Analyzing Poetry to Create our Own
Lesson 1 of 12
Objective: SWBAT to analyze a poem by annotating on the text in order to craft their own.
In my lesson openers I always have a "connect" in which I connect students' thinking about yesterday's lesson to today's lesson. I then have a "teach" in which I model for students the lesson of the day and also have them try it out. When I think about my modeling, I use three categories; skill, strategy, and process. I model by stating the skill to the students, then giving them a strategy in which to use the skill, followed by the process to try out the strategy.
Connect: I will say, “Today we are going to start our poetry unit. In order to understand how to write poetry, we must understand how it is written."
Teach: I will say, “In order to learn about the genre of poetic writing, I am going to show you how to practice the skill of learning a new genre and the strategy of using a mentor text to discover the craft moves authors make and to give me ideas for my own poem. The process I will use is as follows:
1) Read through the poem once
2) Read through again by using a set of annotations
3) Write an analysis of the poem
I will model for students how I read through the poem "I Cry" and how I notate the authors’ moves and annotate the text. I will then show them how complete an analysis of the poem by using thought prompts and analysis prompts.
Active Engagement: I will say, “You will now read a poem entitled, "Still I Rise". You will read it to yourself first, then with a partner, you will annotate in order analyze the poem. I will ask the students, “What did you jot notes about and where did you annotate it in your text?” (at least 3 students-one who is at standard, one is approaching standard, and one who is above standard).
Closing of Active Engagement: I will say, “Remember successful writers practice the skill of learning a new genre by using the strategy of using a mentor text to discover the craft moves authors make. The process they use is read through the poem once, read through again by using a set of annotations and then write an analysis of the poem.
Independent Practice: I will say, “Now by using the Analysis and Thoughts Prompt Handout, you are going to write what you think “I Rise” is about and how it connects to your life.” I will show students my own analysis of I Cry as an example. I will walk around and confer with students around their analysis using Possible Conferences for Write Long.
Partner Work: Students will be directed to turn and share their analysis with their partners. I will say, “Decide who will be partner A and who will be partner B. Partner A I want you to share your analysis. Partner B, I want you to listen if Part A is showing logical analysis by using an overall claim with reasons and evidence. Then you will tell them if you heard all three. If not, give them feedback; tell them an idea of what they could add or let them know their writing had all three components. Then you will switch.” I will then give students time to revise, or have them make notes and revise for homework.
I believe that the end of the lesson should be an assessment of the days’ learning; therefore it should be independent work. I always end class with an exit ticket in which students write down the response to a question.
Closing: I will ask the students to jot down; “Based on your annotations today, what are at least two “craft moves” poets make when creating a poem. Why do you think they make them?