1. Bell Ringer- ask the students to scan the meter for the following lines of poetry
“Stormed at with shot and shell,
Boldly they rode and well,
Into the jaws of Death,”
From “Charge of the Light Brigade” by Tennyson
2. After the students finish the bell ringer, the teacher begins class introduction to poetry.
The first, is an annotated version of “Do not Go Gentle Into that Good Night”- I annotated mine with Diigo, but you can use whichever annotations you like. Can be adjusted for class ability.
The sticky notes on Diigo allow me to reveal the annotations as the class reads, not all at once
The other option for annotations is Genius, which has less options for poetry annotations, but like wikipedia, it is collaborative (http://genius.com/65006).
3. The teacher will go over how students read and annotate a poem. My rules are to read first for meaning, followed by scansion, rhyme, meter, literary devices, and then again for overall meaning. I also prefer to use separate colors for these various aspects of the poem.
4. After they have read and annotated the poem, the students will listen to this recording of Dylan Thomas reading his poem. poem https://www.youtube.com/watch?v=1mRec3VbH3w
Discuss with the class the impact the way it was read had on their understanding of the meaning.
If he had read the poem differently, is there another way for it to be interpreted?
Following this, the students will form groups of four and use the class computers (and earphones) to go to poetryfoundation.com and choose a poem from one of the following poets:
4. The students will annotate the poem they choose as a group, according to the given class standards for annotations.
The whole group needs to decide on their annotations and how they want to interpret and present their poems. They will need to use either images that they have taken themselves, or royalty free images (Pixabay being one of the easiest to use). For the rest of the class period, they will use PowerPoint (because of its widespread availability for the students) to narrate the poem, adding whichever images and text they feel appropriate for their interpretation.
Each student’s voice should appear in the narration.
Try to keep it under 3 minutes each.
My example for the class: https://youtu.be/xr-O5SMMqck
If not finished in this class period, the assignment is to be completed for homework. However, in a block schedule (90 minutes) class, they should have enough time.
They will need to either email me (in power point form) or place it on a flash drive so it can be played for the class.