Poetry Classroom Activity

Transcription

1 Poetry Classroom Activity The Classroom Activity introduces students to the context of a performance task, so they are not disadvantaged in demonstrating the skills the task intends to assess. Contextual elements include: an understanding of the setting or situation in which the task is placed, potentially unfamiliar concepts that are associated with the scenario; and key terms or vocabulary students will need to understand in order to meaningfully engage with and complete the performance task. The Classroom Activity is also intended to generate student interest in further exploration of the key idea(s). The Classroom Activity should be easy to implement with clear instructions. Please read through the entire Classroom Activity before beginning the activity with students to ensure any classroom preparation can be completed in advance. Throughout the activity it is permissible to pause and ask students if they have any questions. Resources Needed: Chart paper, whiteboard, or chalkboard Markers or chalk Pencils or pens Scratch paper Some method of displaying ancillary materials 1 Learning Goal: Students will understand the context of the key concepts related to the topic: o Both poetry and prose can deal with similar subject matter. o One way that poetry differs from prose is in its use of language. o Poetry employs a number of techniques, including imagery, rhythm, and metrical structure, in order to achieve its effects. o Poetry uses these techniques in order to contribute to an overall purpose, which is usually different than the purpose of works written in prose. Students will understand the key term: prose: written or spoken language in its ordinary, everyday form Note: Definitions are provided here for the convenience of the facilitator. Students are expected to understand these key terms in the context of the task, not memorize the definitions. 1 Facilitators can decide whether they want to display ancillary materials using an overhead projector or computer/smartboard, or whether they want to produce them as a handout for students.

2 Poetry Classroom Activity [Purpose: The facilitator s goal is to help students understand the differences between poetry and other types of writing. This activity will allow students to be active participants as they explore the concept of poetry in the context of the performance assessment.] Facilitator says: In preparation for your performance task, we are going to have a discussion on what it means for a poem to be a poem. First, how do we know when we are reading poetry? [Facilitator takes several general responses to start the discussion.] Facilitator says: Poetry is usually different from what we call prose, which is written or spoken language in a more straightforward, everyday style. I am going to display and read two pieces of writing. Think about which one you would consider a poem, and how you are able to make that decision. [Facilitator displays and reads the following excerpts from Figure 1. First, facilitator reads the opening stanzas of Example 1, without revealing the author or title.] [Facilitator next reads Example 2, again without revealing the source.] Facilitator says: Which of these two examples is a poem? [Allow time for responses.] Facilitator says: Both of these examples involve descriptions of weather events, but are clearly very different. For one thing, the first example is told in verse, which is writing that is arranged in a rhythm, and typically having a rhyme. Now we are going to consider some other differences between the two pieces. [Divide students into groups of 3 4. Display or distribute Figure 2.] Facilitator says: Briefly describe how the elements in the left hand column apply to Example 1 and Example 2. For instance, what is the purpose of Example 1, and what is the purpose of Example 2, etcetera. Work in your groups to compete this chart. Be prepared to present your answers to the class. [Allow 10 minutes for the completion of the exercise. At the end of 10 minutes, Facilitator takes responses to different parts of the chart from different groups. See Figure 2: Possible Answers.] Facilitator says: Now that we have determined some elements that make these two pieces of writing different, we will get some practice applying them. [Facilitator displays or hands out Figure 3, and reads the directions aloud to students. Allow 10 minutes for the exercise, then ask for volunteers to share.] Facilitator says: You will learn more about different purposes of poetry, and the techniques the poets use to accomplish those purposes, in the performance task you will be completing.

3 Figure 1 Example 1: Rain on the face of the sea, Rain on the sodden land, And the window-pane is blurred with rain As I watch it, pen in hand. Mist on the face of the sea, Mist on the sodden land, Filling the vales as daylight fails, And blotting the desolate sand. --Rudyard Kipling, Commonplaces Example 2 When warm rain falls through cooler air, water evaporates from the warm rain. It subsequently condenses in the cool air forming fog. Such fog can be quite dense. It generally will persist as long as the rain continues. Since temperature rises little during the day, there is little diurnal variation in rain induced fog. Improvement in visibility cannot be expected until the rain stops or moves out of the affected area National Weather Service Glossary: Rain Induced Fog

4 Figure 2 Writing Elements Example 1 Example 2 Purpose Point of View Imagery Form

5 Figure 2: Possible Answers Writing Elements Example 1 Example 2 Purpose To describe a scene To provide information Point of View First person narrator No narrator; objectively presented Imagery Form Images created through lines such as: window pane is blurred with rain Mist on the face of the sea Material presented in lines and stanzas No specific images are given (although some descriptions may evoke them). Material is presented in paragraph form

6 Figure 3 For this exercise, imagine that you are a writer trying to create a poem based on the National Weather Service s description of rain-induced fog: When warm rain falls through cooler air, water evaporates from the warm rain. It subsequently condenses in the cool air forming fog. Such fog can be quite dense. It generally will persist as long as the rain continues. Since temperature rises little during the day, there is little diurnal variation in rain induced fog. Improvement in visibility cannot be expected until the rain stops or moves out of the affected area. Write 2-4 lines of poetry, using some of the details from the paragraph above. Be sure to consider some of the writing elements discussed in the previous exercise (Purpose, Point of View, Imagery, Form).