English

Introduction to Poetry #2: Hate That Cat - A Book/Writer's Club -Semester Course

Take a deep dive into the elements of poetry, figurative language, and types of poetry over fifteen-weeks, with Sharon Creech's Hate That Cat (sequel to Love That Dog) and companion poems, as you write, share, and craft your own anthology.
Alaina Bell Gao
318 total reviews for this teacher
4 reviews for this class
Completed by 5 learners
Class

50 minutes

per class

Once per week

over 15 weeks

8-12

year olds

3-9

learners per class

per learner - per class

How does aMulti-Daycourse work?

Meets multiple times at scheduled times
Live video chats, recorded and monitored for safety and quality
Discussions via classroom forum and private messages with the teacher
Great for engaging projects and interacting with diverse classmates from other states and countries

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Available Times

Pacific Time

Thu Sep 1

Sep 1 - Dec 15 (15 weeks)
Thursdays
10pm - 10:50pm
Outside 6am-10pm in your local time.
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Description

Class Experience

CCSS.ELA-LITERACY.RL.3.1
CCSS.ELA-LITERACY.RL.4.1
CCSS.ELA-LITERACY.RL.5.1
CCSS.ELA-LITERACY.RL.6.1
CCSS.ELA-LITERACY.RL.7.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-LITERACY.RL.3.2
CCSS.ELA-LITERACY.RL.4.2
CCSS.ELA-LITERACY.RL.5.2
CCSS.ELA-LITERACY.RL.6.2
CCSS.ELA-LITERACY.RL.7.2
Determine a theme of a . . . poem from details in the text, including how . . . the speaker in a poem reflects upon a topic; provide a summary of the text distinct from personal opinions or judgments.

CCSS.ELA-LITERACY.RL.3.4
CCSS.ELA-LITERACY.RL.4.4
CCSS.ELA-LITERACY.RL.5.4
CCSS.ELA-LITERACY.RL.6.4
Determine the meaning of words and phrases as they are used in a text, including figurative (such as metaphors and similes) and connotative meanings; analyze the impact of a specific word choice on meaning and tone

CCSS.ELA-LITERACY.RL.7.4
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

CCSS.ELA-LITERACY.RL.3.5
CCSS.ELA-LITERACY.RL.4.5
CCSS.ELA-LITERACY.RL.5.5
CCSS.ELA-LITERACY.RL.6.5
Refer to parts of . . . poems when writing or speaking about a text, using terms such as . . . stanza; describe how each successive part builds on earlier sections. Explain how a series of . . . stanzas fit together to provide the overall structure of a particular . . . poem. Analyze how a particular . . . stanza . . . contributes to the development of the theme, setting, or plot. Explain major differences between poems . . . and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) 

CCSS.ELA-LITERACY.RL.7.5
Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning

CCSS.ELA-LITERACY.RL.5.6
CCSS.ELA-LITERACY.RL.6.6
Describe how a narrator's or speaker's point of view influences how events are described.
Explain how an author develops the point of view of the narrator or speaker in a text.

CCSS.ELA-LITERACY.RL.5.7
CCSS.ELA-LITERACY.RL.6.7
Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., . . . poem).
Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch.

CCSS.ELA-LITERACY.RL.7.7
Compare and contrast a written . . . poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
To be ready for our club meetings, each learner should do the following four things prior to each club meeting: 
1) read the selected section of "Hate That Cat" (except for the first class), 
2) read some example poems (choose from the provided list), 
3) write about the weekly writing focus in their poetry journal, and 
4) write a poem to share in class using the technique.
Required:
"Hate That Cat" by Sharon Creech

Additional Reading (Optional):
"Street Music" by Arnold Adoff
"City I Love" by Lee Bennett Hopkins
"A Hatful of Dragons" by Vikram Madan
"Wet Cement" by Bob Raczka
"Ubiquitous" by Joyce Sidman
"The Sun Is So Quiet" by Nikki Giovanni
"I Did It Because . . ." by Loris Lesynski
"A Bad Case of the Giggles" by Bruce Lansky
"all the small poems and fourteen more" by Valerie Worth
"Dictionary For a Better World" by Charles Waters and Irene Latham
"A Jar of Tiny Stars: Poems by NCTE Award-Winning Poets"
"Dark Emperor and Other Poems of the Night" by Joyce Sidman
"Out of Wonder" by Kwame Alexander
"Bravo! Poems About Amazing Hispanics" by Margarita Engle
"The Dragons Are Singing Tonight" by Jack Prelutsky
"Yes! We Are Latinos" by Alma Flor Ada and Isabel Campoy
"Every Day's a Dog's Day" by Marilyn Singer
"What a Day it Was at School" by Jack Prelutsky
"Butterfly Eyes and Other Secrets of the Meadow" by Joyce Sidman
50 minutes per week in class, and an estimated 1 - 2 hours per week outside of class.
There will be a wide range of poems to choose from each week written by many different poets about a plethora of subjects. This means that each learner will be able to choose poems that will be suitable for them. I will also include content warnings for particular poems, when needful.

Teacher

Alaina Bell Gao
🇨🇦
Lives in Canada
Let's explore the world through literature, art, and social studies!
318 total reviews
154 completed classes

About Me

Hi! My name is Alaina Bell Gao, and I am an Ontario-certified (Canadian) English teacher with 15+ years of professional teaching experience.

Teaching Style:
● Share the joy of learning
● Welcoming class culture
● Patient and cheerful... 
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