Storm Warning Slides Storm Voices Unit • Lesson 1 ESOL 2 Support
Context & Background
Storm Warning:
Hurricane Katrina 2005
Building background knowledge for Patricia Smith's poem "5 P.M., Tuesday, August 23, 2005" .
New Orleans, Louisiana
Use your translators freely! • ¡Usa tu traductor!
Optimistic Opener Think-Pair-Share
What is a Storm?
Think about severe weather in your home country or in Texas. How does it feel? What do people do?
English Stems / Ayuda en Español
• "In my country, storms are..." (En mi país, las tormentas son...)
• "A big storm makes me feel..." (Una tormenta grande me hace sentir...)
• "To prepare, people usually..." (Para prepararse, la gente usualmente...)
Live Satellite Map
Hurricane Katrina (2005)
Category 5 • Winds over 170 mph (270 km/h)
Step 1: Write your thoughts • Step 2: Share with a partner
10 Minutes
Word Power Essential Vocabulary
Words We Must Know / Palabras Clave
Hurricane Noun
A giant storm with very strong winds and heavy rain that forms over the ocean.
Español: Huracán 🌀
Evacuation Noun
Leaving a dangerous place (like a city) to go to a safe place.
Español: Evacuación 🏃♂️💨
Levee Noun
A wall built next to a river or lake to keep the water from flooding the city.
Español: Dique / Muro 🧱
Use vocabulary cards during today's station activities
Match words to pictures!
Poem Connection The New Orleans Connection
Why New Orleans?
(Connecting to our Poem)
The poem is titled **"5 P.M., Tuesday, August 23, 2005"**. This is the exact moment Hurricane Katrina formed in the ocean.
The poem's speaker is a resident of **New Orleans**, a city built below sea level like a bowl. When the storm came, the protective walls (levees) broke, trapping vulnerable families who had no cars to escape.
Why this matters for our reading:
The poem captures the chilling contrast between a peaceful, sunny day in New Orleans and the horrific disaster that is silently approaching.
The "Bowl" Effect (Geografía)
Lake (Lago) High Water Level
LEVEE WALL (Dique) • BROKE IN 2005
New Orleans Below Sea Level (Bajo el nivel del mar)
"When the levees break, water fills the bowl."
The poem begins: "We are in the crosshairs, but we do not know it yet."
Geography Stations Up Next!
Learning Stations Active Practice
Today's Station Instructions
20 Mins Per Station
Station A: Vocabulary
Translate & Match
Use your dictionary and translators to match key words with pictures and build your glossary.
Station B: History & Media
Katrina Context
Explore the historical timeline, read real stories of survivors, and look at actual hurricane pictures.
Lower the Filter, Increase the Effort!
You are allowed to speak in Spanish or your native language with your peers as long as you write down your answers in English. Ask for help!
Complete your Station Handout before the end of class!
Let's move! • ¡A trabajar!
Storm Warning Context Handout Storm Voices Poetry Unit • Lesson 1 Student Copy
Storm Warning Context
Student Name:
Date:
Station A: Vocabulary Matching Challenge
20 Minutes
Directions: Match each key vocabulary word with its correct scrambled English definition below. Write the letter (A-F) of the correct definition in the blank box next to each word.
Terms (Palabras)
1. Hurricane Español: Huracán
Box:
2. Evacuation Español: Evacuación
Box:
3. Levee Español: Dique / Muro
Box:
4. Vulnerable Español: Vulnerable
Box:
5. Flood Español: Inundación
Box:
6. Survivor Español: Sobreviviente
Box:
Definitions (Scrambled!)
A. When water covers dry land. 🌊
B. Leaving a dangerous place immediately. 🏃♂️💨
C. A person who stays alive. 🧗♂️
D. Weak, unprotected, or easily hurt. 🥺
E. A giant storm with violent winds. 🌀
F. A wall built to stop river water. 🧱
Vocabulary Practice / Práctica:
Sentence A: The city built a high to keep Lake Pontchartrain's water away from the streets.
