a detailed summary of the event)

e. Why is it important to the American Revolution?

2. Each Stanza (verse) in the music video should include five props.

3. There must be at least two types of figurative language in the song.

4. The groups will collaborate to type their poem/song in Word and submit the script to the teacher for feedback before filming of the video begins.

5. The video will be filmed on the student’s own time (before or after school) and edited in either IMovie for the Mac or Moviemaker for the PC. It should be saved on to the student’s home drive or the teacher’s hand-in folder.

J. ART PARTNERS/ CONTRIBUTIONS:

Arts Specialist –

K. ACADEMIC SERVICE LEARNING:

Students will teach other students about key battles and events of the American Revolution

L. MATERIALS/ RESOURCES:

Materials:

Copy of Longfellow Poem - below

Listen my children and you shall hear
Of the midnight ride of Paul Revere,
On the eighteenth of April, in Seventy-five;
Hardly a man is now alive
Who remembers that famous day and year.

He said to his friend, "If the British march
By land or sea from the town to-night,
Hang a lantern aloft in the belfry arch
Of the North Church tower as a signal light,–
One if by land, and two if by sea;
And I on the opposite shore will be,
Ready to ride and spread the alarm
Through every Middlesex village and farm,
For the country folk to be up and to arm."

********************************************************

Then he said "Good-night!" and with muffled oar
Silently rowed to the Charlestown shore,
Just as the moon rose over the bay,
Where swinging wide at her moorings lay
The Somerset, British man-of-war;
A phantom ship, with each mast and spar
Across the moon like a prison bar,
And a huge black hulk, that was magnified
By its own reflection in the tide.

Meanwhile, his friend through alley and street
Wanders and watches, with eager ears,
Till in the silence around him he hears
The muster of men at the barrack door,
The sound of arms, and the tramp of feet,
And the measured tread of the grenadiers,
Marching down to their boats on the shore.

Then he climbed the tower of the Old North Church,
By the wooden stairs, with stealthy tread,
To the belfry chamber overhead,
And startled the pigeons from their perch
On the sombre rafters, that round him made
Masses and moving shapes of shade,–
By the trembling ladder, steep and tall,
To the highest window in the wall,
Where he paused to listen and look down
A moment on the roofs of the town
And the moonlight flowing over all.

***********************************************************

Beneath, in the churchyard, lay the dead,
In their night encampment on the hill,
Wrapped in silence so deep and still
That he could hear, like a sentinel’s tread,
The watchful night-wind, as it went
Creeping along from tent to tent,
And seeming to whisper, "All is well!"
A moment only he feels the spell
Of the place and the hour, and the secret dread
Of the lonely belfry and the dead;
For suddenly all his thoughts are bent
On a shadowy something far away,
Where the river widens to meet the bay,–
A line of black that bends and floats
On the rising tide like a bridge of boats.

Meanwhile, impatient to mount and ride,
Booted and spurred, with a heavy stride
On the opposite shore walked Paul Revere.
Now he patted his horse’s side,
Now he gazed at the landscape far and near,
Then, impetuous, stamped the earth,
And turned and tightened his saddle girth;
But mostly he watched with eager search
The belfry tower of the Old North Church,
As it rose above the graves on the hill,
Lonely and spectral and sombre and still.
And lo! as he looks, on the belfry’s height
A glimmer, and then a gleam of light!
He springs to the saddle, the bridle he turns,
But lingers and gazes, till full on his sight
A second lamp in the belfry burns.

**************************************************************

A hurry of hoofs in a village street,
A shape in the moonlight, a bulk in the dark,
And beneath, from the pebbles, in passing, a spark
Struck out by a steed flying fearless and fleet;
That was all! And yet, through the gloom and the light,
The fate of a nation was riding that night;
And the spark struck out by that steed, in his flight,
Kindled the land into flame with its heat.
He has left the village and mounted the steep,
And beneath him, tranquil and broad and deep,
Is the Mystic, meeting the ocean tides;
And under the alders that skirt its edge,
Now soft on the sand, now loud on the ledge,
Is heard the tramp of his steed as he rides.

It was twelve by the village clock
When he crossed the bridge into Medford town.
He heard the crowing of the cock,
And the barking of the farmer’s dog,
And felt the damp of the river fog,
That rises after the sun goes down.

*********************************************************

It was one by the village clock,
When he galloped into Lexington.
He saw the gilded weathercock
Swim in the moonlight as he passed,
And the meeting-house windows, black and bare,
Gaze at him with a spectral glare,
As if they already stood aghast
At the bloody work they would look upon.

It was two by the village clock,
When he came to the bridge in Concord town.
He heard the bleating of the flock,
And the twitter of birds among the trees,
And felt the breath of the morning breeze
Blowing over the meadow brown.
And one was safe and asleep in his bed
Who at the bridge would be first to fall,
Who that day would be lying dead,
Pierced by a British musket ball.

