Reflection: Staircase of Complexity Words as Free as Confetti - Section 1: Creating the Purpose

 

Pat Mora's poem is a great example of using words for both a literal and figurative purpose in a poem. The difficulty with the CCSS is that there is an expectation that students will understand the implied or symbolic meaning.

I created this unit to build upon prior knowledge of poetry to get students to the end goal of understanding how to use their own words to share personal connections with their writing. I also adapted this lesson to build from literal - supported meanings using a chart...to deeper evaluation using text questioning...to creating and defending through their writing...to understanding with additional reading...to finally applying their knowledge to an evaluation of the similarities between the two poems and backgrounds of the authors. By scaffolding lessons that keep student interest while at the same time creating new questions I can get my students to delve deeper into the concepts of the value and wonder of words in the poem.

  building understanding for deeper meaning
  Staircase of Complexity: Building Understanding for Deeper Meaning
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Words as Free as Confetti

Unit 16: Poems Everyone can TRY
Lesson 8 of 12

Objective: SWBAT...analyze the poem "Words as Free as Confetti" to determine the comparisons being made between colors and mood words.

Big Idea: Our words have a mood that is created by how they are used in our writing. This mood can influences how we feel when they are said.

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