Week 1, Thursday
OBJECTIVES:
Students will:
1. Recreate a poem in their own interpretation
2. Compare the similarities and differences of various
interpretations of the same poem
3. Observe the importance of line and stanza significance
4. Understand the use of rhyme in poetry
5. Work in cooperative groups
MATERIALS:
* The poem “My Papa’s Waltz” by Theodore Roethke cut up
* Paper
* Pencil
* Glue Stick
* Additional Paper to glue poem to
PREPARATION:
1. Cut up the poems
2. Put idea of the day on the board
PROCEDURE:
1. Students will answer the idea of the day
2. Review with the students how stanza’s, rhyme, and structure affect
poems.
3. Students will break into small groups by the name cards
4. Each group will be given an envelope of the cut up poem and be
asked to recreate the poem as they see fit. When they are done recreating
it, the students should glue the pieces to the paper.
5. After the students have recreated the poem, they must decide
what their poem means, the significance of the location line breaks and
the stanza breaks, and why they chose what they did.
6. The students will briefly share as a group their choices, why
they chose them, and the differences between the groups.
ASSESSMENT:
It will be an informal assessment. The students should be participating
in the activity and demonstrate understanding of information when small
group presents their information.
ILLINOIS STATE ENGLISH LANGUAGE ARTS STANDARDS
1.A.3b Analyze the meaning of words and phrases in their context.
1.B.3a Preview reading materials, make predictions and relate reading
to information from other sources.
3.B.3a Produce documents that convey a clear understanding and interpretation
of ideas and information and display focus, organization, elaboration and
coherence.
4.B.3a Deliver planned oral presentations, using language and vocabulary
appropriate to the purpose, message and audience; provide details and supporting
information that clarify main ideas; and use visual aids and contemporary
technology as support.
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