*************************************************************

You know the rest. In the books you have read
How the British Regulars fired and fled,—
How the farmers gave them ball for ball,
From behind each fence and farmyard wall,
Chasing the redcoats down the lane,
Then crossing the fields to emerge again
Under the trees at the turn of the road,
And only pausing to fire and load.

So through the night rode Paul Revere;
And so through the night went his cry of alarm
To every Middlesex village and farm,—
A cry of defiance, and not of fear,
A voice in the darkness, a knock at the door,
And a word that shall echo for evermore!
For, borne on the night-wind of the Past,
Through all our history, to the last,
In the hour of darkness and peril and need,
The people will waken and listen to hear
The hurrying hoof-beats of that steed,
And the midnight message of Paul Revere.

American Revolution Music Video Requirements

Students will work in groups of four to create their own Music video about the American Revolution. Each student will be required to write a Stanza (verse) in the music video that explains in detail one event or personality for the American Revolution. Each group will create together a Refrain (Chorus) that connects each Stanza to help tell the story of the American Revolution. The direction/selections of the project will be up to each individual group as long as the following is covered:
1.     First Stanza:
·        The Stamp Act
·        “No Taxation without representation”
·        The Sons of Liberty
·        The Boston Tea Party
Refrain (Chorus – This connects each part of the story/song)
2.     Second Stanza:
·        Thomas Jefferson
·        John Adams
·        Ben Franklin
·        Declaration of Independence
·        King George III
Refrain (Chorus – This connects each part of the story/song)
3.     Third Stanza:
·        George Washington
·        The Battle of Lexington and Concord
·        Paul Revere and William Dawes
Refrain (Chorus – This connects each part of the story/song)
4.     Fourth Stanza:
·        The Battle of Saratoga
·        Benedict Arnold
·        The Battle of Yorktown
Refrain (Chorus – This connects each part of the story/song)
5. Each Stanza (verse) in your song should provide the following about each event or personality:
a. When it takes place?
b. Where it is taking place?
c. Who is involved in the event?
d. What is taking place? (This is a detailed summary of the event)
e. Why is it important to the American Revolution?
6. Each Stanza (verse) in the music video should include five props.
7. The groups will collaborate to type their poem/song in Word and submit the script to the teacher for feedback before filming of the video begins.
8. The video will be filmed on the student’s own time (before or after school) and edited in either IMovie for the Mac or Moviemaker for the PC. It should be saved on to the student’s home drive or the teacher’s hand-in folder.
                                            Name: _____________________________   Block: ______
Rubric for the American Revolution Music Video
4 - The music video was very detailed with many facts to explain your event AND VERY CREATIVE! Your video and script was incredible in detail while following all instructions. Your Stanza featured at least two elements of figurative language. You covered the 5 W’s in great depth with correct facts. This could have been a real music video on MTV! INCREDIBLE TO ABOVE AVERAGE! I see an MTV Video Award in your future!!!                                                                                                                                        3 - The music video was detailed with enough facts to explain your event or person. Your video and script followed all instructions. You had all required events/people covered in the video. Your Stanza featured at least two elements of figurative language. This could have been a real video on MTV if you included a few more details! AVERAGE!                  2 - The music video contained some very basic facts to explain your event, and I had a hard time figuring out the connection between the events and people you were required to describe. You covered most of the required events in the video/script AND/OR you had less than two types of figurative language in your Stanza. This video was a little disorganized and made the viewer wanting more facts. MTV has decided to only show your video once a day out of fear that their viewers may change channels. BELOW AVERAGE!                                                                                                                                                                                                                                                                                                    1 - The music video was very disorganized with few facts to explain your required event/people. Your video was confusing while following a few of the instructions AND/OR you had less than two examples of figurative language in your Stanza. You covered a few of your required events/people in the video/script. This video/script was very disorganized and made the viewer scratching his or her head! MTV has just pulled your video from its playlist. POOR!                                                                                                   0- The music video was not completed and/or your required event/people was not really covered while following few if any instructions. You were asleep the last few weeks in class. YOUR BAND JUST FIRED YOU!
Movie Assignment
Overall point value
Your score
1. When is the report takes place?
5 x 1 (5)
2. Who is involved in the event?
5 x 1 (5)
3. What is taking place with your point of view?
5 x 3 (10)
4. Where is the event taking place
5 x 1 (5)
5. Why was it important with your point of view?
5 x 3 (10)
6. General presentation skills (loud, clearly audible, easy to understand, and very organized.) and creativity with the script
5 x 1 (5)
7. At least five props were used in each Stanza in the video?
5 x 2 (10)
8. Participation (on task and helping your group before and during movie)
5 x 2 (10)
9. At least two types of figurative language was present in the script/video
5 x 4 (20)
10. Script for each event covered, typed and with a works cited page. *Approved by the teacher before the video creation begins.
5 x 2 (10)
11. A Refrain was used to connect each Stanza (verse)
5 x 2 (10)
                                                         Total grade ___ out of l00
What is Figurative Language?
Figurative Language includes all the tools that a poet uses to create a special effect or feeling. It includes metaphor, simile, alliteration, and personification.
Types of Figurative Language
1.      Alliteration - The repetition of the same consonant sound at the beginning of several words of a line of poetry or a sentence.
Example: She sells seashells on the sea shore
2.      Metaphor - A direct comparison between two unlike things. It does not use the words like or as.
Examples: “It’s raining cats and dogs!"
"The assignment was a breeze.”
"It's going to be clear skies from now on.”
“Life is a journey.”
“I was walking on air!”
3.      Simile - A simile makes a comparison, usually using 'like' or 'as'. A metaphor directly describes something in a way that it isn't in a literal sense.
Examples: 'The goalkeeper was as solid as a rock' - simile
'The goalkeeper was a rock' - metaphor.
4.      Personification - A type of figurative language in which poets give an animal, object, or idea human qualities such as the ability to hear, feel, talk, and make decisions.
Examples: Sun was playing hide and seek, amidst the clouds.
The lightning lashed out with anger.
The flowers begged for water.
The wind screamed as it raced around the house.
5.      Allusion - A reference to something with which the reader is likely to be familiar, such as a person, place, or event from history or literature.
Examples: “She was no Scrooge, but she seldom purchased anything except the bare necessities.”
6.      Hyperbole - A figure of speech which is an exaggeration.
Examples: "I nearly died laughing."
“She died on stage during the play.”
7.      Repetition - "To repeat" something. It is the use of any element of language-a sound, word, phrase, or sentence-more than once and used for effect.
Example: How much wood could a woodchuck chuck, if a woodchuck could chuck wood?