Sentence B: The mayor declared an emergency , instructing everyone to leave.
Sentence C: When the storm hit, water began to the low-lying houses.
Sentence D: Because New Orleans is built like a bowl, it is highly to storm damage.
Visualize Your Vocabulary / Dibuja una palabra:
Choose one word (e.g., Hurricane or Levee) and draw it below.
Turn page for Station B Page 1 of 2
Storm Voices Poetry Unit • Lesson 1 Student Copy
Storm Warning Context
Station B: Historical Context and Media
20 Minutes
The Story of Katrina (August 2005)
Hurricane Katrina was one of the worst natural disasters in the United States. New Orleans, Louisiana is surrounded by bodies of water: Lake Pontchartrain on the north and the Mississippi River on the south. Much of New Orleans is located **below sea level**, meaning it is lower than the surrounding lakes and rivers. The city is protected by huge concrete walls called **levees**.
On August 29, 2005, Hurricane Katrina struck the city. The storm winds and water levels were so high that they pushed against the levees. The levees failed, cracking and breaking. Water flooded 80% of the city. Over 1,800 people lost their lives, and thousands were displaced.
Katrina Timeline (2005)
Storm Warning Assessment Handout Storm Voices Poetry Unit • Lesson 1 Assessment Daily Assessment
Assessment & Daily Work
Student Name:
Date:
Part 1: Silent Journal 15 Mins
Prompt: Why is it important to prepare for extreme weather, and how does your family prepare for emergencies?
Write a 5-sentence paragraph using this structure:
1. Topic Sentence (TS): "Preparing for extreme weather is..."
2. Concrete Detail (CD): "For example, in Katrina, many..."
3-4. Commentary (CM): "This shows that... My family..."
5. Conclusion (CS): "Therefore, preparation helps..."
TS:
CD:
CM 1:
CM 2:
CS:
DOL 1 (Evaluating Details)
Read the geographical details:
New Orleans is built lower than the surrounding river and lake. Large concrete levees hold the rising waters back from the city streets.
Evaluate: What is the main danger if the levees break? Complete:
"If the levees break, the city will because New Orleans is shaped like a ."
DOL 2 (Historical Connection)
Match the vocabulary word to its real-world connection in Hurricane Katrina:
1. Evacuation Box
2. Levee Box
3. Vulnerable Box
Options: A. Concrete wall that broke • B. Poverty & lack of transport • C. Mayor's order to leave New Orleans
Part 4: STAAR-aligned Exit Ticket STAAR Prep
Passage: In late August 2005, the city of New Orleans faced a massive emergency. Despite a mandatory evacuation order, thousands of vulnerable residents were unable to leave. Many families did not own a car or have money for bus tickets. As Hurricane Katrina approached, these families had no choice but to wait in their homes, hoping the concrete levees would hold the water back.
Based on the passage, why were some New Orleans residents unable to follow the evacuation order?
A They did not believe that the hurricane was real.
B They wanted to stay and protect the concrete levees.
C They lacked the financial and physical means to leave.
D They were told by local leaders that staying was safe.
Unit: Storm Voices Poetry Page 1 of 1
Storm Voices Teacher Guide Storm Voices Poetry Unit • Teacher Resource Unit Guide
Pacing & Facilitation Guide
A step-by-step 80-minute lesson framework designed to maximize support and lower the affective filter for beginner EBs.
