Reflection: Student Led Inquiry Stories by the Fireside: Understanding "Snowbound" - Section 2: Small-Group Analysis: "Expert-Level" Discussion


Although I provided questions for the students to explore in this activity, the style and methods with which they approached the poetry was up to them. The students rapping and beat boxing the poem was an unexpected way to express the rhythm; while I advise students to read poems aloud, I didn't specify this manner. It helped students "hear" Longfellow's rhythm, but can be distracting for other students as well. Rhythm can be a difficult thing to teach, and I encourage students to seek the method that works for them. We do address "scanning" a poem, reading looking for repeated sounds and emphasis of syllables; but students also can express rhythm musically, by finding a recording of a poem set to music; as noted above, students can read a work aloud--overall, we focus on finding patters in the words to understand rhythm. 

The groups' understanding and struggle did make me question using "Snowbound" as the sample poem; I may switch "Snowbound" for "Thanatopsis" in the future. 



  Student Led Inquiry: Thoughts on Collaborative Learning: Developing Student Leaders
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Stories by the Fireside: Understanding "Snowbound"

Unit 7: Literacy: Poetry by the Fireside (Romanticism Part I)
Lesson 5 of 6

Objective: SWBAT analyze the impact of poetic devices in John Greenleaf Whittier's "Snowbound" to demonstrate understanding of how these devices create meaning.

Big Idea: Diction--not only the words themselves, but how they're used--is the essence of what makes a poem "poetic."

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