(1) Poetry Lesson 6
(2) Poetry Lesson 6
Poets use very specific words when writing because
they do not write in full sentences. They choose their
words carefully to make sure that their meaning is
clear even if they use only a few words. Sometimes
poets use words that readers may not be familiar.
When this happens we need to figure out those
unfamiliar words to understand the poet’s meaning.
Display and read the first stanza of the poem about
soccer from good sports. When you finish the first
stanza, some back to the line that includes the word
“sure-footed.”
One way we can figure out tricky words that we may
not know is to reread the poems and look for clues.
Looking at the familiar words around the tricky word
and illustrations, helps give us a sense of what is going
on in the poem. Using what we know can help us
discover the meaning of a word that may be new to
us. Let’s look at some of Jack Prelutsky’s poems
from his book good sports.
How many of you are unfamiliar with the word “surefooted”?
The word “sure-footed” is new to me.
Point out the word in the poem.
Ask students to raise their hands.
I wonder if I can figure out what the word means by
rereading the stanza and using other clues in the
poem to help me.
(3) Poetry Lesson 6
(4) Poetry Lesson 6
Reread the first stanza.
Based on those two words and their meanings, I
am wondering if “sure-footed” means using your
feet in a really careful way.
Now I see that the line before the one with the
word “sure-footed” talks about slipping past
defenders.
Read that line again.
That makes me think the players are running in
and out of defenders and probably doing that
quickly and carefully. I also see that the
unfamiliar word is made up of two words that I
already know-“sure” and “foot” is what you use
to kick a soccer ball.
Does that make sense? Let’s read it again and
check.
Reread the first stanza of the poem “sure-footed”
again.
Now let’s read the rest of the poem.
(5) Poetry Lesson 6
(6) Poetry Lesson 6
Continue with the second stanza and pause when you come to
the word “lunges,” indicating your unfamiliarity with the
word. Then continue to read the rest of the poem.
Allow students to discuss the possible meanings of “lunges”.
Listen in on their conversations. When you find a few
students who figure it out, share with the class. After a few
minutes, allow those students to share. Ask them how they
figured it out and which clues helped them to define the
word.
Did anyone hear a new word as I was reading?
Point out the word “lunges”
This is another word that is unfamiliar to me. Reading
the line before the one with “lunges” I notice that Jack
is talking about someone shooting the ball but that the
ball does not really go straight toward the middle.
Then the goalkeeper lunges. Talk to someone sitting
next to you to try to figure out what the goalkeeper
does to keep the ball from going into the net. Reread
the first few lines one more time and review the
illustration to help.
We are going to read many poems as we
continue our poetry study. I am sure we will find
new words along the way. When we come
across unfamiliar words, instead of skipping them
and losing out on understanding the poet’s
meaning, we must use clues that we can find in
the poem to figure out their meaning. This will
help us to really understand and enjoy every
poem we read!