The document outlines an agenda for a Monday literacy lesson that includes: 1) A mini-lesson, vocabulary review, syllable exercises, and word sharing activities to start. 2) Students will read a text and identify important words, then do more word sharing. 3) Activities responding to literature include finding poem parts, discussing sample poems, and envisioning the poems' worlds. 4) Comprehension and interpretation are defined as complex cognitive processes of understanding meaning from text.

1. Agenda for Monday, Nov. 8
• Mini-Lesson
• Flashback to Vocabulary Week
• Syllable Squat
• Word Storm; Give One, Get One
• Read “Plugging into Memory”
oMost Important Word
• Word Storm again

2. Responding to Literature
• Finding the Poem Activity
• “Introduction to Poetry” by Billy Collins
• “The Secret” by Denise Levertov
o Dialogue with a Poem
• Envisionment Building

3. Most Important Word
• Stop at the end of each section
• Identify the single most important word in your
opinion
• Share and explain your answer to your partners
• Read the next section and repeat the process

4. Finding the Poem Activity
• Move around the classroom, introducing
yourselves to one another and comparing
stanzas until you find another that seems to fit
with yours.
• When two people have found a match,
continue to roam as a pair until you find the
rest of your poem.

5. Finding the Poem Activity, cont.
• When you feel you have a complete poem, sit
together in your group and put your stanzas in
what seems to be the right order.
• Decide on a title you think would be
appropriate for your poem, and be ready to
share your thinking with the rest of us.
~Robert Probst, “Tom Sawyer, Teaching, and Talking,”
Adolescent Literacy: Turning Promise into Practice, p. 48

6. Which title suits your poem?
• “Travel”
• “Mother of the
Groom”
• “Transit”
• “The Talker”
• “Those Winter
Sundays”
• “Happiness”
• “The Panther”
• “Wall”
• “The Hands”
• “The Ideal”

7. Who wrote your poem?
•“Travel” by Edna St.
Vincent Millay
•“Mother of the Groom”
by Seamus Heaney
•“Transit” by Richard
Wilbur
•“The Talker” by Mona
Van Duyn
•“Those Winter Sundays”
by Robert Hayden
•“Happiness” by Stephen
Dunn
•“The Panther” by Rainer
Maria Rilke
•“Wall” by Gabriela
Mistral
•“The Hands” by Linda
Hogan
•“The Ideal” by James
Fenton

8. Strong readers can . . .
• envision—they can build the world of a story in their
minds
• read between the lines—they can construct not only
what literally happens on the page but also see the
deeper meaning behind the words
• let the story lead them to develop big ideas about the
world of the story and, by extension, their own
worlds
~Donna Santman, Shades of Meaning, p. 25

9. Comprehension
The complex cognitive process involving the
intentional interaction between reader and text
to convey meaning
~Big Ideas in Beginning Reading, University of Oregon CTL
The complex process of simultaneously
extracting and constructing meaning from and
with text
~Sweet & Snow, Rethinking Reading Comprehension, 2003

10. Interpretation
The discovery and determination of meaning
in a literary work
~Jonnie Patricia Mobley, NTC’s Dictionary of Theatre and Drama Terms