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onnunign Envelope ID:o1sr1F2o-9AaE-*1so-Aaoa-4xoA1n42oc1n
<br /> Project Location
<br /> The poetry residency will take place at Hillsborough Elementary, in Hillsborough, in four fourth
<br /> grade classrooms.
<br /> Project Activities
<br /> Teaching Artist and poet Phillip Shabazz will visit four fourth grade classes at Hillsborough
<br /> Elementary from August 28 — September 1, 2017. During the nya(dency. Shabazz will explore
<br /> lyric and narrative poems and prose with students and examine how the poems relate to their
<br /> own lives and interactions with others. He will go into each fourth grade classroom each day for
<br /> one hour, for a total of four hours per day over the course of five days. In each aeeeion, students
<br /> will receive poetry pecketa, hear poems, write original poems and recite them for constructive
<br /> feedback. Through these activities students can analyze many different types of poems and
<br /> prooe, which naturally engages them in higher-level thinking and critical analysis. In addidon,
<br /> students will spend a lot of time creating their own lyric and narrative poenno, paying particular
<br /> attention to the use of the senses, figurative |mnguoge, rhythnn, inlagery, sound, tone, emotion
<br /> and style. They will generate first drafts and get constructive feedback from peers to ensure the
<br /> message they intend to relay is successfully communicated before revising their work.
<br /> The following Common Core standards are covered during the residency:
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<br /> Reading Standards
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<br /> Determine a theme of a story, dnamo, or poem from details in the text;
<br /> the be��
<br /> 5. Explain major differences between poeme, dnama, and proae, and refer to
<br /> the structural elements of poems (eg., verae, rhythm, meter) and drama
<br /> (e.g., casts of characters, sotUngs' descriptions, dialogue, atoge directions)Litenmture
<br /> when writing or speaking about a text.
<br /> 10. By the end of the year, read and comprehend literature, including stories,
<br /> dnamoa, and poetry, in the grades 4— 5 text complexity band profioient|y, with
<br /> scaffolding as needed at the high end of the range.
<br /> 4. Read with sufficient accuracy and fluency to support comprehension. a.
<br /> Foundational Read grade-level text with purpose and understanding. b. Read grade-level
<br /> Skills prose and poetry orally with occuraoy, appropriate raba, and expression on
<br /> successive readings. c. Use context to confirm or self-correct word
<br /> recognition and understanding, rereading as necessary.
<br /> 3. Write narratives to develop real or imagined experiences or events using
<br /> effective technique, descriptive detai|o, and clear event sequences. a. Orient
<br /> Writing the reader
<br /> S. With guidance and support from peers and adu|to, develop and strengthen
<br /> writing as needed by planning, revising, and editing.
<br /> 3. Use knowledge of language and its conventions when vvriUng, speaking,
<br /> reading, or listening. a. Choose words and phrases to convey
<br /> Language 5. Demonstrate understanding of figurative language, word relationships,
<br /> and nuances in word meanings. a. Explain the meaning of simple similes
<br /> and metaphors
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