Lesson: Analyzing a Poem Through Questioning

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Lesson Objective

Students will be able to apply the questioning strategy to analyzing and understanding a poem.

Lesson Plan

 

 

State Standard:

5.LT-P.7. Respond to and analyze the effects of the sounds in words (alliteration, onomatopoeia, rhyme scheme), form (free verse, couplets), and figurative language (metaphor, simile) to uncover the meaning of a poem.

Objective

 

 

 

Students will be able to apply the questioning strategy to analyzing and understanding a poem.

 

Do Now

In your journal respond the following: “There IS such a think as a stupid question.”-Anonymous

 

Hook

Discuss Do Now.

 

Direct Instruction

T: Good readers are always asking question while reading. It doesn’t matter the genre or length of a text, good readers always have questions. Questions, whether thick or thin help us better understand a text. 

 

Today we are going to apply the questioning strategy to a poem by Emily Dickinson called, “XXVII. Post the poem below. Model  by asking 1-2 questions as you read the poem.  

 

XXVII

by Emily Dickinson

 

I'm nobody! Who are you?

Are you nobody, too?

Then there's a pair of us--don't tell!

They'd banish us, you know

How dreary to be somebody!

How public, like a frog

To tell your name the livelong day

To and admiring bog!

 

 

ex. Is Emily talking about herself? Who is she talking to? What is a bog?

Guided Practice

Continue modeling and allow students to ask questions. Write student questions directly on anchor chart of poem. Then model how you summarize based on the questions and answers, what you think this poem means.

 

Independent Practice

Explain to students that they will read their own poem and ask questions while reading. They will try to answer and analyze their poems and write a summary about what their poem means.

 

Closing

Discuss student work. Discuss how the questioning strategy aids in comprehension.

 

Quiz/Assessment

Assess summary of poems.

 

Lesson Resources

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