Daily 80-Minute Lesson Architecture
Time Instructional Phase Teacher & Student Actions (ESL Scaffold) 10 Mins Optimistic Opener Project visual hook slides. Guide a low-stress **Think-Pair-Share**. Students discuss and write in English using provided bilingual sentence stems. 15 Mins Silent Journal Students write a structured paragraph (TS-CD-CM-CS) using scaffolded frames. **Scaffold:** Allow Google Translate for vocabulary lookup. 15 Mins Chunked Instruction Deliver direct instruction in clear, visual chunks. Use gestures, highlight vocabulary definitions, and models. Ask simple check-for-understanding questions. 30 Mins Station Rotations Split class into active stations (Vocabulary, History/Media, Syntax/Reading, Art). **Scaffold:** Collaborative peer pairs; bilingual glossaries. 10 Mins DOLs & Exit Ticket Deliver DOL 1 (mid-lesson), DOL 2 (end-of-lesson), and STAAR Exit Ticket. Collect handouts for daily formative feedback tracking.
Station Support & Lowering Affective Filter
To keep the cognitive rigor high without overwhelming beginner EB students, stations are highly collaborative:
Translator & Dictionary Use: Actively encourage students to look up words. Native language dialogue is welcomed to clarify concepts.Visual & Kinesthetic Elements: The inclusion of map checks, timelines, and drawing blocks in Station D bridges linguistic barriers and solidifies conceptual understanding.Teacher-Led Syntax Support: At the guided reading station, model pronunciation and use oral chanting before students annotate text.
Poem Analysis Focus & Timeline
Lesson 1 Historical Context & Katrina Timeline
Lesson 2 Stanzas 1-2: Metaphors & Calm Setting
Lesson 3 Stanzas 3-4: Action Verbs & Tension
Lesson 4 Paragraph Writing & Poster Planning
Lesson 5 1-Min Speeches & Gallery Walk
Storm Voices Teacher Resource Guide Page 1 of 2
Storm Voices Poetry Unit • Teacher Resource Answer Keys
Master Answer Keys
First Lines Imagery Slides Storm Voices Unit • Lesson 2 ESOL 2 Support
Sensory Language & Mental Images
First Lines:
The Sky is a Blue Bowl
Reading Stanzas 1-2 of Patricia Smith's poem to analyze setting and mood before the hurricane hits.
TEKS E2.4D: Create mental images to deepen understanding
Use your glossary during close reading!
Optimistic Opener Think-Pair-Share
Emergency Packing
Imagine a loud siren sounds. You have exactly 10 minutes to pack and leave your house forever. What three things do you pack?
My Response Stem / Ayuda en Español
• "If I had to leave my house immediately, I would pack..."
• "I would choose these items because..." (Elegiría estos artículos porque...)
What is Essential?
Photos? Documents? A favorite toy? Or just water?
Write your ideas on your Silent Journal first!,
8 Minutes
Close Reading Stanza 1 Analysis
Stanza 1 / Estrofa 1
The sky is a blue bowl, upside down.
Mental Imagery / Lenguaje Sensorial
The poet uses two metaphors to show the quiet city *before* the hurricane:
"The sky is a blue bowl"
Mental Image: A clear, calm, beautiful sky.
"The wind is a quiet dog, sleeping"
Mental Image: There is no wind yet. It is completely still.
Can you feel the peaceful mood? Is it going to last?
Stop and Jot in your handout!
Close Reading Stanza 2 Analysis
Stanza 2 / Estrofa 2
We pack our bags.
Analyzing the Speaker / El Hablante
The "speaker" is the voice talking in the poem. What do we learn about the speaker in Stanza 2?
Critical Inference / Inferencia Clave:
The speaker and their family are **vulnerable**. They have no car, so they cannot escape the storm like others. They must stay and face the hurricane.
How does this change the mood from Stanza 1?
Station Rotation Instructions Next!
Station Instructions Active Learning
Stations: Deepening Understanding
20 Mins Per Station
Station C: Syntax & Reading
First Lines Imagery Handout Storm Voices Poetry Unit • Lesson 2 Student Copy
First Lines Imagery
Student Name:
Date:
Station C: Syntax and Guided Reading
20 Minutes
"5 P.M., Tuesday, August 23, 2005" • Stanzas 1 & 2
Stanza 1 The sky is a blue bowl, upside down.
