Poetry About Things We Love; Odes
Lesson 8 of 12
Objective: SWBAT create an Ode by analyzing one and using sensory details.
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, “Yesterday we practiced using verbs and adverbs to create imagery in our poetry, today we are going to analyze and craft one more type of poem that also concentrates on imagery, an ode.”
Teach: I will say, “In order to show your love for something or someone, we are going to practice the skill of using sensory details and the strategy of crafting a poem about something we love. The process I will use is as follows:
1) Read through an example of an ode
2) Annotate for sensory details
3) Use past brainstorming to pick something I love
4) Jot down sensory details about the subject I pick
5) Craft an ode using my resource sheet* (first page is blank, it starts on page 2)
I will show the students how I read through Ode to Autumn by John Keats. I will read through it once, then will read through it again by notating the sensory details he uses and how that creates imagery in my head.
For example I will notate (from the first stanza) where Keats writes, “With fruit the vines that round the thatch-eaves run.” I will annotate, “The author is using a visual of the abundance of fruit that is available during autumn in order to help the reader feel Keats’ excitement about all the fruit one can eat during autumn.”
*The first page (page 2) are student examples from my past students, the second page is from the web, but I can't remember where. Sorry to not give the credit.
Active Engagement: I will say, “Now you will read and annotate the rest of the poem with a partner, by stop and jotting when you see that the poet used sensory details. You will infer why the poet used this detail with your partner, then jot it down. I will listen in to student’s conversation, then have the whole class share out by asking at least 3 students what they inferred (at least 3 students-one who is at standard, one is approaching standard, and one who is above standard).
Teach #2: Now you are going to craft your own poem by using past brainstorms. You will take one of the ideas you brainstormed and create an ode by concentrating on sensory details. I will show them how I use past brainstorming, jot down sensory details I can use, then try out an ode.
Closing of Active Engagement: I will say, “In order to show love for something or someone, often poets use sensory details for imagery, you can do the same as you craft an ode.”
Independent Practice: I will say, “Now you are going to create your own ode. As you are working, you are either brainstorming, jotting down sensory details or creating your poem. Remember to be creative about your use of sensory details and use Ode to Autumn to give you ideas.”
As they write I will put on writing music (smooth jazz on Pandora) and conference with students using Possible Conferences for Crafting an Ode.
Partner Work: Students will be directed to turn and share their poem or beginning of a poem with their partner. I will say, “Decide who will be partner A and who will be partner B. Partner A I want you to share your poem. Partner B, I want you to listen if Part A tried out using sensory details to add imagery to their poem. If not, give them feedback; tell them an idea of what they could add or let them know the meaning you heard in thier poem. 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 ticker in which students write down the response to a question.
Closing: I will have students jot down a stanza of their poem where they used sensory details.