Literacy Strategies Chat Template
Candidate Name
Literacy Strategy
Grade Level
Content Area
Specific Topic
Content Standard(s)
Content Objective(s)
Language
Objective(s)
Description of
strategy integration
Lindsay Slater
Found Poems
10th grade English-Identifying Foreshadowing in The Great Gatsby
2. Reading, writing, and speaking grounded in evidence from text,
both literary and informational.
a. Uses text to present well-analyzed, well-defended claims.
b. Does not only use questions based on information students
have previously learned; incorporates new concepts.
1. Use background information about literary devices to
analyze a passage through found poetry.
2. Students will give their opinions about the text using
knowledge of verbs, adjectives, nouns, tone, symbolism,
and foreshadowing.
1. Read found poems aloud in class.
2. Communicate the inferred importance of the passage in
terms of literary devices.
3. Listen respectfully to poems by other classmates.
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Students will be assigned a chapter from The Great Gatsby
to be completed before coming to class.
A clean copy of the selection will be provided for the
students for annotation.
Students will be asked to select nouns, adjectives/adverbs,
and verbs using different colors or markings.
Students should look for patterns, juxtapositions,
similarities, or frequency of the different parts of speech.
Students should think about their relationships to one
another.
As students read, they will begin to realize that the words
were chosen for a specific purpose. Students should note
what they think the purpose of this selection is in the
context of the novel.
Before creating their final poem, the class will discuss
foreshadowing (specifically, how the author purposefully
selects each word for a very specific purpose).
After analyzing the text, students will be asked to create a
found poem using words specific to the author’s intent, and
using words they feel were included for a reason.
Remind them that the content is subjective!
Examples of found poems will be provided.
Students will present their poems to the class, read aloud,
References
and discuss their word choice by how it relates to
foreshadowing.
Fisher, D. & Frey, N. (2012). Improving adolescent literacy: Content
area strategies at work (3rd ed.). Boston: Pearson.
Fisher, D., Brozo, W.G., Frey, N., & Ivey, G. (2011). 50 instructional
routines to develop content literacy (2nd ed.). Boston: Pearson.
Fitzgerald, F.S. (1925). The Great Gatsby. New York: Charles
Critical Evaluation
Scribner’s Sons
I like this literacy strategy because it asks students to think
critically about literature by breaking the text down into
manageable sections that are relevant and memorable to each
student because they created it. It allows students to see how their
interpretations of the text may be different from that of their
peers’, to see if their predictions about the text were correct, and
support their opinions by directly using the text.
In this lesson, students will be making an educated guess about
the literature by incorporating their knowledge of literary devices
and parts of speech. They will be able to support their hypothesis
through information gathered from the text, and, ultimately,
create their own text directly from original material.
This lesson would be useful as a precursor to writing a thesis
about the text in a narrative essay because it allows the students
to practice using evidence to support their views about the
literature before moving to a formal writing assignment.
Additional Materials
 Instructions you intend to display/provide for students during the lesson
o Included in PowerPoint
 Model that you created to share with students (or for your own benefit as a teacher)
o Included in PowerPoint
 Annotated texts (e.g., texts you have marked to indicate stopping points for
questions, predictions, etc.)
o Included in PowerPoint
o
***Additional materials will be displayed during the chat, and are posted on the class Wiki.