Stanza 2 We pack our bags.
Blue bowl: Tazón azul (sky)
Quiet dog: Perro silencioso
Upside down: Al revés
Hungry: Hambriento
Pack bags: Empacar maletas
Wait: Esperar
Close Reading Actions:
[ ] Underline the metaphor in Stanza 1 that describes the sky . What animal is the wind compared to? Write:
[ ] Highlight the physical items the speaker packs in Stanza 2. Write them here:
[ ] In Stanza 2, why does the speaker say "We must wait" ? Write the reason:
Make an Inference / Inferencia:
How does the mood change between Stanza 1 and Stanza 2?
"At first, the mood is peaceful because..."
Turn page for Station D Page 1 of 2
Storm Voices Poetry Unit • Lesson 2 Student Copy
First Lines Imagery
Station D: Creative Imagery and Art
20 Minutes
Directions: Read the metaphors from Stanza 1. In the boxes below, draw the mental image created by the text. Label your drawings with English words using the vocabulary word bank below.
English Word Bank:
Sky ☁️ | Bowl 🥣 | Dog 🐕 | Sleeping 💤 | Wind 💨 | Storm ⛈️
Drawing A: "The sky is a blue bowl, upside down."
Draw & label here (dibuja y etiqueta aquí)
Drawing B: "The wind is a quiet dog, sleeping."
Draw & label here (dibuja y etiqueta aquí)
Reflect / Reflexiona:
How do these calm images help you understand how New Orleans felt before the hurricane?
"These calm drawings show that New Orleans felt..."
Unit: Storm Voices Poetry Page 2 of 2
First Lines Assessment Handout Storm Voices Poetry Unit • Lesson 2 Assessment Daily Assessment
Assessment & Daily Work
Student Name:
Date:
Part 1: Silent Journal 15 Mins
Prompt: If you had to pack up and evacuate your home immediately, what is the single most important object you would bring, and why?
Write a 5-sentence paragraph using this structure:
1. Topic Sentence (TS): "The most important item to pack is..."
2. Concrete Detail (CD): "For instance, the poem tells us they pack..."
3-4. Commentary (CM): "This item is valuable because... Also, it..."
5. Conclusion (CS): "In short, saving this item is..."
TS:
CD:
CM 1:
CM 2:
CS:
DOL 1 (Sensory Matrix)
Write words from Stanzas 1-2 under their sensory category:
Sight (Visual) 👁️
Sound/Feel 👂💨
DOL 2 (Mood Inference)
Complete the inference about the speaker's emotional state:
In Stanza 2, the speaker says they must wait because they have no car. This suggests they feel...
[ ] Excited and happy
[ ] Trapped and scared
[ ] Angry and loud
[ ] Safe and protected
Part 4: STAAR-aligned Exit Ticket STAAR Prep
"The sky is a blue bowl, upside down.
What is the primary effect of comparing the sky to a "blue bowl, upside down" and the wind to a "quiet dog, sleeping"?
A It shows that New Orleans has many stray animals.
B It emphasizes the calm and peaceful setting before the storm hits.
C It indicates that the speaker wants a pet.
D It highlights the extreme heat of the Louisiana afternoon.
Unit: Storm Voices Poetry Page 1 of 1
Speakers Voice Slides Storm Voices Unit • Lesson 3 ESOL 2 Support
Diction, Syntax & Mood
The Speaker's Voice:
Tension and Storm Winds
Reading Stanzas 3-4 to analyze how word choices (diction) reveal the speaker's shifting feelings.
TEKS E2.8F: Analyze how author's diction and syntax contribute to mood
Notice the shift in tension!
Optimistic Opener Think-Pair-Share
Feeling Worried but Strong
Think about a time you felt extremely worried, scared, or nervous, but had to stay strong. How did you react? Who did you hold hands with or talk to?
My Response Stem / Ayuda en Español
• "A time I felt worried was when..."
