Reflection: Staircase of Complexity Analyzing Poetry: The Human Experience in Rhythm (2 of 2) - Section 3: Student Work Time



Recently I attended an AP Conference and the presenter talked about annotation.  What she did changed the way it looks in my classroom.  She suggested that students have very specific tasks for annotation and to use a different colored pen for each task.  Genius!  Now I can see the complexity that builds with each task.  In this example, students used a basic reader's response for each line of poetry and annotated it in pencil.  Then, they used a critical frame to for each sentence within the poem and annotated it in green pen.  In the example, the student commented near the top of the page that the coordinating lines are one long sentence with dashes to end the line.  She noticed that the dashes and long sentence added to the suspense.  We haven't even covered dashes yet this year! It seems like a little accomplishment, but what critical thinking from this student!  

Encourage your students to join my students and  put down the highlighter and pick up the multiple colors of pens! 

  Staircase of Complexity: Annotating With Different Colors
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Analyzing Poetry: The Human Experience in Rhythm (2 of 2)

Unit 6: What It Means to be Human
Lesson 11 of 15

Objective: SWBAT determine a theme of a text and analyze how an author's choice in structuring the text helps create certain effects by deconstructing a poem.

Big Idea: Can we apply analytical skills to poetry?

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