Reflection: Unit Planning Language Study: Holocaust Poetry (Day 2 of 2) - Section 2: Poetry Jigsaw

 

I don't know if this is true for you, but I always plan my units SUPER tight so I can get through a wide variety of texts and tasks over the course of a year. The big problem with this is that it doesn't often leave time to re-teach skills or concepts that students are struggling with. Usually this all works out as we are cycling through the standards fairly frequently, so students will have other opportunities to practice the skills. Today, though, I found myself at that unique crossroads where I feel like I need to perhaps re-teach a skill/give the students more time to practice and I'm not sure where or when I will be able to fit it in in the last four weeks of school. 

As I wandered around the room and listened in to their dialogue about their poems, it was very apparent that they do not have a firm handle on the TPCASTT method of poetry analysis. They had some decent ideas about what the poems mean and/or what the poets were trying to do, but they were only scratching the surface of what could be derived from each poem. This was disappointing to me as I thought that it was just my unmotivated students who were not putting forth their full effort that were at that shallow level of interpretation. 

We are done with our study of The Holocaust next week and I wasn't planning to spend more time with poetry after our final seminar. We had one last opportunity to practice together with "To The Little Polish Boy...", but I don't know if that is enough. I guess I need to see what I can find for the Cold War of China (our next historical units) and see if I can't do a few more days of practice on these skills. 

  What to Do When You Need to Reteach
  Unit Planning: What to Do When You Need to Reteach
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Language Study: Holocaust Poetry (Day 2 of 2)

Unit 16: Informational Texts: Analyzing the Narrative Non-fiction Style of Night
Lesson 4 of 7

Objective: SWBAT apply understanding of how language functions in different contexts to create meaning and tone by doing a close reading of a poem at the word, line and stanza level meaning.

Big Idea: As we continue our study of Holocaust poetry, we will do a communal, out-loud reading of a poem to analyze how meaning changes when you look at the various elements of a poem.

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communal poetry reading
 
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