Process
Students will follow each step below and record their findings along the way.
Step 1:
In class, students will choose between a variety of poems distributed by the teacher. Some poems may be sport, nature, or past experience themed. Each group will select only one poem to present.
- Choose your poem.
-Read poem individually.
-Swap poems and read. Once everyone has read each group member's selected poem, the group will decide on which poem to focus on for their presentation.
Identify, in the margins of the poem, any strange, well-spoken, exciting, or confusing words, phrases, or sentences.
Step 2:
Students will research the selected poem's author and complete the questions below. Once your group is finished with Step 1 and Step 2, raise your hand and your teacher will be around to discuss your findings.
Students will follow each step below and record their findings along the way.
Step 1:
In class, students will choose between a variety of poems distributed by the teacher. Some poems may be sport, nature, or past experience themed. Each group will select only one poem to present.
- Choose your poem.
-Read poem individually.
-Swap poems and read. Once everyone has read each group member's selected poem, the group will decide on which poem to focus on for their presentation.
Identify, in the margins of the poem, any strange, well-spoken, exciting, or confusing words, phrases, or sentences.
Step 2:
Students will research the selected poem's author and complete the questions below. Once your group is finished with Step 1 and Step 2, raise your hand and your teacher will be around to discuss your findings.
Step 3:
Once your teacher has approved for your group to continue to Step 3,
Look for two large and obvious connections that the poem has to the author’s life and write them down on the poem.
Step 4:
In the past few days your group has read and analyzed the selected poem. At this point, each group should have a fairly good idea of what is necessary for a quality interpretation of a poem. It is now time for your groups to take what you have learned and show your classmates.
Each presentation will have each section in their presentations:
-A lecture of background history of poem and author.
-The quotations from your selected poem.
-Your interpretation of the poem and evidence to support your interpretation.
-A discussion question or assessment for the class to answer about your poem.
-Group will complete a character/author trading card(s).
Presentations must be between 3-5 minutes (minimum).
Once your teacher has approved for your group to continue to Step 3,
Look for two large and obvious connections that the poem has to the author’s life and write them down on the poem.
Step 4:
In the past few days your group has read and analyzed the selected poem. At this point, each group should have a fairly good idea of what is necessary for a quality interpretation of a poem. It is now time for your groups to take what you have learned and show your classmates.
Each presentation will have each section in their presentations:
-A lecture of background history of poem and author.
-The quotations from your selected poem.
-Your interpretation of the poem and evidence to support your interpretation.
-A discussion question or assessment for the class to answer about your poem.
-Group will complete a character/author trading card(s).
Presentations must be between 3-5 minutes (minimum).