• "To stay strong, I decided to..." (Para mantenerme fuerte, decidí...)
• "This made me feel..." (Esto me hizo sentir...)
Staying Strong Together
Family and friends are our anchors during hard times.
Write your reflection in the Silent Journal!
8 Minutes
Close Reading Stanzas 3 & 4
The Tension Rises
Stanza 3:
Stanza 4:
Analyzing Word Choice (Diction)
The poet shifts from calm words (blue bowl, quiet dog) to **violent and active words**:
"Screams / Howl" (Grita / Aúlla)
These words show that the wind is now wild, scary, and dangerous.
"Grey teeth in the sky" (Dientes grises)
This metaphor compares the storm clouds to the mouth of an animal ready to bite.
Can you feel the tension growing?
Prepare for your station activities!
Active Practice Station Work
Stations: Diction and Synthesizing
20 Mins Per Station
Station A: Vocabulary
Word Studies & Action Verbs
Study how strong action verbs (screams, rising, drum) create danger. Match words to bilingual descriptions.
Station B: Syntax & Reading
Stanzas 3-4 Guided Reading
Read line-by-line. Answer guided questions about what the family does in the dark as water rises.
Translation & Bilingual Dictionaries Allowed!
Speakers Voice Handout Storm Voices Poetry Unit • Lesson 3 Student Copy
Speaker's Voice
Student Name:
Date:
Station A: Action Verbs and Tension
20 Minutes
Directions: In Stanzas 3-4, the hurricane strikes. The poet uses strong, active verbs to show danger and tension. Look at the word table, write down the Spanish translation, and then complete the matching task below.
English Word Definition Spanish Help (Traducción) Howl (v) To make a loud, crying sound (like a wolf or the wind). Aullar 🐺💨 Scream (v) To cry out with a very loud, sharp, high voice. Gritar 😱🗣️ Rising (v) Going up; water levels getting higher and higher. Subiendo / Ascendiendo 📈🌊 Drum (v) To hit rapidly, making a continuous beat sound. Tamborilear / Golpear 🥁🌧️ Pray (v) To ask God or a higher power for help or protection. Rezar / Orar 🙏✨
Verb Match / Emparejamiento:
1. The wind wakes up to howl. A
2. The water is rising. B
3. We pray for the sun. C
A. The family hopes the weather gets better and asks for help.
B. The storm winds make a loud, crying, scary sound.
C. Flooding water gets deeper and deeper in the street.
Diction Practice / Práctica de Escritura:
Select one active verb from the list above and write a simple sentence about a storm. (Selecciona un verbo y escribe una oración simple).
My Sentence:
Turn page for Station B Page 1 of 2
Storm Voices Poetry Unit • Lesson 3 Student Copy
Speaker's Voice
Station B: Syntax and Guided Reading (Stanzas 3-4)
20 Minutes
"5 P.M., Tuesday, August 23, 2005" • Stanzas 3 & 4
Stanza 3 The clouds become dark and heavy.
Stanza 4 We hold hands in the dark.
Guided Syntax Questions / Análisis:
1. In Stanza 3, how are the clouds described? What is the effect of this description?
Speakers Voice Assessment Handout Storm Voices Poetry Unit • Lesson 3 Assessment Daily Assessment
Assessment & Daily Work
Student Name:
Date:
Part 1: Silent Journal 15 Mins
Prompt: Describe a time you felt worried but had to stay strong. Who helped you, and how did you feel?
Write a 5-sentence paragraph using this structure:
1. Topic Sentence (TS): "A time I felt worried but stayed strong was..."
2. Concrete Detail (CD): "Specifically, during this event, I..."
3-4. Commentary (CM): "This shows that... Also, holding hands or..."
