No Series: Poetry Visualization: Draw What You Hear

ELA.RL.8.4

Common core State Standards

  • ELA:  English Language Arts
  • RL:  Reading Standards for Literature 6â\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)

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ELA.RL.6-8.1

Common core State Standards

  • ELA:  English Language Arts
  • RL:  Reading Standards for Literature 6-12
  • 6-8:  Grades 6-8
  • 1:  Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Download Common Core State Standards (PDF 1.2 MB)

Poetry Visualization: Draw What You Hear

Lesson Objective: Students use auditory, visual, and artistic skills to analyze poetry
Grades 6-12 / ELA / Interpretation
ELA.RL.8.4 | ELA.RL.6-8.1

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Discussion and Supporting Materials

Thought starters

  1. See how Ms. Pannett addresses both denotation and connotation What is the value in students' drawing as they listen to the poem?
  2. How does the lesson address auditory and visual learning modalities?

9 Comments

  • Private message to Tara Roberts
Two of my passions easily connected. I am an art teacher, but try and show the students that the visual arts can easily be connected to other art forms as well. As art teachers we are always expected to make connections with other "core" subjects and this is an excellent way to implement language arts into the art room. Thanks!
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  • Private message to Elba Madera
Thank you for sharing this wonderful lesson connecting poetry with art. I liked the idea of you reading the poem as the students drew a picture to the listening of the poem. Can you tell me the name of the book you used to read the poem aloud? Thank you so much.
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  • Private message to Julie Stone
Brillant Thank you
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  • Private message to Susan Jamieson
I would have loved poetry in school had we drawn what we visualized, like you did in this video...instead of just deciding if it was iambic pentameter or not! I think it taps into students enjoying the chance to draw and doodle while listening. And like you said, so simple, since students just need paper, a pencil, the poem, and a listening ear. I love how you started with the dry erase boards and shared ideas. I've used visualizing with some poems with my kindergarten students and it opens their eyes to realizing we all have different mental images. That's part of the fun. And yes, you are developing their confidence too. Thank you for sharing.
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  • Private message to Cathy Conway
Sandra thank you for this post, it was terrific to see and hear you were not looking for right or wrong answers, and that students did the work as you guided them through the poetic experience using the strategy of visualization to enhance their experience.
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External Resource Materials

Transcripts

  • Summary

    A lesson on poetry for KS3/4 English students, designed to boost confidence when analyzing a poem's various interpretations.
    The poem

    Summary

    A lesson on poetry for KS3/4 English students, designed to boost confidence when analyzing a poem's various interpretations.
    The poem "Storm in the Black Forest" by DH Lawrence is used in the lesson, because of its varied interpretations.
    After asking her class to analyze the poem, lead practitioner in English, Rosie Pannett, gets the students to draw what they feel as she reads it, in order to open them up to deeper interpretations.
    This KS4 English lesson at Peacehaven Community College, breaks the perception that there’s only one right answer.
    Rosie's lesson plan is available in the extra materials section.

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