Reflection: Student Ownership Poetry Reading - Section 1: Poetry Reading


I may be stating the obvious, but I'll do it anyway.  

As I grade and comment on my students' completed sonnets and odes, I make a concerted effort to use the language of the concepts and ideas that we have covered thus far in the year, in an attempt to keep their learning alive and fluid.  For example, I found many opportunities in my comments to address their development of voice, tone, and mood, and plenty of occasions to comment on their use of figurative language.  I tried to use the terms "diction" and "syntax" whenever possible, and commented on their use of repetition and parallel structure.  And I am always sure to call attention to the use of any of our past vocabulary words.

All of these (and more) are concepts and ideas we have explored so far this year.  By indicating to my students that I notice these things in their work helps maintain the validity of them and in turn help keeps my students motivated to own their learning.

  Keeping Concepts Alive All Year
  Student Ownership: Keeping Concepts Alive All Year
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Poetry Reading

Unit 5: Bad Boy Part I
Lesson 12 of 12

Objective: Using their original sonnets or odes, SWBAT perform oral readings in the spirit of a poetry reading.

Big Idea: That was groovy, man: Students have fun performing their own poetry.

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