5. Conclusion (CS): "Ultimately, staying strong with others..."
TS:
CD:
CM 1:
CM 2:
CS:
DOL 1 (Word Analysis)
Identify strong active verbs and nouns in Stanzas 3-4:
Active Verbs 🏃♂️
Scary Nouns 🦷
DOL 2 (Summary)
Write a brief summary of how the speaker survives Stanza 4:
"During the storm, the family survives by..."
Part 4: STAAR-aligned Exit Ticket STAAR Prep
"The wind wakes up and begins to howl.
In these lines, the author uses personification ("the wind wakes up", "it screams") and active verbs ("rising", "howl") to create a mood of —
A excitement and celebration
B peaceful quietness
C growing danger and tension
D confusion and curiosity
Unit: Storm Voices Poetry Page 1 of 1
Assembling Puzzle Slides Storm Voices Unit • Lesson 4 ESOL 2 Support
Synthesizing & Prep
Assembling the Puzzle:
My Speech and Poster Plan
Writing an analytical paragraph about the speaker's resilience and scripting our final oral presentation.
TEKS E2.1C: Give a formal presentation • E2.5C: Use text evidence
Prepare your poster blueprint today!
Optimistic Opener Think-Pair-Share
The Power of Stories
Why is it important to tell the stories of people who survive natural disasters? What can we learn from them?
My Response Stem / Ayuda en Español
• "Sharing survivor stories is crucial because..."
• "From these stories, we can learn about..." (De estas historias, podemos aprender sobre...)
Voices Matter / Voces Importan
Poetry lets us feel what historical records cannot show.
Complete your Silent Journal response!
8 Minutes
Grammar Focus TEKS E2.9D(i)
Writing Controlled Sentences
Avoid Fragments (Fragmentos)
A fragment is an incomplete thought. It is missing a subject or a verb.
❌ "Because they had no car." (Why?)
✅ "They waited because they had no car."
Avoid Run-ons (Oraciones Corridas)
A run-on connects two complete sentences without punctuation or conjunctions.
❌ "The storm hit New Orleans water was rising."
✅ "The storm hit New Orleans, and the water was rising."
Let's check our writing for complete, controlled sentences!
Write with care!
Project Planning Poster & Speech
Our Culminating Task
Tomorrow, you will deliver a **1-Minute Speech** using our structured sentence stems and display an **Imagery-Based Poster** with drawings and captions from the poem.
The Speech Template
"Hello. Today, I am speaking about Patricia Smith's poem... In this poem, the speaker faces... This is shown when the poem says... I selected the imagery of... Thank you."
Your Poster Layout
Title: STORM VOICES
Calm Imagery (Stanzas 1-2)
Storm Imagery (Stanzas 3-4)
"Quote / Caption from the poem"
Work on your speech script and poster blueprint in your handout today!
Our poster is completely physical and highly visual!
Start drafting! • ¡A planificar!
Assembling Puzzle Handout Storm Voices Poetry Unit • Lesson 4 Student Copy
Assembling the Puzzle
Student Name:
Date:
Activity 1: Structured Paragraph Writing
25 Minutes
Directions: Answer the prompt using our 5-sentence paragraph structure. Use the sentence stems and word banks to craft complete sentences. Check your writing with the grammar rubric on the right.
The Prompt:
How does Patricia Smith's word choice (diction) in "5 P.M., Tuesday, August 23, 2005" convey the speaker's emotional response to the storm?
Sentence 1 (TS - Thesis Statement): In the poem, Patricia Smith's word choices show that the speaker feels...
Sentence 2 (CD - Text Evidence): This emotional response is shown when the poem says "..."
Sentence 3 (CM - Commentary): The author's use of the words ___________ and ___________ shows...
Sentence 4 (CM - Commentary): This details highlights how the family has to stay strong because...
Sentence 5 (CS - Concluding Sentence): Therefore, the author's diction helps readers understand...
Grammar Check
No fragments: Every sentence has a subject and a verb.No run-ons: I use commas and coordinating conjunctions (and, but, so).Capital Letters: Every sentence starts with a capital letter.
