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"It was Monday again. It was Monday and the day was damp and cold. Rain splattered the cover of Algebra I as Laura heaved her books higher on her arm and sighed. School was such a bore. School. It loomed before her now, massive and dark against the sky. In a few minutes, she would have to face them again---Diane Goddard with her sleek blond hair and Terri Pierce in her candy-pink sweater. And Carol and Steve and Bill and Nancy... There were so many of them, so exclusive as they stood in their tight little groups laughing and joking. Why were they so cold and unkind? Was it because her long stringy hair hung in her eyes instead of dipping in graceful curls? Was it because she wrote poetry in algebra class and got A's in Latin without really trying? Shivering, Laura remembered how they would sit at the back of English class, passing notes and whispering. She thought of their identical brown loafers, their plastic purses, their hostile stares as they passed her in the corridors. She didn't care. They were clods, the whole lot of them. She shoved her way through the door and there they were. They thronged the hall,streamed in and out of doors, clustered under red and yellow posters advertising the latest dance. Mohair sweaters, madras shirts, pea-green raincoats. They were all alike, all the same. And in the center of the group, as usual, Diane Goddard was saying, "It'll be a riot! I just can't wait to see her face when she finds out." Laura flushed painfully. Were they talking about her? "What a scream! Can't wait to hear what she says!" Silently she hurried past and submerged herself in the stream of students heading for the lockers. It was then that she saw Rachel Horton---alone as always, her too-long skirt billowing over the white, heavy columns of her legs, her freckled face ringed withover the white, heavy columns of her legs, her freckled face ringed with shapeless black curls. She called herself Horton, but everyone knew her father was Jacob Hortensky, the

DIVERSITY TOOLCHEST Lift Ev'ry Voice and Sing: Multicultural Poetry for Children & Young Adults

Unit 1

Students learn about child labor, as it occurred in England and the United States during the Industrial Revolution and as it continues around the world today. Selected websites describe the conditions under which children worked during the Industrial Revolution. Each student gathers information at these websites and prepares and presents a monologue in the "voice" of someone involved in the debate over child labor in England. After dramatically assuming that person's point of view on the issue, he or she responds to audience members' questions. Students then explore and discuss the conditions of contemporary child laborers and compare them to those of the past.

Many Roots, Many Voices is designed to support teachers, principals, and other education professionals at the elementary and secondary levels in working effectively with English language learners. In it, you will find a rich source of practices and strategies that can be put to immediate use in the school and the classroom. You will also find an in-depth exploration of the English language learner, and an annotated list of references and resources for further reading and study.

"Voice lesson plan by Gigi Goshko Academy of American Studies, New York "

After this unit, students will have: Explored poetry as another medium of written and spoken expression. Students will appreciate poetry as another medium for authors to express commentary on the pressing social issues of the times Learned the following literary techniques used by poets in their writing: metaphor simile symbolism point-of-view Interpreted meaning Identified and examined the significance of specific themes that manifest themselves in the writings of poets from around the world Drawn parallels between the themes addressed in selected poems and the themes addressed in the literature read in class through out the year

Through the use of dramatic reading and the exploration of Internet resources, sixth- through eighth-grade students build a greater understanding of poetry and the poet's voice. Further, the experience requires students to analyze and develop their own interpretation of a poem's meaning and representation through performance. Extension activities involve students giving an oral poetry performance of their own poetry writing.

Once Upon a Fairy Tale: Teaching Revision as a Concept Overview Students sometimes have trouble understanding the difference between the global issues of revision and the local ones of editing. After reading several fractured fairy tales, students make a list of the ways the original stories have been revised-changed or altered, not just "corrected"-to begin building a definition of global revision. After students have written a "revised" story of their own, they revise again, focusing more on audience but still paying attention to ideas, organization, and voice. During another session, students look at editing as a way to polish writing, establishing a definition of revision as a multi-level process.

Commentary Unit

Three-Sentence Overview of this Lesson: Inspired by both William Carlos Williams and the main character in Sharon Creech's Love That Dog, the writer will create four original 16-word poems that capture interesting images. The writer will then choose a favorite 16-word poem and ask, "Why would so much depend upon that image to someone else?" The writer can then create a short story about an original character who might have written the 16-word poem.

Grade 7 Poetry Unit