Can you identify the use of figurative language?
Fire and Rain by James Taylor
Just yesterday morning they let me know you were gone
Susanne the plans they made put an end to you
I walked out this morning and I wrote down this song
I just can't remember who to send it to

I've seen fire and I've seen rain
I've seen sunny days that I thought would never end
I've seen lonely times when I could not find a friend
But I always thought that I'd see you again

Won't you look down upon me, Jesus
You've got to help me make a stand
You've just got to see me through another day
My body's aching and my time is at hand
And I won't make it any other way

Oh, I've seen fire and I've seen rain
I've seen sunny days that I thought would never end
I've seen lonely times when I could not find a friend
But I always thought that I'd see you again

Been walking my mind to an easy time my back turned towards the sun
Lord knows when the cold wind blows it'll turn your head around
Well, there's hours of time on the telephone line to talk about things
to come
Sweet dreams and flying machines in pieces on the ground

Oh, I've seen fire and I've seen rain
I've seen sunny days that I thought would never end
I've seen lonely times when I could not find a friend
But I always thought that I'd see you, baby, one more time again, now

Thought I'd see you one more time again
There's just a few things coming my way this time around, now
Thought I'd see you, thought I'd see you fire and rain, now
Can you identify the use of figurative language?
The River by Garth Brooks
You know a dream is like a river
Ever changin' as it flows
And a dreamer's just a vessel
That must follow where it goes
Trying to learn from what's behind you
And never knowing what's in store
Makes each day a constant battle
Just to stay between the shores
And I will sail my vessel
'Til the river runs dry
Like a bird upon the wind
These waters are my sky
I'll never reach my destination
If I never try
So I will sail my vessel
'Til the river runs dry
Too many times we stand aside
And let the waters slip away
'Til what we put off 'til tomorrow
It has now become today
So don't you sit upon the shoreline
And say you're satisfied
Choose to chance the rapids
And dare to dance that tide
And I will sail my vessel
'Til the river runs dry
Like a bird upon the wind
These waters are my sky
I'll never reach my destination
If I never try
So I will sail my vessel
'Til the river runs dry
There's bound to be rough waters
And I know I'll tke soome falls
With the good Lord as my captain
I can make it through them all
And I will sail my vessel
'Til the river runs dry
Like a bird upon the wind
These waters are my sky
I'll never reach my destination
If I never try
So I will sail my vessel
'Til the river runs dry
Lord, I will sail my vessel
'Til the river runs dry
Yea
INQUIRY CENTER #1A – SpEd in (Pull Out) Classroom
Role-play social talk situations
High levels of engagement and personal experience with subject matter can reduce impulsive tendencies
Six facets of authentic education: empathy phase: ADD student becomes aware of how his actions impact the learning environment of others
INQUIRY CENTER #1B - SpEd in Regular Classroom
From ST CTTA Accommodations Chart?
Use teaching techniques that encourage active responding
Encourage note-taking
Arts Integration and Arts Strategies provide for high interest, stimulating and active curriculum linked to high levels of student engagement.
Learning activities are based on “mysteries” or “problems” to be solved. Students are challenged and engaged.
Big ideas (desired learning outcomes) are framed around provocative, interesting questions that evoke the inherent curiosity of the learners