1 / 11

Ideas for Critically Engaging with Poetry

Ideas for Critically Engaging with Poetry. Finding a personal response …. Teaching and Learning Strategies… Personal Jottings: What puzzles you; confuses you, irritates you. What does it remind you of ? Questions: List your own questions..

muncel
Télécharger la présentation

Ideas for Critically Engaging with Poetry

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Ideas for Critically Engaging with Poetry EnglishMethods2XKervinTut8-16Sept13

  2. Finding a personal response … • Teaching and Learning Strategies… • Personal Jottings: What puzzles you; confuses • you, irritates you. What does it remind you of? • Questions: List your own questions.. • Picturing: Sketch the images that are appearinginyour head • First Impression: Construct ‘brief instant • reaction’ notes on the poem… EnglishMethods2XKervinTut8-16Sept13

  3. First Reading … Task: Listening with a ‘subjective’ lens…. Write down some ideas that come to you as you listen…. What does the poem make you think about? How does it make you feel? What images do you see? What do you hear? EnglishMethods2XSimonsenLecture7-21Sept09

  4. Scaffolding Tasks to support learning…. Students, today we will be… Reading the Opening Stanza of the poem 2. Draw the images that we hear… 3. Identify words that are unfamiliar 4. Find the meanings of these words EnglishMethods2XKervinTut8-16Sept13

  5. Word Cline….. • Start with a commonly used word • Introduce a maximum of three or four new words at a time • Always use a sentence to model correct use • Use colloquial language and idiom • Construct a Word Cline for a Poem… • Eg HAUNTS: … to feel worried, uneasy, anxious, • to be visited by a ghost after death. • … a place from your past that you visit often • My memory haunts me. • … freaked out EnglishMethods2XSimonsenLecture5-7Sept09

  6. Other Approaches for Teaching Poetry… • DARTS – Directed Activities Related to Texts • - Cloze Activities; • - Sequencing and re-ordering stanzas • - Underlying or Labelling • Imagination Re-creation • - Inventing the story behind the poem • - Re-work the poem in a different genre • - Reply as the Poetic Voice to questions from class • WorkshoppingPoetry in various media EnglishMethods2XSimonsenLecture5-7Sept09

  7. Imaginative Re-creation Writing Activity…. Students, today we will be… Listening to the poem 2. Imagine / reflect upon your own or a relative’s experiences of having to reveal a secret about yourself to your friends… 3. Write down some words or phrases to describe ‘What happened’ and ‘How it felt’? 4. Re-tell the story of this experience. EnglishMethods2XSimonsenLecture6-14Sept09

  8. The Experience of ‘reading’ a poem… • Teaching and Learning Strategies… • On Language: • What words / phrases stood out? • What is happening in the poem? • What images are presented? What sounds do we hear? • What feelings are evoked? • On Form: • Can you say anything about the shape of the poem? • Are there patterns? Where is the reader’s eye taken? • What effects do line length / punctuation • have on the reader? EnglishMethods2XKervinTut8-16Sept13

  9. The Experience of ‘reading’ a poem… • Teaching and Learning Strategies… • On Observation: • What is the writer really looking at, • either outside or inside him/herself? • How are you, the reader, positioned as an onlooker? • On Feeling: • What feelings are conveyed during the poem • at different points? • Do they change? Do you share them? • How is the reader’s viewpoint positioned • against that of the composer? EnglishMethods2XKervinTut8-16Sept13

  10. Ways of developing a “deep and critical” knowledge of the text… Personal Engagement 2. Development of Knowledge and Understanding of the Prescribed Text Development of an Informed Response 4. Articulation of an Informed Personal Response and Understanding EnglishMethods2XKervinTut8-16Sept13

  11. Reference List… • Benton, M. & Fox, G. (1985). Teaching Literature: Nine to Fourteen. Oxford: Oxford University Press. • Board of Studies (n.d), A Glossary of Key Words. Board of Studies, Sydney. Retrieved 24th August 2009 from: http://www.boardofstudies.nsw.edu.au/syllabus_hsc/glossary_keywords.html • Board of Studies (2008). English Stage 6 Prescriptions: Area of Study, Electives and Texts – 2009-2012. Board of Studies, Sydney. • Board of Studies (2007), HSC English (Advanced) Course Module B: Critical Study of Texts – Support Document. Board of Studies, Sydney. Retrieved 23rd August 2009 from: http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/english-adv- support-module-b.pdf • Board of Studies (n.d), Notes from the Marking Centres. Board of Studies, Sydney. Retrieved 24th August 2009 from: http://www.boardofstudies.nsw.edu.au/hsc_exams/sc2008exams/index2.html • Board of Studies (2007ed), Stage 6 Syllabus: English. Board of Studies, Sydney. • Sawyer, W., & Gold, E. (Eds). (2004). Reviewing English in the 21st Century. Melbourne: Phoenix Education Pty Ltd. EnglishMethods2XKervinTut8-16Sept13

More Related