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.

Download Common Core State Standards (PDF 1.2 MB)

Approaches to Poetry: Pre-Reading Strategies

Lesson Objective: Students analyze words of a poem before seeing the big picture
Grades 6-12 / ELA / Tone & Theme
6 MIN
ELA.RL.8.4

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Discussion and Supporting Materials

Thought starters

  1. 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?
  2. How does this approach make a complex poem easier to grasp?

122 Comments

  • Private message to Michael Daigre

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.

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  • Private message to Gregory Broussard

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.

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  • Private message to Nakeisha Gardner
  1.  "Spotting patterns" and "jumbled lines" tasks engage students in deep analysis by allowing the students to determine the rhythm, understand the meaning of key words, and determine the tone of the written poem.
  2. This approach makes a complex poem easier to grasp by gradually understanding the deeper meaning of the poem and what the author is trying to convey to the audience.
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  • Private message to Bridgett V

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. 

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  • Private message to DeAnna Granger

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.  

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Transcripts

  • Summary

    Year 10 English pupils explore William Blake's poem, London, in an usual and innovative way. Suitable for Key Stage 4

    Summary

    Year 10 English pupils explore William Blake's poem, London, in an usual and innovative way. Suitable for Key Stage 4 exam preparation.
    Lead teacher in English and ICT, Carol Weale at Dane Court Grammar School, doesn't give her Year 10 class William Blake's complete London poem but places the words in alphabetical order.
    By isolating key words, the students begin to explore the themes. Carol then presents them with completed lines of London but in a jumbled order. They must rearrange them, using their knowledge of the poems rhyme structure and themes.
    Finally, students compete to memorize and write down as many words from the poem as possible, in a few minutes.
    This largely independent lesson is a great way to encourage and engage reluctant learners and help them to prepare them, for the unseen poetry paper.