Reading-Writing Connection Fareast Book VI Lesson 3 Poems of Wisdom 國立鳳山高中洪滿江 1
The Text Loss and Gain by Henry W. Longfellow When I compare What I have lost with what I have gained, What I have missed with what attained, Little room do I find for pride. I am aware How many days have been idly spent; How like an arrow the good intent Has fallen short or been turned aside. But who shall dare To measure loss and gain in this wise? Defeat may be victory in disguise; The lowest ebb is the turn of the tide. 2
Teaching Focus 1. Comparison 2. Inversion 3
Teaching Procedure 1. Briefly introduce Longfellow, his influence and works. 2. Have the class read the poem. 3. Analyze the poem and guide students to discuss the main ideas, imagery, metaphor and simile in the poem. 4. Practice how to compare things. 5. Practice using inversion. 6. Lead the class to complete their drafts step by step. 7. Have the class revise their drafts. 4
Raising Students Awareness The Road Not Taken Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood Review one or two poems learned before. And looked down one as far as I could To where it bent in the undergrowth; Then took the other, as just as fair, And having perhaps the better claim, Because it was grassy and wanted wear; Though as for that the passing there Had worn them really about the same, And both that morning equally lay In leaves no step had trodden black. Oh, I kept the first for another day! Yet knowing how way leads on to way, I doubted if I should ever come back. I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I I took the one less traveled by, And that has made all the difference. 5
Raising Students Awareness Read a short biography of Longfellow. 1. Young H. W. Longfellow 2. Old H.W. Longfellow 3. Henry Wadsworth Longfellow with his wife, Frances Elizabeth Appleton, and two of their five children, Charles and Ernest. Sources of pictures: (from left to right) 1. http://pressherald.mainetoday.com/specialrpts/longfellow/images/longfellowportrait300.gif 2. http://www.wwu.edu/depts/skywise/cosmo/longfellow.jpg 3. http://brandichambless.blogspot.com/2007/04/village-blacksmith.html 6
Many of Henry Wadsworth Longfellow s lines are as familiar to Americans as rhymes from Mother Goose or the words of nursery songs learned in early childhood. Like these rhymes and melodies, they remain in the memory and accompany Americans through life. There are two reasons for the popularity and significance of Longfellow's poetry. First, he had the gift of easy rhyme. He wrote poetry as a bird sings, with natural grace and melody. Read or heard once or twice, his rhyme and meters cling to the mind long after the sense may be forgotten. Second, Longfellow wrote on obvious themes which appeal to all kinds of people. His poems are easily understood; they sing their way into the consciousness of those who read them. Above all, there is a joyousness in them, a spirit of optimism and faith in the goodness of life which evokes immediate response in the emotions of his readers. 7
Raising Students Awareness Group/pair discussion: Defeat may be victory in disguise. For shy students: For outspoken students: 1. Write down their examples in English 1. After discussion, the teacher simply 2. Choose a reporter to read from picks some groups to share their their notes. thoughts. 2. The teacher help clarify student s examples by writing down some key words on the board. 8
Presenting the Text Before discussing the content, introduce inversion, simile, and metaphor. 9
Presenting the Text Inversion Little does he realize He little realizes how expensive the restaurant is. Little I know do I little know about the latest fashion trend. I Little find little room room do I for pride. 10
Presenting the Text Simile My love is like a red rose. 1. He is as busy as a bee. 2. Sources of pictures: 1. http://lh3.ggpht.com/ieemdai/scfphjghlbi/aaaaaaaabd8/_mkovcxt8dc/s400/true_love_forever,_red_rose.jpg 2. http://school.discoveryeducation.com/clipart/images/bee.gif 11
Presenting the Text Metaphor She has a heart of stone. 1. 2. I ll make him eat his words. 3. Sources of pictures: 1. http://www.planetperplex.com/img/ocampo_hos.jpg 2.http://www.hpmuseum.net/upload_htmlFile/PrintAds /Ad1988_800Series_EatWords_Computerworld-27.jpg 3. http://ecx.images-amazon.com/images/i /61KZ9J7KQ0L._SL500_AA240_.jpg 12
Presenting the Text Stanza 1: Ask students what makes the poet feel not so proud of what he has achieved so far. Stanza 2: Ask students to write down some personal examples of time idly spent and unrealized good intent. Stanza 3: Ask students to write down a personal experience to explain defeat may be victory in disguise. 13
Bridging Practice to Writing 1. After reading and discussing the poem, ask students to find a partner. 2. Ask students to think about what they have gained and lost in 2007, and then fill out the following form. 14
Bridging Practice to Writing Worksheet What I have gained What I have lost 15
Bridging Practice to Writing 3. After students finish the form, they exchanged their worksheets with their partners and start reading the finished worksheets. 4. After reading what their partners have written, they have to conduct a peer conference. By doing peer conference, they ask each other questions in order to discover more about what their partners have written. By doing this, students are forced to think about what they have written and elaborate their thoughts and writing. 16
Bridging Practice to Writing 5. While conducting peer conferencing, students have to write down questions and feedback from their partners. This serves as a reminder for students to extend their writing content. In addition, positive feedback from their partners can encourage them to write for their readers. 17
Bridging Practice to Writing Peer Conference Worksheet Questions from your partner Feedback from your partner 18
Bridging Practice to Writing 6. Students review what they have written and what their partners have contributed. They have to choose a word or phrase to describe their year 2007. 19
Bridging Practice to Writing 7. Students start writing their draft beginning with the sentence: Comparing what I have gained with what I have lost, 2007 was a year full of. (The teacher ask students to fill in the word or phrase they ve chosen to describe their year 2007) Or Comparing what I have gained with what I have lost, 2007 was a year. (The teacher ask students to fill in the word or phrase they ve chosen to describe their year 2007) 20
Bridging Practice to Writing 8. Ask students to write their drafts in class when their memories of the discussion and peer conference are still fresh. 21
Students Works Student s finished worksheet 22
Students Works Student s draft 23
Students works Student s revised writing 24
Conclusion Reasons for conducting peer conference before writing: 1. Most students enjoy discussing their thoughts with their readers (other students). Writing becomes less intimidating and more fun. 2. During the discussion, they actually help each other brainstorm more ideas. As a result, some students are inspired to write more for their readers. 25
Suggestion Always encourage students to give their partners some positive feedback or comments during peer conference so that together they can create a more dynamic writing experience. 26