Reflection: Student Ownership Interpreting Symbolic Images Embedded in the Words of Kate Chopin, Langston Hughes and Dylan Thomas - Section 4: Application

 

At the end of the lesson today, I expected to receive several paragraphs about Dylan Thomas' poem, "Do Not Go Gentle Into That Good Night." Despite our rich discussion about images and symbols, I could feel the fatigue descending on my students as I gently pushed for more written evidence and they gently pushed back with nonverbal cues indicating their tiring of the classroom exercise.

Had I tried ever too valiantly to get more and more claim-evidence-explanation paragraphs describing the literary and figurative meaning of words in the text? Had I beaten the topic to the point of ad nauseum? Quite possible.

This student's paragraph shows me that I have established the framework for my students and I to delve more deeply into challenging text despite the roadblocks or hindrances that may arise.

So what would I do differently in the future? I would develop a lesson focusing on reading and analyzing "Do Not Go Gentle Into That Good Night" for the literary and figurative meaning of words as well as central ideas. These tasks are aligned to RL.11-12.1, RL.11-12.4 and L.11-12.5. Therefore, I would have simply dealt with the text in this manner. This would have given my students ample opportunities to apply their prior learning and understanding to an engaging, though-provoking and rigorous text.

  Student Ownership: If the understanding is not reflected in the writing, what happens next?
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Interpreting Symbolic Images Embedded in the Words of Kate Chopin, Langston Hughes and Dylan Thomas

Unit 2: Poetry Analysis
Lesson 8 of 9

Objective: SWBAT analyze the abstract images in a poem by using the literary and conventional symbols.

Big Idea: Writers employ images that represent ideas to express their thoughts, and to leave us with a lasting memory of their ideas

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poet s daffodil
 
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