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Stephen Gammell, illustrator for Waiting to Waltz
Nine and Ten
English/Language Arts
History
Fine Arts
Students will complete
a journal entry addressing the metaphor
in response to a reading of "Fog"
by Carl Sandberg.
Students will be
able to discuss a poem addressing the poetic
devices,
the speaker, and the theme.
Students will collaborate
with their peers in creating a new poem.
Students will create
an original free verse poem modeling a
published poem.
Students will complete
two journal entries in response to poems
read aloud.
Two 55 minute class periods.
Compile a small booklet of
"A Moment in Time" poetry for your
students
using the following poems. Note: to remove the header
before
printing each page, open the document in Microsoft Word,
go
to view, header and footer, erase the header and
close.
Booklet includes:
transparency of
"The
Great Beyond" by Cynthia Rylant
copy machine/paper
computer with word
processor
projection device
Refer to materials
for compiling "A Moment in Time"
booklet.
Day One:
Begin the class with
a poetry reading and a journal write
("Fog"
by Carl Sandberg). Students are to compile a five
minute journal write addressing the metaphor. Allow them
to use the list of poetry
terms and devices from Lesson 1.
Question the students:
"Have you ever had a near death
experience?" Allow for some discussion. Project the Cynthia
Rylant poem "The
Great Beyond". Using the "actively
reading a
poem"
strategy from Lesson 1, have students discuss the poem.
Using the list of poetic
devices,ask students to classify the poem,
pick out any devices, and discuss the poem's speaker, meaning
or theme.
Pass out the teacher
made booklets. Arrange students in small
groups of 4 or 5. Students are to read all the poems in the
booklet using the reading
strategies. Allow 15 minutes for
discussion in groups. Groups are to choose one of the poems
and write an original group poem modeling their choice.
Poems are to be copied into their journals. Share the poetry.
Homework assignment:
Remind students they are to be
memorizing "The
Tyger".
Day Two:
Begin the class
with a poetry reading of your choice - students
LOVE "Cassius"!! Journal write for five minutes. Share.
Discuss Cynthia
Rylant. (Life
and works)
She is from West
Virginia and students may be familiar with her children's
books.
Using the booklet
of "A Moment in Time" poetry, choose three
of the poems to discuss with the whole class based on the
group discussions from Day One. Try to use different poets.
Students are to
write in their journals a free write about
a time in their life they will never forget. Allow 10 minutes.
Using the free write as a basis, each student will write a free
verse poem about their moment in time. Poems are to be
written in journals. Share poems.
See Individual Education
Plans for any modifications that may
be necessary for individual students.
Visually impaired
students may want to use an audio journal.
Explore Cynthia Rylant
by reading Waiting
to Waltz: Childhood.
Illus. Stephen Gammell. New York: Macmillan
Books for Young Readers, 1984. Students may write a
summary of what Rylant exposes about an Appalachian
childhood.
Explore other Appalachian
poets: Wendell
Berry, Jesse Stuart,
Kathryn Stripling
Byer. Complete a journal entry for each poet
researched addressing what the poet exposes about
Appalachia.
Twenty-five points
daily for journal completion.
Rubric for original
poetry.
(Lesson
Standards)
(National Standards Web Site)
Waiting to Waltz: A Childhood
by Cynthia Rylant
Great poems to teach
- online poetry classroom
Rose Where Did You
Get That Red? by Kenneth Koch.
Vintage Books, 1990. ISBN 0679724710.
Norma Gensler
Kay Brown
Emily Mayfield
Cabell Midland High School - Ona, West
Virginia
Lesson 1 |
Lesson 2 |
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