OBJECTIVES:
The student should be able to:
• Examine the meaning of a poem through use of poetic elements (word choice, images, symbolism, etc.), and create a written and visual interpretation of the selected poem.
TIME: (3) 75 minute class periods
MATERIALS
Brown bags
Imagery items for bag
Words for positive/negative connotations
Variety of colors
Edible items
Symbol items
Journal notebooks
Loose leaf paper
Stock card paper
Water colored paper
Water colors
Water
rubric
Poems (Glencoe Literature: The Reader’s Choice)
Power point presentation List of Poems to select for poem interpretations:
Glencoe Literature: The Reader’s Choice
“Knoxville, Tennessee”- page 181
“Identity” – page 317
“Casey at the Bat” –page 252
“The Lesson of the Moth” – page 318
“The Black Walnut Tree” – page 299
“Barbara Frietchie” –page 459
“A Time to Talk”- page 303
“The Other Pioneers” – page 468
“Fire and Ice” – page 304
“O Captain! My Captain!”- page 475
“Dust of Snow” – page 305
“Sorrow Home” –page 504
“The Pinta, the Nina and the Santa Maria” – page 467
“Sit ins” – page 505
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
As the students walk in, the teacher will hand each of them a grab bag. Included in the grab bag will be a variety of symbols, colors, items to taste (sweet, salty, sour, spicy), different textured items, and words that suggest both negative and positive connotations. Students will sit in their desk with the grab bags and will open them up and begin to explore what’s inside. After students have had time to examine all the items (about 10 minutes), students will complete journal on power point: List any 4 items in your bag, write down how each could represent imagery, symbolism, and word choice. Teacher will select volunteers to share responses.
ACTIVITY:
Teach / Model: Using power point presentation (Appendix 1), the teacher will explain to students how to go about finding the meaning of a poem. The teacher will explain that through a poet’s word choice, imagery, and symbolism, a person can better interpret a poem’s meaning. The teacher will inform students that these concepts aid in evaluating the purpose of the author in writing the poem.
The teacher will next select one concept at a time to further explain. The teacher will begin with imagery. The word “imagery” will be written on the board. The students will be asked to write under “imagery” on the board, the five senses. Next, students will give examples of imagery from items in their grab bags. A few volunteers will write their responses on the board. From imagery, the teacher will place “word choice-positive/negative chart on the board. Students will look at the words in the bag and divide them into two columns- “positive/negative.” Volunteers will place words under the correct columns on the board. The class will discuss why they were placed in those columns. The teacher will reinforce that through word choice, a reader can determine an author’s tone/mood, which therefore helps in determining meaning. Lastly, the teacher will place “symbolism” on the board. The students will look at symbols form their bags and will take a few minutes to decide what type of hidden meaning it could have if used in a poem. After they’ve had time to think, students will place their hidden meaning ideas on board. The class will discuss what was written.
The students will be given a worksheet (Appendix 2) with the list of poems that they’ll have to choose form. The worksheet will also include a chart for students to complete based on the following: imagery, word choice, symbolism, other. The chart will be completed in its entirety to aid students in locating the meaning of their selected poem. The rest of the sheet will include a place for the written interpretation, the rubric for the visual interpretation, and lastly, the evaluation part of the process with their partner groups.
HOTS:
How can imagery paint a picture in your mind as to what something means?
Can literary devices used in poems help in someone interpreting its meaning? Explain.
Guided Practice: The teacher will use a “walk and talk” process with the poem “The Road Not Taken” by Robert Frost to guide students through the process they’ll use to interpret the meaning of the poem they select. The teacher will show students how to create a chart with the following: imagery, word choice, symbolism, and other. Using the above mentioned poem, the teacher model on board how to complete each section of the chart. The “other” category will be used for anything else that students may need to help their interpretations, such as figurative language. (See Appendix 1 for the teacher guided completed process)
Upon completion of chart, the teacher will show students the written interpretation, then a pencil drawing of the interpretation. Students will be told that use of colors need to reflect the poem’s meaning: positive/negative or both. Positive tone poem will have mostly cool colors, negative tone will be mostly warm, and if it has a mixture of both, they’ll use the same amount of cool and warm colors. The final step will be for the teacher to show the students the completed water colored interpretation of the teacher selected poem.
Students will have the opportunity to ask questions here if need be before beginning their project.
HOTS:
Why do you think warm colors better reflect negative connotations?
What do you think you’ll do first when beginning your painting interpretation? Why?
Independent Practice: Students will select from a teacher generated list of poems, the poem that they wish to interpret the meaning of. Students will be given a chart to complete with “imagery, word choice, symbolism, and other.” They will use the chart to examine the meaning of the poem. Students will also be given a rubric guideline. Students will read the poem, complete the chart, examine written information, and will write an interpretation of the poem’s meaning. Upon writing the written interpretation, students will draw, in pencil, their interpretation. Those students who feel more comfortable in completing the visual interpretation first, then the written interpretation, will be given the opportunity to change the order of events if it helps in their interpretation of the poem’s meaning. When they are ready to continue, they will enhance their interpretation in water color by adding the colors to their interpretations, paying close attention to the art techniques in the rubric.
