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Discovering Your Vehicle of Stewardship. Poetry. Discovering Your Vehicle of Stewardship.
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Discovering Your Vehicle of Stewardship Big Understanding: Students will become active, thoughtful readers by knowing how and when to visualize and create rich sensory images as they read, and to maintain this imagery as they read on in a text selection.
KBAD stop, think, and draw. • Day 1
Stop, Think, and Draw • Poets do a wonderful job of creating a picture of what is happening. • When you read a poem you can draw the setting and action that the poet is describing.
"Stopping by Woods on a Snowy Evening" by Robert Frost Whose woods these are I think I know. His house is in the village, though; He will not see me stopping here To watch his woods fill up with snow.
Turn and Talk • How can drawing help you better understand a poem?
Visualize a Passage • When you respond to a poem you can describe what you see when the poem is being read. • Think about what the poet's words make you think of when you read.
"Stopping by Woods on a Snowy Evening" by Robert Frost My little horse must think it queer To stop without a farmhouse near Between the woods and frozen lake The darkest evening of the year.
Turn and Talk • What do you think of when you hear this part of the poem?
Visualize the Characters • When you are reading it is important to imagine what the characters look like and how they would act. • Ask yourself, "If a movie was being made of this book, what actor would play the main character?"
Turn and Talk • What actor should play the main character of your book in the movie version?
Summarize • Even poetry has a big idea. • When you summarize, think about what the poem is mostly about. • Your summary should be two to three sentences long.
"Stopping by Woods on a Snowy Evening" by Robert Frost Whose woods these are I think I know. His house is in the village, though; He will not see me stopping here To watch his woods fill up with snow.
Turn and Talk • Describe what is happening in this poem.
Using Our Senses • You can use your senses when reading a poem to help you paint a picture. • Ask yourself, "What would you see, feel, smell, hear, taste if you were in the poem?"
"Stopping by Woods on a Snowy Evening" by Robert Frost My little horse must think it queer To stop without a farmhouse near Between the woods and frozen lake The darkest evening of the year.
Turn and Talk • Why should you use your senses when reading?
KBAD think about the influence of a poet's experience and setting. • Day 6
Poet's Experience • A poet's experience (where they grew up, places they visited) can influence their writing. • If someone grew up in the forest their writing might be different than someone who grew up near the ocean.
Turn and Talk • How might a poet's experience influence their writing?
KBAD find examples of figurative language in a text. • Day 7
Figurative Language • Figurative language is a way to describe something plain and simple in a beautiful way. • Types of figurative language: simile, metaphor, personification
"Life Doesn't Frighten Me" By: Maya Angelou Shadows on the wall Noises down the hail Life doesn’t frighten me at all Bad dogs barking loud Big ghosts in a cloud Life doesn’t frighten me at all.
Turn and Talk • Why does a poet use figurative language in their writing?
KBAD examine an author's purpose when writing poetry. • Day 8
Author's Purpose • Just like the author of a chapter book or feature article, a poet writes with a purpose • They might want to entertain, teach a lesson, or share a message.
"Life Doesn't Frighten Me" By: Maya Angelou Mean old Mother Goose Lions on the loose They don’t frighten me at all Dragons breathing flame On my counterpane That doesn’t frighten me at all.
Turn and Talk • Why might a poet write a poem?
Identify Theme • Just like a chapter book, a poem has a theme. • You want to think about the big idea or message that repeats itself in the poem.
"Give me the Splendid, Silent Sun" Walt Whitman Give me the splendid silent sun, with all his beams full-dazzling; Give me juicy autumnal fruit, ripe and red from the orchard; Give me a field where the unmow’d grass grows
Identify Different Themes Conservation/ preservation (Selective Logging) Restoration (Water Quality) Survival Man v. wild Activism Being a change agent Types of energy Toxins/chemicals Air Quality Water Quality Recycling Hazardous Waste Good v. Evil History of Law Friendships with animals Cooperation Seeing other’s point of view Tragedy/ Overcoming devastation Rebuilding Hope Commitment Going against the norm
Turn and Talk • How would you describe the term "theme" to a fourth grader?
KBAD compare and contrast using graphic organizers. • Day 10
Compare and Contrast • When we read two poems we can compare their similarities and contrast their differences. • A graphic organizer like a Venn diagram is a great way to compare and contrast two things.
Turn and Talk • How can a graphic organizer help you when you're reading?
KBAD examine and explore symbolism. • Day 11
Symbolism • Symbols referring to evil: fire, flames, hot temperatures and heat • Symbols referring to death or endings: Gravestones, cemeteries, skulls, candle blowing out, coffins, ringing of the bell, cross bones • Symbols referring to starting over: rain, rainbows, passing storms, dawn, sunrise • Symbols referring to love: apple, cupid, harp, heart, shell • Symbols referring to knowledge: book, candle
Turn and Talk • Why might a poet use symbols in their writing?
Reading Poetry • A poem is read very differently than a book. • When you read a poem you read with a beat, you follow a pattern, and you pause in special places.
Turn and Talk • How is reading a poem different from reading a chapter book?
