Date:
Monday October 1, 2012
Teacher Candidate Name: Samantha Bihis, LLED 360 301
Subject: English, Grade 8
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PLOs:
A7: use listening strategies to understand, recall, and analyze a text, including
clarifying and confirming meaning
A4: Select and use a range of strategies to interact and collaborate with others in pairs
and groups including listening actively, contributing ideas and recognizing the ideas of
others, demonstrating awareness of different points of view, reaching consensus or
agreeing to differ.
B12: Recognize and explain how structures and features of text shape readers’ and
viewers’ construction of meaning, including literary elements, literary devices and use
of language
Introduction:
Subject matter
Explain about the subject to be
demonstrated
Poems can be interpreted in many different ways. In this activity, students
will practice analyzing poetry in a group.
For the student: for students to learn that a poem can be interpreted in many
different ways, and to be able to support their interpretation by doing a close
Objectives: reading of the poem.
Performance/ Behavioural Indicators
What will students be able to do/know by
the end of the lesson?
For the teacher candidate: get students to discuss in small groups the
multiple meanings of words and significance of literary devices. Also, have
students verbally persuade the teacher candidate to accept rejected
interpretations.
Lesson Strategy:
Describe what you will do to get and hold
the students’ attention/introduce the
technology of interest
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Begin the lesson by explaining that we will be playing a game. Put
students in groups of 5
Instructional Materials:
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Large sheets of paper for each group
Markers
Photocopies of “Woodtick” for each student
Transparency of “Woodtick”
Transparency of “There is no frigate like a book”
List the necessary teaching materials
Aids/AV/Technology
Procedure:
How much time will you spend on
individual parts of the lesson?
List steps necessary for using or applying
the tool or process.
1. Hook: tell the class that we are going to spend the majority of the
class playing a game, but that we first need to learn a bit about
poetry in order to play the game. (1 minute)
2. Model analyzing a poem using “There is no frigate like a book” by
Emily Dickinson (10 minutes).
3. Divide the class into groups of 5-6 students (2 minutes)
4. Hand out copies of the poem “Woodtick” to each student (2
minutes)
5. Explain the rules of Scattergories. I will give the students a prompt,
and everyone has 8 minutes to make a list of reasons for the
significance of the prompt. Explain that at the end of the round,
students will take turns reading out loud everything they have
written, and points will be awarded for each unique answer. Remind
students that their interpretation will more likely be accepted if they
can point to other words/lines of the poem that support their
interpretation. (2 minutes)
6. Begin game by reading out prompt (8 minutes per round. The
number of rounds depends on length of time it takes per round).
Allow students time to generate list (3 minutes per round, # of
rounds depends on length of time it takes per round). Prompts: Title,
Five senses (touch, taste, smell, sound, sight), Running, Escape.
7. Ask one group to read out their list, and remind other groups to
cross out items that match their own list. Make members of group
take turns reading out each item. Groups tally points for each
unique answer. Students have the opportunity to use academic
language in order to persuade the teacher candidate to accept a
rejected answer. (15 minutes)
Questions:
Assessment/Feedback
Formative assessment: language comprehension, student
participation, contribution to class discussion
Summative Assessment: Ask students to write down two reasons
why they liked or didn’t like the poem, and explain that marks will
be rewarded for full sentences and complete and supported
opinions. This will be written on a lined piece of paper to be handed
in. (5 minutes)
Summary:
Wrapping it up/
Recap Key Concepts/Summarize the
lesson or demonstration
Ask students to give a thumbs up, sideways, down if they enjoyed
the game.
Brick:
Caucasian – word typically used to describe White people
Gibberish – talking that sounds like speech. Made up language.
Japs – derogatory term for Japanese people
Woodtick –a parasite
Follicle – organ that produces hair
Ravine – A deep narrow valley or gorge in the earth's surface worn by
running water.
Glossary:
Cobwebs – spider webs
Foot – in this instance, the base of the mountain
Mortar:
Could only be …
For the guiding …
Never to go…
To lead me …
Though I …
The Poem:
See following page for printable class page
Woodtick
Joy Kogawa
The spring day the teen on his bike slanted his caucasian eyes
At my eight year old beautiful daughter
And taunted gibberish
I was eight years old and the Japs were
Enemies of Canada and the big white boys
And their golden haired sisters who
Lived in the ghost town of Slocan
Were walking together, crowding me
Off the path of the mountain, me running
Into the forest to escape
Into the pine brown and green lush dark
And getting lost and fearing woodticks
Which burrowed into your scalp beneath
Thick black hair follicles and could only be
Dug out by a doctor with hot needles—
Fearing sudden slips caused by melting snow
And steep ravines and the thick silence of
Steaming woods and cobwebs, so listening
For the guiding sound of their laughter
To lead me back to the path and
Following from a safe distance unseen
Till near the foot of the mountain
Then running past faster than their laughter
Home, vowing never to go again to the mountain
Alone—and Deidre whispers to walk faster
Though I tell her there are no
Woodticks in Saskatoon.
There is no frigate like a book
There is no Frigate like a Book
To take us Lands away,
Nor any Coursers like a Page
Of prancing Poetry –
This Traverse may the poorest take
Without oppress of Toll –
How frugal is the Chariot
That bears a Human soul.
Emily Dickinson