Reflection: Developing a Conceptual Understanding "The Lady of Shalott" Day One: Independent Reading - Section 2: Ballad Discussion and Independent Reading


I use a contemporary song like "Billie Jean" students know so that they develop a conceptual understanding of a ballad.

One main characteristic I do not include is that a literary ballad consists of quatrains (four-line stanzas) of iambic tetrameter (four iambic feet) alternating with iambic trimeter (three iambic feet). I decide to exclude this characteristic since we have limited time in the class and curriculum, and moreover, we are not studying a poetry unit. I do not want to dwell on poetic structure but content.

Next year, I would like to integrate a poetry unit after studying one of Shakespeare's plays, where we explore iambic pentameter, so that I can include study of different types of iambic feet and how using different types of iambic feet can impact the meter of poetic language.

  Developing a Conceptual Understanding: Reflection
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"The Lady of Shalott" Day One: Independent Reading

Unit 9: The Victorians
Lesson 5 of 7

Objective: SWBAT interpret "The Lady of Shalott" through reading independently, answering text-dependent questions, and writing a reader response.

Big Idea: "Every theory is a self-fulfilling prophecy that orders experience into the framework it provides." Ruth Hubbard

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