Today is the second day of a two-day project on analyzing poetry. A link to that lesson is here. All the materials necessary to teach the lesson can be found in this one, too.
Students take out the graphic organizers they began filling in yesterday. There are six sections and most groups are half way through. Since they are familiar with the process, the students get right to work. They work in groups of 4 or 5 to analyze the poem “Daffodils” by William Wordsworth. The groups are differentiated by readiness with each level completing the same tasks but in a different way. Here are the directions for each group. In the lower left corner are the numbers 1-3 to identify each level. Level 1 uses this version of the poem. A marked up version of the poem is available here.
While they work, I visit each group and remind them of the importance of providing direct evidence from the text to support each of the literary elements being studied: figurative language, rhyme scheme, setting, speaker, mood and theme. Two students in particular are struggling with the assignment. Reading their responses reveals a lack organization as the same details are repeated over and over. I take those students aside along with two students who were absent the day before and we work through the assignment together.
Two literary elements that the students are struggling with are speaker and theme, so I halt the group work and we discuss how they are going about identifying these two elements of the poem and they explain their thinking. Examples of student work are available here and here. Further details of the discussion appear here:
As a summarizer to this lesson, students complete an exit ticket that asks:
Reviewing the responses, reveals that setting and rhyme are the elements students are most comfortable addressing while theme and mood are the most challenging. An example is available here. This information is useful for planning future lessons in poetry and other literary genres, too.