Reflection: Intrinsic Motivation Creating a Lucy Poem - Section 1: Introduction: Lucy Poems


This series of lessons surrounding Wordsworth and the Lucy poems requires higher level reasoning from the students, including making connections between a series of texts, and research background and context to analyze Wordsworth's poetic process. My goals are: 1) to help students understand the process by which an author writes, and the numerous influences on that process 2) examine a sequence of poems to identify and analyze recurrent themes and motifs.

Some students will be better prepared to accomplish goal number two than others. This is where I differentiate for my students and working individually we come up with a plan for the content of the scrapbook.  Using notes from the analysis of the Preface I have students focus on one or two principles Wordsworth includes. They might just focus on language and themes, rather than delving into historical context, didactic voice, and narrative structure.  

Students also might have a different page number requirement, poem draft requirement, and even journal requirement. This is best discussed with the student on an individual basis, and with an understanding that quality of work will be graded rather than quantity.  

Conversely, those students who are a little more advanced should be encouraged to add to the scrapbook, with an incentive for extra research, authentic quotes, and artistic florish. 

Also, depending on the class and the year, I might share the literary analysis with the students. With this class it was easier to paraphrase the ideas in the essay, rather than work through the ideas as a whole class. 



  Intrinsic Motivation: Differentiating
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Creating a Lucy Poem

Unit 2: The Romantic Poets
Lesson 7 of 9

Objective: SWBAT apply the writing process to the Lucy poems

Big Idea: What influences an author?

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1 teacher likes this lesson
English / Language Arts, poetic technique, Romantic poets, William Wordsworth
  55 minutes
lucy scrapbook
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