Close Reading Strategies
Objective: The learner will be able to synthesize and articulate point of view, tone, mood, and purpose of the poem “My Papa’s Waltz,” by Theodore Roethke, via a strategy called S.O.A.P.S and also through small group discussion guided by different insinuating questions.
Materials: Poem-“My Papa’s Waltz” by Theodore Roethke
S.O.A.P.S handout
During Reading Handout
1 After Reading Handout discussing abuse
1 After Reading Handout discussing love
A short writing piece the learners are familiar with
1 transparency for each group to record their ideas/conclusions about the poem
Procedures:
1.
Using the S.O.A.P.S handout, review with the class the Close Critical Reading
Skills named S.O.A.P.S. Put the transparency on the overhead and review with the students the S ubject, O ccasion, A udience, P urpose, and S peaker. Once kids have reviewed what each one stands for, model with them how to determine S.O.A.P.S with a familiar writing piece. Ask the learners, “What is the subject of this piece, the occasion, audience, purpose, and speaker?” Give time for kids to respond and record on the transparency.
2.
After guided practice and modeling, pass out “My Papa’s Waltz” poem to each learner. Have the learners read the poem twice. Next, divide the class into two different groups.
3.
Every child should also have a “During Reading Handout.” Here they are to complete the handout together in their group. Each group must decide how to answer each question.
4.
Next, pass out nonchalantly the “After Reading Handout.” One group will have questions that given a slight bent toward the poem being about abuse while the other group will have questions that seem to illustrate that the poem is about the love between a son and his father.
5.
All students in each group will then complete the after reading questions.
6.
Next, give one transparency to each group. One person from each group will then record the group’s answers onto the transparency.
7.
Once the groups have finished their transparency, a few representatives from each group will come up and share their ideas with the class.
8.
Both groups will have the same poem but two completely different ideas of the tone, point of view, possible audience, and purpose.
9.
Allow for the groups to argue their point using examples from the text.
10.
Lastly, share with learners that close reading is not about answering questions, but it is about careful dissection of the given text. Proving one’s answer via the text is critical.

The whiskey on your breath
Could make a small boy dizzy
But I hung on like death;
Such waltzing was not easy.
We romped until the pans
Slid from the kitchen shelf;
My mother’s countenance
Could not unfrown itself
The hand that held my wrist
Was battered on one knuckle
At every step you missed
My right ear scraped a buckle
.
You beat time on my head
With a palm caked hard by dirt,
Then waltzed me off to bed
Still clinging to your shirt
“My Papa’s Waltz”
By Theodore Roethke

CLOSE CRITICAL READING SKILLS
S.O.A.P.S
SUBJECT:
What is the subject? The general topic, content, and ideas contained in the piece.
OCCASION:
What is the occasion? The time and place of the piece of work. Is it important?
AUDIENCE:
Who is the audience? The group of readers to whom this piece is directed. The audience may be one person, a small group, or a large group; it maybe a certain person or a certain people, or simply for self-reflection.
PURPOSE:
What is the purposed behind this writing?
SPEAKER:
Describe the author? Don’t just give a name.

“My Papa’s Waltz” After Reading Questions
From a close reading of this poem, it is obvious that the young speaker is enjoying a playful romp with his father around the house before going to bed. Look back through the poem carefully and answer the following questions.
1.
What is the general attitude of the speaker toward his father?
2.
What specific words and literary techniques does the author use to create this attitude?
3.
What images are created to reinforce the child’s view of his father and this dance?
4.
Why do you think the speaker, as an adult, reflects on this moment and commits it to paper? What is the speaker hoping to gain for himself by doing so? What will the reader gain by reading it?
5.
What do you think the author is saying about family relationships?

My Papa’s Waltz After READING Questions
From a close reading of this poem, it is obvious that the young speaker is trapped in a reluctant dance with his alcoholic and even abusive father. Look back through the poem carefully and answer the following questions:
1.
What is the general attitude of the speaker toward his father?
2.
What specific words and literary techniques does the author use to create this attitude?
3.
What images are created to reinforce the child’s view of his father and this dance?
4.
Why do you think the speaker, as an adult, reflects on this moment and commits it to paper? What is the speaker hoping to gain for himself by doing so? What will the reader gain by reading it?
5. What do you think the author is saying about family relationships?

During Reading Questions
1.
What is happening in the poem?
2.
How would you describe the father’s behavior in the poem?
3.
How do you think the boy feels about being waltzed by his father? Consider the way he holds to his father, the physical experience he describing, etc.
4.
Why do you think Roethke chose to title the poem, “My Papa’s Waltz?” What does it say about the poem?
5.
What is the mood of the peom?
6.
Describe the tone of this poem. Is it sarcastic, solemn, peaceful, happy, or excited?