Microteaching Plan
Explicating Poetry
Sarah Kaczur
Fall 2006
A. Age Group:
Mainstream 9th grade English. The original lesson was created for 11th grade; but the process could and
will be used for 9th-11th grade students.
B. Environment & Materials/Technologies Required:
Students would need to meet in a computer lab so that groups of 2 or 3 students have access to one
computer; it could be a small lab or perhaps reserving 10 computers in the school library for the time.
Students would be given instruction to meet in the lab prior to the activity. As well, students need to work
quickly to complete their research question to fill out on their individual explicating poetry research
worksheet. Students would research the web to answer one question using the school’s web research
programs; rather than the 35 minutes to research that the lesson normally requires.
C. Time:
The overall lesson will take two days to complete. The first day students will focus on figuring out why it
is important to explicate (poetry specifically), and use the internet to define the explication process in small
groups. The worksheets will be turned in (one for each student) and will be returned the following class to
allow each group to teach the entire class their aspect. After researching and completing their web
worksheet, students will be given the explicated poem; The Road Not Taken, by Robert Frost to compare to
their assumptions made the class prior while researching. The web researching will take about 20 minutes,
but with the entire lesson combined, two 50-minute class periods will be necessary.
D. Objectives:
Upon completing the microteaching activities, students should be able to:
-Use technology to research about explicating poetry.
-Collaborate with peers to explore web researching tools.
C. Overview:
5 minutes: Students will count off from 1-10 after sitting down in the computer lab. Then students will go
with their assigned numbers and locate a computer work station. Students will be given the research
worksheet and the teacher will discuss the expectation that all students will work collaboratively and
efficiently to complete their task. As well, the teacher can go through the reasons for explicating poetry
with a quick class brainstorming of a few reasons why it would be important to interpret and understand the
explication process.
10 minutes: Students will be given the explicating poetry worksheet and will be instructed to complete the
number on the worksheet with the number they were assigned with while counting off. Students will be
able to collaborate with peers to research and locate information, retain the information by recording down
a group decision upon each individual’s worksheet, and all students will be actively participating. The
teacher will be walking around to assist students with technology problems; but overall being a time keeper
to ensure students remain on task.
5 minutes: Debriefing of students to inform students that their worksheet will be turned in for class
participation points and will be handed back during the next class discussion for continuation. However,
remind students that part of their grade will depend on how well they follow instructions; they will receive
half of their grade solely by including an example of their aspect in relation to the poem The Road Not
Taken. As well, students will shut down computers and push in chairs before exiting class.
D. Suggested Assessment:
Students will be assessed by handing in their completed question on their worksheet; full credit for
participation but the breakdown is provided in the rubric attached to this document. The next class the
worksheets will be handed out, it will be discussed and completed as a class led by each group (not the
teacher informing students of correct answers, peers), and then students will use their explicating poetry
knowledge to explicate a poem of their own choosing (while given The Road Not Taken as an example).
Students may choose from three of Edgar Allen Poe’s poems: Eldorado, The Bells, and Alone.
D. Connections to the Curriculum:
English content will be the primary focus of the lesson; however web researching includes technology
integration.
Name/s:________________________
Web Search Worksheet: Explication Research
10-Step Poetry Explication Process
Why should we learn how to explicate poetry???
To "explicate" means, according to the Latin root, to 'unfold.' Explications interpret a poem (or other brief
passage) intensely and persistently, talking carefully about the words, explaining the patterns of imagery,
the meaningfulness of rhythms, the suggestiveness and power of the sounds--trying to show, in essence,
how the text works. In all your later writings on other sorts of literary texts, you'll find that solid
explication skills are truly valuable, forming the basis of concrete, exciting and intelligent work. A skilled
explication can be dazzling.
Directions: With your partner/s complete the assigned number coordinating with your group’s number on
the back of this sheet. For example, group three will complete question number three (Subject). Once you
have researched the explication process and defined your question in relation to the explication process use
the poem below to define your question.
The Road Not Taken
By Robert Frost
TWO roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,
And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.
5
10
15
20
http://www2.bartleby.com/119/1.html
Search using the Google search engine; if you need some help you could try the sites below!
http://www.nku.edu/~rkdrury/poetryexplication.html
http://www.unc.edu/depts/wcweb/handouts/poetry-explication.html
http://cai.ucdavis.edu/uccp/explication.html
Note: Once you have defined your term/s use the poem The Road Not Taken by Robert Frost and as a
group, define your concept in Robert Frost’s poem. Remember that explication means to unfold;
so use your newly acquired knowledge to unfold Frost’s poem! Each student will turn in their
completed worksheet and will be a grade based upon completion. Next time we meet, each group
will teach the class their aspect; be prepared to back up your interpretations with evidence. Although
we may interpret poetry differently there are generally common aspects found; therefore part of your
grade will be based upon correctness!
1. Title:
2. Dramatic Situation:
SpeakerAddresseeOccasion-
3. Subject:
4. Images, Figures of Speech, Literary Devices: (Provide at least 6 examples)
5. Tone:
6. Structure:
7. Rhyme Scheme:
8. Title Symbolism:
9. Theme:
10. Diction:
10-Step Explicating Poetry Web Research Rubric:
Student completed the assigned number via the internet and group support
/5pts.
Student provided an example from Robert Frost’s poem, The Road Not Taken
/5pts.
____________
/10pts
Explication Options: (or see me to
approve a poem of your choice)
http://www.education-world.com/awards/2003/r030307.shtml
“Alone” (Original)
Edgar Allan Poe
From childhood's hour I have not been
As others were — I have not seen
As others saw — I could not bring
My passions from a common spring —
From the same source I have not taken
My sorrow — I could not awaken
My heart to joy at the same tone —
And all I lov'd — I lov'd alone —
Then — in my childhood — in the dawn
Of a most stormy life — was drawn
From ev'ry depth of good and ill
The mystery which binds me still —
From the torrent, or the fountain —
From the red cliff of the mountain —
From the sun that 'round me roll'd
In its autumn tint of gold —
From the lightning in the sky
As it pass'd me flying by —
From the thunder, and the storm —
And the cloud that took the form
(When the rest of Heaven was blue)
Of a demon in my view —
Of the bells, bells, bells —
Of the bells!
The bells! — ah, the bells!
The heavy iron bells!
How horrible a monody there floats
From their throats —
From their deep-toned throats —
From their melancholy throats!
How I shudder at the notes
Of the bells, bells, bells —
Of the bells!
“ELDORADO”
Edgar Allan Poe
~~~~~~~~~~
GAILY bedight,
A gallant knight,
In sunshine and in shadow,
Had journeyed long,
Singing a song,
In search of Eldorado.
But he grew old —
This knight so bold —
And o'er his heart a shadow
Fell as he found
No spot of ground
That looked like Eldorado.
E.A.Poe
“The Bells”
By Mrs. M. L. Shew. [and Edgar A. Poe]
The bells! — ah, the bells!
The little silver bells!
How fairy-like a melody there floats
From their throats. —
From their merry little throats —
From the silver, tinkling throats
And, as his strength
Failed him at length,
He met a pilgrim shadow —
"Shadow," said he,
"Where can it be —
This land of Eldorado ?"
"Over the Mountains
Of the Moon,
Down the Valley of the Shadow,
Ride, boldly ride,"
The shade replied, —
"If you seek for Eldorado !"