Poetry Interpretation
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This document outlines a poetry interpretation project for fifth graders with the objectives of discussing thoughts, feelings, emotions, ideas and imagery found in poetry. It involves students choosing a poem, interpreting it through dance, oral reading, music or artwork, and presenting their interpretation to an audience. The project will be explored through physical education, art, music and homeroom classes. Students will then reflect on their experience in a writer's journal. Resources for poems and interpretation examples are also provided.
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Сенкан
The lesson plan introduces students to cinquain poetry by having them analyze sample cinquains and their structure. Students will then brainstorm topics and write their own cinquains, which have five lines with a specific pattern. The teacher will assess students' understanding of cinquains and the quality of their original poems.
Ubd poetry
This document outlines a teaching and learning sequence for exploring poetry. It begins with an explore stage where teachers activate students' prior knowledge about poetry and its elements. A variety of engaging activities are suggested to get students thinking about different types of poetry. The next firm up stage involves analyzing specific poems in more depth through close reading exercises. Activities help students understand poetic devices, tone, mood, and other literary elements. The final deepen stage prompts critical thinking by having students reflect more deeply on the poems and their themes through imaginative exercises and creative writing assignments. The overall goal is to help students demonstrate an understanding of poetry and how its various qualities convey rich ideas.
Kids and poetry
Poetry can be used in the classroom to develop listening, speaking, reading and writing skills while also sparking students' imaginations. Introducing poetry need not be daunting - start by reading fun poems aloud and using pictures or mime to help convey meaning. Different types of poems like acrostics or limericks can offer structure ideas for student writing. Choosing an interesting topic focused students' thoughts as they plan, draft, and revise their own poems to later share with the class.
how_to_teach_poetry.ppt
The document provides an overview of how to teach a poetry workshop, including introducing students to poetry through immersive stations, using mentor texts to guide students in writing different poetry forms, and revising techniques like experimenting with line breaks and word choice.
PA_edTPA_Task 1_Part B_ LP 1,2,3,4
The document provides a lesson plan for a 5th grade music class on Russian folk music. The objectives are for students to identify Russian instruments in the song "Sasha" and recognize the double variation form of the song. During the lesson, students will listen to the song, discuss what instruments they hear, learn the Russian names for accordion, fiddle, and piano. They will then play a folk dance game set to the music. To assess understanding, students will complete a Venn diagram comparing the musical sections and identify instruments on a final test. The lesson aims to teach students about Russian music while supporting their language development.
In The Midst of Hardship
2010 English Lit Component materials provided by the English Language Unit, Johor Education Department
Golden shovel lesson
This document provides information about a lesson plan called "Golden Shovel Poems" that helps students feel more comfortable writing and sharing their own poetry. The lesson allows students to borrow lines from master poets to use as inspiration for their own original poems. The lesson is taught over 2-4 sessions and guides students through reading sample poems, discussing poetic techniques, writing their own "Golden Shovel" poems using a borrowed line, and presenting their poems to peers.
Hnet
The document provides an overview for a 2-5 week poetry unit for primary grades. It includes suggestions for immersing students in poetry through read alouds, mini lessons on poetic techniques, and conferring during the writing process. Students then edit, revise, publish and celebrate their poems. The goal is to nurture students' love of poetry and help them generate ideas while learning craft elements.
Ekphrasis Lesson Plan
This lesson plan introduces students to ekphrastic poetry by having them analyze the song "Vincent" by Don McLean, which was inspired by Van Gogh's painting "Starry Night." Students will then research works of art, choose three to write ekphrastic poems about from different perspectives. They will use examples, definitions, and guidelines provided in a lesson handout to compose, edit, and revise their poems. The lesson incorporates Nevada state standards on reading expository texts, writing poetry, and allows assessment of students' understanding through grading their poems and possibly a later quiz.
Lesson Plan Cpiii Answer In The Form Of A Question
The document outlines a music lesson plan where students will suggest ways to add to and modify a song called "This Pretty Planet" by asking questions. The teacher will have the students brainstorm questions to prompt ideas, such as "Can we change how loud we sing?" and will have the class vote on suggestions to apply to performing the song. The lesson aims to address national standards around singing, composing, listening, and evaluating music.
Lesson Plan Cpiii Answer In The Form Of A Question
The document outlines a music lesson plan where students will build on an existing song called "This Pretty Planet" by suggesting ways to add or change the music through asking questions. The teacher will have the students brainstorm questions to prompt different musical additions, like changing dynamics or adding movements. Students will then try applying their peer's suggested additions to the song and give feedback on the results. The goal is for students to encounter composing music in a new way through question-based suggestions.
Rap a poem programming
This 5-session lesson plan aims to have students write and perform original raps. Students will work in groups to write poems using common English verbs like "I need" or "I love" as the start of each line. Over multiple sessions, the students will research word meanings, write their poems in Google Docs, practice rapping and dancing, and present their final raps to the class. The teacher will evaluate students based on their group participation, written poems, explanations of their poems, and performance of the final rapped presentation.
NCTE Poetry Notables, 2017. Individual and Verse Novel Notables from NCTE
This PowerPoint was the program for the 2017 NCTE Annual Conference in St. Louis. The Committee for the Children's Award for Excellence in Children's Poetry presented the program. The books in the PowerPoint were the finalists for the 2017 Award from the 2016 copyright year. The Award was established for children ages 3-13. Committee members were: Karen Hildebrand, Chair, Trish Bandre, Lesley Colabucci, Laretta Henderson, Lisa Muller, Lisa Patrick. More information about the award can be found at: http://www2.ncte.org/awards/excellence-in-poetry-for-children-living-american-poet/
Using Poetry in the English Language Classroom…why (not)?
Webinar presented on 5th November 2015 for BRELT - Brazilian Teachers of English as a Foreign Language
10 ramilap6
This document provides an overview of the objectives and activities for an English 1 poetry unit. The unit will introduce students to various poetic devices and have them analyze poems by authors like Langston Hughes, Gwendolyn Brooks, and Maya Angelou. Students will choose one poet to research and create a project on, selecting from options like an essay, presentation, or biography. Daily assignments include journal entries and a poetry test, and students can earn extra credit by presenting poems to the class.
IN THE MIDST OF HARDSHIP
The elders return at dawn after braving a flood for 24 hours. Their clothes are soaked and their hands and legs are bruised, but they do not show despair. They are unable to find their son's albino buffalo. Despite their hardships and losses, the family does not complain and finds ways to enjoy each other's company. They are grateful for what they still have.
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Poetry Interpretation
- 1. Poetry Interpretation Teaching Critical Thinking Strategies in the Classroom Through Aesthetic Experiences Created by Karen Foss for Fifth Grade
- 2. 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
- 3. Students will interpret poetry through: Dance Oral Reading Music Artwork
- 4. 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)
- 5. Step 2 Students will choose a poem of their own or a published poem to interpret.
- 6. 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
- 7. Step 4 Create or Design a method of interpretation
- 8. Step 5 Present to an audience Click here for another example
- 9. 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…
- 10. Step 7 The Rubric
- 11. Resources Websites: http://www.poetry4kids.com/ http://www.gigglepoetry.com/ http://www.poetryarchive.org/childrensarchive/home.do http://www.poetry-online.org/childrens_poetry_resource_index.htm http://www.loc.gov/poetry/ http://www.schooltube.com/video/37973/Quatrain-Poetry http://artsedge.kennedy-center.org/content/3534/ http://www.youtube.com/watch?v=qGFR3zz12p0 Books: 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.
- 12. 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