HOTS:
Discuss your feelings about interpreting a poem through water colored art.
What would you recommend someone do or not do with their interpretation now that you’ve completed yours?
Closure: The groups of four will take their completed water colored paintings and place them together to form a lantern cover. String will be attached to the tops in order for them to be hung. Students will think of two words per picture that could help express in movement the meaning of their poems. They will also write how they could go about acting out each word so that someone watching the movements would be able to understand how they interpreted the poem.
EVALUATION/ASSESSMENT:
Students will be placed in groups of four. The students will look at each water colored interpretation and will write down the interpretation of the poem based upon what was drawn and the use of colors. After all students have written each of their partners’ interpretations, all students will share how accurate or inaccurate they were. If students follow all the techniques, other students should be able to see how they interpreted their individual poem
ART CONTENT/CONCEPTS:
Math- By using lines in their interpretations, students will have to know what types of lines they are using in their paintings in order to get the actual effect that they are looking for. For instance, they should not use angular lines if they are trying to increase or decrease an object’s value. Parallel lines that intersect each other would work best.
Social Studies- Since a great deal of poem’s deal with nature in some way, it is important for students to note that our state because of its location does not experience the same outcome for the different seasons. We’ll discuss that some poets are from northern states where there are actually color changes to leaves when fall begins.
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
GLE 3c: Interpret literary devices, including how word choice and images appeal to the senses and suggest tone and mood. ELA-1-M2
GLE 3e: Interpret literary devices, including the effects of allusions and/or symbolism in poetry. ELA-1-M2
GLE 12: Interpret a poem’s meaning by evaluating the author’s purpose for writing the poem. ELA-7-M3
ELA-1-M2 Interpret story elements, including how theme is developed. GLE 2f
ELA-1-M2 Interpret literary devices, including how word choice and images appeal to the senses and suggest mood and tone. GLE 3c
GLE: Art
GLE 3a: integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks.
GLE 3b: use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks.
GLE 2,3: demonstrate art methods and techniques in visual representations based on research of imagery. VA-CE-M1
GLE 1,2,3: select and apply media, techniques, and technology to visually express and communicate. VA-CE-M2
GLE 1,2: use the elements and principles of design and art vocabulary to visually express and describe individual ideas. VA-CE-M3
MODIFICATIONS | ACCOMODATIONS:
Students with accommodations will have a shorter list of poems to select from. If need be, teacher will help select a poem with each student. If students are looking like they will not be able to complete all the guidelines on the rubric, the teacher will ask them which they are most comfortable with and will have them do those elements, along with one the teacher is comfortable for them to use. The rubric will be shortened.
More one on one assistance as needed during the art interpretation project. For those severe cases, students will be allowed to use a poem and just draw a picture with one to three art strategies. Students will also be able to interact with other students to help them if needed.
Multicultural: Since students are interpreting a poem of their choice, they will select one they are most comfortable with. In the interpretation process, they will be using their background, knowledge, and what they know to be to aid them in their interpretations. All the poems relate to real life in one way or another, so students will have a large enough selection to select from. They will be able to put their cultural experiences into their interpretations.
TEACHER'S REFLECTION:
I was amazed at how excited my students were to just play with the items in their grab bags. I knew they would like to explore, but the majority of my students went far beyond what I envisioned they would. Several of them created artistic items using most if not every item that was put into the bag. Once we talked about the connection between the items and the elements they’ll need to help them interpret their poems, the majority of my students had a better understanding of those key concepts.
When we began the actual poem interpretation through the use of art techniques, I had a different idea of how it was going to work. Each of my class looked at the project in different ways, but all of them knew exactly what needed to be done. It was awesome to see my students go from regular ordinary students to semi-art scholars. I was expecting some good ideas, but I have to say that I was impressed by several of their ideas. The best part for me was when students approached me or asked me to come and see so that they could tell me, “You know we’re doing the same poem, but our idea of what it is, is not the same.” I have been discussing this very thing and stressing it to them, but they did not really comprehend what I was saying, until now. I believe this was a great lesson for my students, and it went better than what I was even hoping for. I do plan on using this next year when I am in my Poetry Unit.
RESOURCES:
www.gigglepoetry.com
http://www.poetry4kids.com
http://www.poetryguy.com
Janeczko, Paul B. Opening a Door: Reading Poetry in the Middle School Classroom. Scholastic Professional Books, 2003.
Elmore, Rebekah and Michael Gravois. 10 Ready-to-Go Book Report Projects. Scholastic Professional Books, 1997.
Moen, Christine B. 25 Fun and Fabulous Literature Response Activities and Rubrics. Scholastic Professional Books, 2002.
Zile, Susan V. Awesome Hands-on Activities for Teaching Literary Elements. Scholastic Professional Books, 2001.
Glencoe Literature: The Reader’s Choice
TO DOWNLOAD THE OUTLINE FOR THIS LESSON, PLEASE CLICK HERE
TO DOWNLOAD THE POWERPOINT FOR THIS LESSON, PLEASE CLICK HERE
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