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Introduction to Poetry #3: Hate That Cat - A Book/Writer's Club -Semester Course
Alaina Bell Gao
Star Educator
Average rating:4.9Number of reviews:(402)
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.
Class experience
US Grade 3 - 6
*All learners must have a copy of Sharon Creech's "Hate That Cat", which is our core text (free verse novel), as well as a poetry journal (dedicated to poetry writing). *The poetry collections are helpful, but optional, since titles will be provided to a smaller selection of online poetry each week. This course develops on my "Introduction to Poetry - Love That Dog" course with a more in-depth look at elements of poetry writing, including types of poetry and figurative language. This course...
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).
Homework Offered
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.1 - 2 hours per week outside of class
Assessments Offered
Grades Offered
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
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.
Star Educator
Average rating:4.9Number of reviews:(402)
Hi! My name is Alaina Bell Gao, and I am an experienced Canadian English teacher with 15+ years of professional teaching experience. As a dedicated, creative, gentle, and patient neurodivergent teacher, many neurodiverse learners thrive in my...
Group Class
$20
weekly or $300 for 15 classes1x per week, 15 weeks
50 min
Completed by 10 learners
Live video meetings
Ages: 8-12
3-9 learners per class