"Before you write, read your draft aloud to a partner to check for sentence flow."
Write Your Paragraph Draft Here:
TS:
CD:
CM 1:
CM 2:
CS:
Turn page for Final Presentation Planning Page 1 of 2
Storm Voices Poetry Unit • Lesson 4 Student Copy
Assembling the Puzzle
Activity 2: My 1-Minute Speech & Poster Blueprint
25 Minutes
Speech Script Frame (Script para tu discurso):
Fill in the blanks to write your highly-scaffolded speech script. Practice reading this aloud.
"Hello, classmates and teacher. Today, I am speaking about Patricia Smith's poem "5 P.M., Tuesday, Aug 23, 2005"."
"In this poem, the speaker and their family are facing a dangerous . They must stay in their home because they have no ."
"To represent this, my poster has two main parts. On the left, I drew the calm setting before the storm, showing . On the right, I drew the active storm, showing how the wind ."
"My favorite line is when the poem says: ''. This tells me that the survivors are strong. Thank you for listening."
Poster Sketch Blueprint (Boceto de tu cartel):
Assembling Puzzle Assessment Handout Storm Voices Poetry Unit • Lesson 4 Assessment Daily Assessment
Assessment & Daily Work
Student Name:
Date:
Part 1: Silent Journal 15 Mins
Prompt: Why is it important to share the stories of survivors who face natural disasters?
Write a 5-sentence paragraph using this structure:
1. Topic Sentence (TS): "Sharing the stories of survivors is important because..."
2. Concrete Detail (CD): "For example, Patricia Smith tells the story of..."
3-4. Commentary (CM): "This explains how... It helps us feel..."
5. Conclusion (CS): "In conclusion, these stories make us..."
TS:
CD:
CM 1:
CM 2:
CS:
DOL 1 (Editing check)
Correct the run-on sentence. Write a complete sentence below:
"The wind woke up it screamed at the window."
(Help: Use "and" or a period)
DOL 2 (Peer feedback)
Peer Review of Speech Script. Partner checks your draft:
Classmate has 4 complete sentences.
Classmate included poem quotes.
Part 4: STAAR-aligned Exit Ticket STAAR Prep
Read the student response below. Which of the following edits corrects the run-on sentence in the response?
"The family had no car they had to wait for the storm."
A The family had no car because they had to wait.
B The family had no car, so they had to wait for the storm.
C The family had no car, they had to wait.
D Since they had no car, waiting for the storm.
Unit: Storm Voices Poetry Page 1 of 1
Storm Voices Presentation Slides Storm Voices Unit • Lesson 5 ESOL 2 Support
Presentation Day!
Storm Voices:
Poster & Oral Speech
Sharing our final multi-modal imagery projects and celebrating our growth in English communication.
TEKS E2.1C: Give a formal presentation with simple oral commentary
Support and encourage each other! • ¡Apoyémonos!
Optimistic Opener Think-Pair-Share
A Respectful Audience
What makes someone a respectful audience member and a great listener when a classmate is presenting in English?
Our Audience Commitments / Compromisos
• "I will listen actively by..." (Escucharé activamente al...)
• "I will show respect by..." (Mostraré respeto al...)
• "When they finish, I will..." (Cuando terminen, yo...)
Respect & Empathy
Speaking in a new language takes extreme courage. Celebrate every speaker!
Write your commitments in the Silent Journal!
8 Minutes
Speaking Skills Our Checklist
Confident Presenting
1. Good Volume
Speak loudly so your partners at the back of the group can hear you clearly.
2. Eye Contact
Look up from your script. Look at your classmates and your poster.
3. Slow Pacing
Take a deep breath. Speak slowly. There is no rush!
Practice reading your script twice before presenting!
Stand tall! • ¡Sí se puede!
