Today I would like to create an Abbreviated Lesson Plan for the poem: "Jorge the Church Janitor Finally Quits" by Martin Espada, while using a stragety from the podcast "Up-Down-Both-Why: A Feeling-Based Approach to Literature".
Objectives: 
1. Students will be able to read a text and point out ways the author invoke emotions.
2. Students will be able to pick out what language tools authors use.
3. Students will be able to figure out author's purpose.
4. Students will connect a text to their own lives.
CCSS:
1. CCSS.ELA-Literacy.RL.9-10.4
Determine
the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative
impact of specific word choices on meaning and tone (e.g., how the
language evokes a sense of time and place; how it sets a formal or
informal tone).
2. CCSS.ELA-Literacy.W.9-10.3
Write
narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event
sequences.
Activities: 
1. Students will read the poem to themselves quietly.
2. Teacher will read the poem aloud to the students to create a better understanding.
3. Teacher will ask the students about how they felt about the poem using the Up-Down-Both scale, students will either put their a thumb up if they liked it, a thumb down is they did not like it, and one thumb up and one thumb down if they both ways about it.
4. Students will now discuss why they feel the way the do, why this character felt that way or why the story made them feel a certain way.
5. Next the teacher will ask the students how they think that author wants them to feel. They will use the same strategy of using their thumbs to show how they feel. And after they will again discuss their thoughts
6. Students will now write a poem themselves. They will write a poem about their own experience about feeling seen or feeling unseen in certain setting. Ask them to explore how they feel in school, do their teachers know their name or how to pronounce it? And how does that make them feel.
7. Students will have the chance to share their writing to the class or in small groups, whatever the students prefer that day.
8. Finally their will be an exit ticket, asking the students what they wanted their audience to feel or think about when reading their poem.
Assessments: 
1. Teacher will keep track of what students participated in the discussion, and give them one-on-one chance to express how they felt if they want to.
2. The poem itself is an assessment.
3. The exit slip will allow the teacher to see if the students understand how texts can be perceived by readers and by the writer.
Rationale: 
I wrote the lesson like this because I think this can be taught in many different grade levels and it is something that can teach very important different things. It can teach the students about the author's purpose, about how and what ways a text can be perceived, what tools authors use to invoke emotions, and the importance of feeling seen. I also think that this can be a very fun and engaging activity. There is not that much reading or lecturing, the students are learning as they are talking to their peers, as they are using their body to express feelings, and as they write. They also will be able to connect the text to their own lives by creating their own poem that is about the same subject of the poem.
