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Strategy Demonstration Poetry Lesson EDU 742 UNE Kim Wheelock

Poetry Lesson

Grade Level: 7th Grade Subject: Language Arts, poetry, imagery Time needed: 5 days

NH Framework:


Reading multiple texts for depth of understanding genre Use strategies during reading constructing sensory imagery (e.g., making pictures in ones mind) Demonstrating knowledge of authors style or use of literary elements and devices (e.g., imagery) Writing Expressive writing creating images using details from sensory language Speaking and Listening

Ask relevant, probing questions. Respond with relevant information, ideas or reasons in support of opinions expressed. Listen to and acknowledge the contributions of others.

Technology Students will demonstrate creative thinking, construct knowledge and develop innovative products and processes using technology. Students use digital media and environments to communicate and work collaboratively. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

Learner Outcomes/Objectives: Students will identify the main idea of a poem. Students will identify the use of sensory words to create imagery. Students will create a visual representation of a poem.

Essential Question: How do readers interpret descriptive words visually? Materials:

Copies of Harlem (A Dream Deferred) by Langston Hughes Copies of On a Night of Snow by Elizabeth Coatsworth Copies of Its Hot in the City by Peter West Assorted poems

Animation-Ish Program
Computer, tablet, pen Flip camera

Procedure Day One: 1. Explain the definition of imagery: Imagery is when an author uses words and phrases to describe a place, person, or event in such a manner that the reader feels as if she or he is experiencing the place, person, or event first hand. This vivid description is rich in sensory (see, feel, smell, taste, hear) words to create pictures, or images, in the readers mind. 2. Discuss why imagery is important in poetry. 3. Hand out copies of Harlem (A Dream Deferred) by Langston Hughes. 4. Read the poem several times orally. 5. Discuss the main idea of the poem. 6. Create a web with the following categories: o imagery - descriptive words o main idea o feelings and emotions o personal experience 7. As a class, complete the web. Discuss each part of the web. 8. Divide the class in half.

9. Distribute copies On a Night of Snow by Elizabeth Coatsworth to one half of the class. Distribute copies of Its Hot in the City by Peter West to the other half. 10. Have each student create an individual web based on the poem they received using the same five categories in the sample. 11. After each student has completed his/her own web, distribute copies of both poems to the class. 12. Have students work with both poems and share their findings. 13. Discuss the use of sensory words to create images in the readers mind. Assessment: Evaluate the quality of his/her participation in the class discussions. Evaluate the quality of his/her individual web. Procedure Day Two: 1. Explain to students that they will be creating a visual interpretation of a poem they choose with the software Animation-Ish. 2. Have students select a poem they wish to illustrate in Animation-Ish. 3. Meet with each student individually to divide poem into sections (not necessarily stanzas) for illustrating. 4. Fold an 8x11 piece of paper into quarters; each quarter becomes one section for illustrating. 5. Write the sectioned lines in the storyboard and draft pictures. Assessment: Evaluate the detail of storyboard. Procedure Day Two - Five: 1. Using Flipbook-Ish or Advanced-Ish, students will create a sequence of frames to illustrate the poem. 2. Using a tablet and pen, students will write the poem in the frames and draw illustrations based on the images they get from the authors words.

Assessment: Rubric

5 Exceeded
Imagesreflect poem content or main ideas Neatness Spelling Creativity Time Management Original drawings Copy frames Use movement Background Cut, paste, delete

3 Met

1 0 Needs No Improvement Attempt

How would this promote active engagement in reading? Based on student reflections, the visualizing of images while reading the poems promotes engagement as students can translate the words into pictures. Visualizing is one of the effective strategies of proficient readers. According to Daniels & Zemelman, teachers work to guide students to become more strategic thinkers by helping them understand the way they are processing information. Questioning, visualizing, and synthesizing information are all ways that readers can examine their thinking process. (pg. 100).

How does this relate to the research on proficient readers? How does this relate to the reading that you have done for this class?

Technology Tools

Language Arts

How can this strategy instruction be used to differentiate instruction to meet a variety of learners-including students who are ELL, students with exceptionalities, gifted students, and/or students with different learning styles? Since visualizing is subjective, each student will see images from text differently. That in itself makes it differentiated for all students.

Daniels, H., & Zemelman, S. (2004). Subjects matter: every teacher's guide to content-area reading. Portsmouth, NH: Heinemann.