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This lesson uses poetry to build students' understanding of poetry and the poet's voice. Further, students analyze the elements a poet uses to develop meaning.
This lesson uses poetry to build students' understanding of poetry and the poet's voice. Further, students analyze the elements a poet uses to develop meaning. Developing their own interpretation of a poem's meaning and representation, students also give a dramatic performance. Extension activities involve students giving an oral poetry performance of their own poetry writing. Other online resources, assessment rubrics and links to poetry websites, are also provided. (author/ncl)
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Career-technical teachers that assess students as they conduct research, give presentations, and participate in class will find this website useful. Users should go to the presentation rubric or to the research and class participation rubric for examples of well-constructed rubrics that may be used in any class with little modification.
Career-technical teachers that assess students as they conduct research, give presentations, and participate in class will find this website useful. Users should go to the presentation rubric or to the research and class participation rubric for examples of well-constructed rubrics that may be used in any class with little modification.
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| English Language Arts Standards |
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| Reading Applications: Literary Text Standard |  |
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| Benchmarks (4 - 7) |
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| G. | Explain how figurative language expresses ideas and conveys mood. |
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| Benchmarks (8 - 10) |
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| E. | Analyze the use of a genre to express a theme or topic. |
| F. | Identify and analyze how an author uses figurative language, sound devices and literary techniques to shape plot, set meaning and develop tone. |
| G. | Explain techniques used by authors to develop style. |
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| Grade Level Indicators (Grade 6) |
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| 7. | Distinguish how an author establishes mood and meaning through word choice, figurative language and syntax. |
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| Grade Level Indicators (Grade 7) |
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| 7. | Interpret how mood or meaning is conveyed through word choice, figurative language and syntax. |
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| Grade Level Indicators (Grade 8) |
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| 6. | Explain how an author's choice of genre affects the expression of a theme or topic. |
| 8. | Explain ways in which the author conveys mood and tone through word choice, figurative language, and syntax. |
| 9. | Examine symbols used in literary texts. |
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| Communications: Oral and Visual Standard | |
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| Benchmarks (5 - 7) |
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| C. | Vary language choice and use effective presentation techniques, including voice modulation and enunciation. |
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| Benchmarks (8 - 10) |
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| D. | Demonstrate an understanding of effective speaking strategies by selecting appropriate language and adjusting presentation techniques. |
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| Grade Level Indicators (Grade 6) |
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| 5. | Demonstrate an understanding of the rules of the English language and select language appropriate to purpose and audience. |
| 6. | Use clear diction and tone, and adjust volume, phrasing and tempo to stress important ideas. |
| 7. | Adjust speaking content and style according to the needs of the situation, setting and audience. |
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| Grade Level Indicators (Grade 7) |
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| 5. | Demonstrate an understanding of the rules of the English language and select language appropriate to purpose and audience. |
| 6. | Adjust volume, phrasing, enunciation, voice modulation and inflection to stress important ideas and impact audience response. |
| 7. | Vary language choices as appropriate to the context of the speech. |
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| Grade Level Indicators (Grade 8) |
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| 5. | Demonstrate an understanding of the rules of the English language and select language appropriate to purpose and audience. |
| 6. | Adjust volume, phrasing, enunciation, voice modulation and inflection to stress important ideas and impact audience response. |
| 7. | Vary language choices as appropriate to the context of the speech. |
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| Standards for the English Language Arts |
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| Range of materials and purposes for reading | |
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| Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. |
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| Reading strategies, language use, and conventions | |
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| Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). |
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| Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. |
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| Language diversity and competency | |
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| Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. |
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| Purposes for using spoken, written, and visual language | |
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| Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). |
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| RESOURCE TYPE |
| Instructional Resource |
| PRACTICE LEVEL |
| Promising Practice |
| STANDARDS ALIGNMENT |
| Grades 6 - 8 |
| CAREER FIELDS |
| General Career Skills |
| TOPICS |
English Language Arts --
Reading;
Literary Response;
Communication;
Speaking;
Literature;
Poetry |
| FOUND IN |
AdLIT
Standards First |
| KEYWORDS |
interpreting poetry;
dramatic reading;
interpretation;
literary analysis |
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Author: Beth O'Connor
Publisher: IRA/NCTE
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