How We Present Small Group Procedures
Our Gallery Walk & Presentation Rules
Low-Stress Presentations
Step 1: Mini-Groups
You are grouped in small tables of 4. You will present ONLY to your table, lowering the stress of a large audience.
Step 2: Present & Review
Take turns presenting your 1-minute speech. While a classmate speaks, fill out your peer review sheet.
Congratulations!
You have read, analyzed, written, and now spoken about complex historical poetry. You are amazing English learners!
Let's prepare our posters on our desks!
Time to present! • ¡A presentar!
Storm Voices Presentation Handout Storm Voices Poetry Unit • Lesson 5 Student Copy
Presentation Guide
Student Name:
Date:
Activity 1: Final Presentation Rubric & Self-Check
Rubric
Directions: Review the grading checklist below. Before you present, evaluate your own work. During the presentations, your teacher and peers will use this checklist to celebrate your growth.
Category What I Must Do / Criterios Points (Puntos) 1. Poster Visuals My poster has clear illustrations of calm and storm settings with labels in English. / 30 2. Structured Speech I speak for 1 minute using the sentence frames. I mention the poem's author and stanzas. / 30 3. Delivery Skills I speak slowly, look up from my script, and use a clear, audible voice. / 20 4. Respectful Listener I listen to my classmates quietly and fill out my peer feedback sheets completely. / 20
My Self-Evaluation Checklist:
My poster has 4 labeled drawings.
I have completed my speech script.
I practiced reading my script aloud.
I am ready to cheer for my classmates!
Turn page for Gallery Walk Feedback Log Page 1 of 2
Storm Voices Poetry Unit • Lesson 5 Student Copy
Presentation Guide
Activity 2: Small-Group Presentation Feedback Log
25 Minutes
Directions: As you listen to three classmates in your small group present their project, complete the feedback log. Use the sentence frames at the bottom for help.
Classmate Name:
What I Liked (Lo que me gustó):
Classmate Name:
What I Liked (Lo que me gustó):
Classmate Name:
What I Liked (Lo que me gustó):
Bilingual Sentence Help:
• "I liked your poster because the drawings of ___________ were very clear."
• "Your speaking voice was loud and easy to understand."
• "The quote you chose about ___________ was very powerful."
• (Me gustó tu cartel porque los dibujos de... fueron muy claros • Tu voz al hablar fue fuerte y fácil de entender).
Unit: Storm Voices Poetry Page 2 of 2
Storm Voices Presentation Assessment Storm Voices Poetry Unit • Lesson 5 Assessment Daily Assessment
Assessment & Daily Work
Student Name:
Date:
Part 1: Silent Journal 15 Mins
Prompt: What does it mean to be a good listener and a respectful audience member when your peers are presenting in a new language?
Write a 5-sentence paragraph using this structure:
1. Topic Sentence (TS): "Being a respectful listener is important because..."
2. Concrete Detail (CD): "For example, during presentations, classmates..."
3-4. Commentary (CM): "This shows that we support... Also, we can..."
5. Conclusion (CS): "Therefore, active listening creates a safe..."
TS:
CD:
CM 1:
CM 2:
CS:
DOL 1 (Presentation reflection)
Summarize your speaking performance. Fill in the blank:
"During my speech, I successfully spoke with..."
[ ] Loud and clear voice
[ ] Eye contact with group
[ ] Slow and careful speed
[ ] Complete sentence frames
(Help: Choose your strongest skill)
DOL 2 (Classmate praise)
Write one compliment you shared with a peer today:
"I complimented _________ on their..."
Part 4: STAAR-aligned Exit Ticket STAAR Prep
What is the primary message or theme of Patricia Smith's poem "5 P.M., Tuesday, August 23, 2005"?
A People in New Orleans do not like storms.
B In times of extreme danger, human connection and resilience remain strong.
C Evacuation orders are always easy for everyone to follow.
D Weather forecasts on television are usually incorrect.
Unit: Storm Voices Poetry Page 1 of 1
