Using this standard, the focus is the essential literacy strategy of demonstrating and explaining the vocabulary (components) pertaining to and the creation of poetry. The objectives are scaffolded beginning with the first lesson’s literacy objective requiring students to comprehend and explain stanzas and verses in poetry. The expectation of students is that they will be able to identify and explain how verses, or lines, are used to create stanzas in poetry. The students will need to identify and explain their reasoning when encountering a poem that has had its verses changed into a sentence, and the students will have to demonstrate where they believe the verses begin and end by drawing lines and explaining why they felt that the line placement is justified. This in turn, allows related skills for the next objective, identifying and explain rhythm, the patterns they create, in poetry. By using a close reading strategy of creating vertical lines for each singular or multisyllabic word in each verse in a given stanza or whole poem. Knowing my students prior knowledge of creating syllables, students will use additional reading strategies of identifying syllables by clapping or placing a hand under the chin and counting how many times their hand descends when speaking a word. This allows students to visually and physically identify the syllables that create the rhythm in poetry. Students will read several different types of poetry to themselves and will first identify the syllables in a given poem and will then explain how they arrived at their opinion in a teacher lead discussion within their group. Students will be given an assessment which will allow the teacher to assess their comprehension of the second lesson which will allow the students to better understand the third lesson pertaining to the standard. The third lesson addresses the standard’s objective by introducing and focusing on modeling…
This is why I enjoy listening to author's read their poems aloud more than I enjoy reading the poems online. I am able to not only learn about…
When you have more knowledge about a context it is easier to understand the concept and the situation in a poem.…
Poetry is a way for the reader to openly interpret a poem in almost any way they see fit. Because there is so much freedom of interpretation with poetry, there leaves a lot of room for discussion and opposition. Billy Collin’s poem, “Introduction to Poetry”, breaks down the basic ways for interpreting and understanding a poem. In summary, he explains that the reader cannot focus on trying to figure out one specific meaning of a poem, but instead, try to piece together small parts to understand a deeper meaning. Collin’s rules on how to interpret a poem can be applied to Hughes’s poem about a young student writing a poem for homework. Instead of looking at Hughes’s poem as a whole, the reader can better understand it by breaking it down and figuring out why each line is important and how it ties together with the poem as a whole. Understanding Collins rules to interpret a poem, help the reader decipher Hughes poem on a deeper, more academic level.…
The poem “A Set of Instructions To Be Used When Reading A Poem” by Glen Colquhoun is literally as what the title says, a set of instructions of how the author believes the reader should read a poem. Contrary to the poem’s title to “read” a poem, the intent of the poem is not to give instructions on how to physically look and read the words on the paper but instruct the reader on how to interpret the meaning of the poem so that it reflects the reader’s conception of the world, life, etc. However, the instructions are not plainly given, but through a series of instructions that would make the reader question the sanity of the author. The intent of this paper is to argue that the goal of Colquhoun’s poem is to provoke readers to start interpreting…
Reading poetry well is part attitude and part technique. Curiosity is a useful attitude, especially when it’s free of preconceived ideas about what poetry is or should be. Effective technique directs your curiosity into asking questions, drawing you into a conversation with the poem. Since the form of a poem is part of its meaning (for example, features such as repetition and rhyme may amplify or extend the meaning of a word or idea, adding emphasis, texture, or dimension), we believe that questions about form and technique, about the observable features of a poem, provide an effective point of entry for interpretation. To ask some of these questions, you’ll need to develop a good ear for the musical qualities of language, particularly how sound and rhythm relate to meaning. This approach is one of many ways into a poem.…
Joan Peskin of University of Toronto said “Taken to an extreme, an assumption that poetry reading is personal and natural would blur any distinction between an experience or inexperienced reader” (236). No matter how experience you are at reading poetry, there is always the chance that you let your feelings take over. When that happens, we lose all sight of what the true meaning of the poem is. Instead we let our emotions analyze the meaning of the poem. Our emotions only see what it wants to see, and this can misinterpret poetry to a great extent. We don’t truly analyze the words, and try to understand what it means. Rather we read the poem, and we gave it meanings which coincide with what we feel. Everybody feels differently, and if one person feels it this way, it doesn’t mean the other person will…
This unit will focus on the genre of poetry as a means of artistic expression. Poems will be analyzed both thematically and stylistically as students learn to read poetry as a literary form. Emphasis will be placed on a poem’s use of figurative language to express ideas and feelings in a fresh way. The unit will provide students with opportunities to read and interpret ballads, lyrics, haiku, and sonnets, among others. Students will learn to read poems with fluency and rhythm and apply rules of scansion to poetry.…
In High school, many of us were, to put it bluntly, forced to read poetry that all in all seemed boring, dealt with feelings and meanings we didn’t care to comprehend and had a rather gloomy or outright obsessive…
The poems that I've read from this chapter have left me confused and delirious. Poems can take you on an emotional, physical, and mental roller coaster. The poet can make you feel a certain way after reading their work. I believe that the best definition of poetry is Emily Dickinson's definition. She said that she knew she was reading poetry if it "makes her whole body so cold no fire can warm it", or if she "physically feels as if the top of her head were taken off". Basically she is saying that poetry allows you to use your senses and imagine that whatever is happening in the poem, is happening to you.…
find out what it is. So again this gives the reader a feeling that the poet is exploring his…
Upon close examination of these discussion questions, a distinct pattern or methodology quickly becomes evident. This interpretative model begins with a close analysis of the poem’s individual words, including both denotative and connotative meanings, and then move to a discussion of possible allusions within the text. The critic’s sharp eye also notes any symbols, either public or private, used by the poet. The poem’s overall meaning or form, then, depends solely on the text in front of the reader. No library research, no studying of the author’s life and times, and no other extraneous information is needed, for the poem itself contains all necessary information to discover its meaning.…
Poetry is an unusually polarizing form of literature. While many are elated by it, others could not care less about it. To me, I always considered myself to be one of the latter. However, now that I have been given the opportunity to select poems I admire instead of being forced to know a poem, I have started to really enjoy certain aspects of poetry.…
3) The course will make you more familiar with the reading and interpreting of poetry, with particular attention to improving your skills in close reading.…
Brooks, Cleanth and Robert Penn Warren. Understanding Poetry. New York: Holt, Rinehard and Winston, 1996.…