Poetry Interpretation Teaching Critical Thinking Strategies in the Classroom Through Aesthetic Experiences Created by Karen Foss for Fifth Grade
Objectives Discuss thoughts, feelings, emotions, ideas and imagery found in poetry Choose a selection of original or published poetry to interpret Determine a specific artistic means (music, dance, visual arts) in which to express poetry Interpret a selection of poetry Present the interpretation of a poem to an audience Write about the experience in a Writer’s Journal
Students will interpret poetry through: Dance Oral Reading Music Artwork
STEP 1 Poetry Interpretation will be discussed and explored in several settings: Physical Education Class (Dance and Movement) Art Class (Ideas and Emotion) Music Class (Composition) Homeroom (Imagery and Rhythm)
Step 2 Students will choose a poem of their own or a published poem to interpret.
Step 3 Students will view samples of poetry interpretation with a partner in the computer lab. Click here for example Click here for examples Click here for examples
Step 4 Create or Design a method of interpretation
Step 5 Present to an audience Click here for another example
Step 6 Students will reflect upon their poetry interpretation experience in their Writer’s Journal. Dressing up like a gray cat while reading the poem “Fog” by Carl Sandburg was so fun, I wonder what…
Atwood, A. (1971). Haiku: the mood of the earth. New York: Scribner.
Meyers, D. (2003). Blues journey. New York: Holiday House.
Prelutsky, J.(1983). The random house book of poetry. New York: Random House.
Roden,J.(2005). Paint me a poem : poems inspired by masterpieces of art. Honesdale, Pa : Wordsong/Boyds Mills Press
Ryder, J. (1996). Earth dance. New York: Henry Holt.
Reflection I look forward to using this project with my fifth graders. My goal is to guide them in their discovery of poetry interpretation and provide them with the opportunity to express that knowledge through an artistic means. Karen Foss 2009