Bird_in_Cage.jpg
Photograph: Crested Caracara by Mark Willocks (USA). [December 17, 2010].


Day 1
a. Students closely observe a photograph, and write down their observations in a graphic organizer, identifying components of the image, Big Ideas, and Essential Questions.
b. Shared reading of a poem about caged birds: "Mankind Does Not Agree" by Gordon J. L. Ramel
c. Students closely read a poem, and with guidance, complete a graphic organizer identifying literary elements, Big Ideas, and Essential Questions.
d. Students underline important and/or interesting phrases, write about what they've underlined, and share their writing with partner. The partner writes a response or question on the paper.
e. Some students share what their partner wrote and how they responded.

Day 2
a. Students independently read a poem, I Know Why the Cage Bird Sings," and write down their observations in a graphic organizer (see Day 1, c.).
Differentiation - Look for other poems on caged and/or free birds.
b. Students underline important and/or interesting phrases, write about what they've underlined, and share their writing with partner. The partner writes a response or question on the paper.
c. Some students share what their partner wrote and how they responded.
d. Students develop Big Ideas and Essential Questions relevant to the poem.
Writing Matters Response to Lit worksheets, adapted for this unit.
d. Students complete a graphic organizer comparing and contrasting Mankind Does Not Agree and I Know Why the Caged Bird Sings.

Day 3
a. Teen Biz articles - How Smart Are Birds?
b. After reading, students complete mulitple choice questions and the poll.

Extended/Differentiated Learning
PBS Nature Episode - A Murder of Crows: http://www.pbs.org/wnet/nature/episodes/a-murder-of-crows/introduction/5838


Day 4
Using their graphic organizers, students work in groups.

THIS Needs to be developed.

Poetry and Photography Unit