1. Agenda for Monday, Nov. 15
• Mini-Lesson
• Finding the Poem Activity
• Fix-Up Strategies:
o Color Coding
o Scoring Comprehension
o Noticing What You Notice
• Diverse Learners: Multiple Intelligences Dance
• English Language Learners: Policy Research Brief
o Idea Pass Around
• SIOP Overview (and Macarena)

2. Finding the Poem Activity
• Move around the classroom, introducing
yourselves to one another and comparing
stanzas until you find another stanza that
seems to fit with yours.
• When two people have found a match, trade
stanzas so that the matching stanzas are now
together, but each person still has three total.
• Continue comparing and trading until
everyone has a complete poem.

3. Finding the Poem Activity, cont.
• Once everyone has a complete poem, sit with a
partner and help each other put your two
poems together
• Talk through each poem one at a time to
decide what seems to be the right order of the
stanzas.
• Work together to decide on a title you think
would be appropriate for each poem, and be
ready to share your thinking with the rest of
us.
~Adapted from Robert Probst, “Tom Sawyer, Teaching, and Talking,”
Adolescent Literacy: Turning Promise into Practice, p. 48

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

5. 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

6. Kelly Gallagher’s Questions for
Effective First-Draft Reading
• Have I provided my students with a reading focus?
• Are my students willing and able to embrace
confusion?
• Can my students monitor their own comprehension?
• Do my students know any fix-it strategies to assist
them when their comprehension begins to falter?
~Deeper Reading, pp. 51-78

7. Multiple Intelligences Dance
• Eye, Eye
• Mouth, Mouth
• Heart, Hand
• Snap, Snap, Snap
• Sky, Earth
• Body, Body
• Pocket, Pocket
• Robot, Robot
• Triangle, Clap

8. Multiple Intelligences Dance
• Eye, Eye
• Mouth, Mouth
• Heart, Hand
• Snap, Snap, Snap
• Sky, Earth
• Body, Body
• Pocket, Pocket
• Robot, Robot
• Triangle, Clap
• Visual, Spatial
• Verbal, Linguistic
• Interpersonal
• Musical, Rhythmic
• Naturalistic
• Bodily, Kinesthetic
• Intrapersonal
• Logical, Mathematical
• Intuitive (Existential)

9. “If you were to fold your hands together naturally,
you would have a comfortable, close fit. The goals of
curriculum differentiation are to find the closest, most
comfortable fit between the learner and the
curriculum . . . varying the process or content or
product to match the needs of the learner can help us
reach that close fit.”
~James Curry, Associate Professor,
University of Southern Maine

10. SIOP Lesson Planning
• [First we begin with] Lesson
Preparation
• Building Background
[Information]
• Comprehensible Input
• [Stir the] Strategies
• Meaningful Interaction
• Practice and Application
• Lesson Delivery
• Review and Assessment
• 2 fingers pointing to head
• hands behind head
• hand moving out from mouth
• two hands stirring motion
• clapping hands turning over and over
• bicep curls
• arms pumping as if power walking
• jump back then forward