No Series: Approaches to Poetry: Pre-Reading Strategies
ELA.RL.8.4
Common core State Standards
- ELA: English Language Arts
- RL: Reading Standards for Literature 6รข\x80\x9312
- 8: 8th Grade
-
4:
Determine the meaning of words and phrases
as they are used in a text, including figurative
and connotative meanings; analyze the impact
of specific word choices on meaning and tone,
including analogies or allusions to other texts.
Save to My Resources
PLEASE CREATE A NEW ACCOUNT OR LOG IN TO ACCESS THIS CONTENT
Enjoy your first video for free. Subscribe for unlimited access.
Have questions about subscribing?
Click Here to learn more about individual subscriptions.
Click Here to learn more about School and Institution access.
Discussion and Supporting Materials
Thought starters
- See how isolating key words prior to reading the poem help students explore themes and make predictions How do the "spotting patterns" and "jumbled lines" tasks engage students in deep analysis?
- How does this approach make a complex poem easier to grasp?
Newest
|
4 MIN
|
5 MIN
|
5 MIN
UNCUT CLASSROOMS
| TCHERS' VOICE
English Language Arts
122 Comments
Michael Daigre Sep 9, 2023 10:02pm
The spotting patterns and jumbled lines task engaged students by having them make the complex poem into a simple understanding. The students were able to discuss the words of the poem and have open discussion about how the words create the poem. They were able to use the "spotted" words and formulate what the poem maybe discussing and the setting of the poem.
Gregory Broussard Aug 28, 2023 9:56am
1. Spotting patterns and jumbled lines engages students in deep analysis in the following ways: One, individually the students select five words that catches their individual attention. Each student will not have the same five words. There maybe some they share in common, but no two students will have the same five words. By defining the words, individually the students develop their own interest in the lesson, the meaning of the words, and how they are applied in the poem. The students develop an interst in the poem before reading or seeing the actual poem. Two, then as a group they choose five words. It allows students to see what a student selected individually, then what they would "agree" on as a group. The differing selections and preferences allows the students to hear various ways the words can be interpreted. Three, the jumbled lines causes the students to use the context they learned from the words and try to make meaning of the poem by organizing the sentences in the right order. If a sentence is not in the right order then the context and meaning cannot be accurate.
2. This approach makes a complex poem easier to grasp because the students understand the word meanings. Each student can relate it to something they already know, or a newly learned definition.
Nakeisha Gardner Aug 8, 2023 2:53pm
Bridgett V Jul 21, 2023 12:01pm
1) "Spotting patterns" and "jumbled lines" task engage students in deep analysis by having them stay engaged and predict the meaning of the poem.
2) This approach makes a complex poem easier to grasp by having the students analyze unfamiliar words to see what the poem is about.
DeAnna Granger Jul 19, 2023 3:18pm
1) Spotting patterns and jumbled lines tasks engaged the students in deep analysis by having the students think deeply and problem solve.
2) By breaking the poem down into isolating keywords, patterns and lines it allowed the students to grasp the poem piece by piece so it was not so hard to understand as a whole.