Joyful Noise: Poetry for Two Voices

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SWBAT read a poem meant for two people and analyze the author's use of voice, punctuation and word choice on the overall effect of the reader's experience of the poem.

Big Idea

Being able to analyze a poet's choice of words and structure leads to deep comprehension of the poem.

Going Over Homework

20 minutes

When students enter today (hopefully with completed homework), we begin by going over the homework.  The poem, "If I Were in Charge of the World" by Judith Viorst is a good poem to use to look at the use of punctuation by a poet.  In some instances, she uses commas to separate thoughts and at other times she uses periods.  The point I wanted my students to glean from the poem and the homework that went with it was the periods were used to create emphasis on the things she REALLY wanted to get rid of.  

I have students take out their homework and we begin to go over it.  The students were not great poet analysts, but they tried and I didn't really think they would get it on the first shot!! They had some good insight and seemed to really like the poem so that's a step!

Meet the Book!

40 minutes

Once we go over the homework, it is time to introduce my favorite poetry book- Joyful Noise:  Poems for Two Voices by Paul Fleischman.  I open to the first poem and show the students how the book is set up for two people to read.  

I call two brave volunteers up to the ELMO to show the class how it's done (try to choose your best readers or thinkers here).  I just have them read a few sections so kids can see how it's done.  After they "get it", I tell them that they're going to be allowed to choose a partner, practice a poem and then perform it in front of the class.  

Today I just want them to read through the poems so they can get a feel for how it goes and then at a later date they can choose the poem they want to perform.  

At this point I let students choose their partners, grab a book and find a spot in the room to practice reading poems.  

Class Wrap Up

10 minutes

Near the end of class, I gather the students back together and prep them for the next day. In the next lesson we will discuss how the author's use of words helps us see the picture he or she is trying to create.  I task them with thinking about the poems they read today to recall any words or phrases the poet specifically chose to paint a picture and report about it tomorrow.