Project: “The power of poetry”
Students: 4to Ano Educación
Secundaria
Curriculum Subject: Literature
Topic: Poetry
Aims:
Content: to explore about poetry, based on students’ interest, looking for and
processing information.
Language: To find out about new vocabulary, practicing reading,
listening, inferring, and explaining.
Thinking
skill:
To understand causes and effects, giving opinion,
reporting.
Social Skills: cooperation.
Teaching
sequence:
Activity 1
Lead
in .Pre –Task
The teacher selects a quotation, sticks it on the board and reads it
aloud.
"The sun cannot set
without a poem being born!" - Connie Marcum Wong.
Students
in groups have to discuss about this quotation. Each group tells the others
what this quotation means for them.
In
order to activate students’ background knowledge, the teacher asks them “What is poetry?”
The
teacher elicits from students different words that represent poetry for them
writing these words on the board.
The
teacher gives students a wordle in which they have to find the word for each
definition.
……………..is one who writes poetry.
……………. is a written expression of emotion or ideas in an arrangement of
words/verse most often rhythmically.
………….. a channel of inspiration for a poet.
………… two or more lines of poetry that together form one of the divisions
of a poem.
(This is from intra-net)Teacher checks all and asks
one of the students to write the definition of each word on the
board.(Blackboard is always important)
Core
part:
1-task
Teacher tells students that they are going to watch a video in which
Madonna reads a poem in English.
After listening to the poem, the teacher discusses it together with the
students.
Students in group have to answer the following questions.
Who wrote this poem?
Who reads this poem?
What is this poem about?
Is it a romantic poem?
Who is the muse in this poem?
How many stanzas does this poem have?
A volunteer per group will choose one answer to read.
* Students will improve their vocabulary through digital dictionary.
2-Task
The teacher gives students a photocopy with the lyrics of the poem .The
stanzas are mixed and the students have to put them in order. Students can
listen to the poem as many times as they need.
|
I want you to know one thing. You know how this is: if I look at the crystal moon, at the red branch of the slow autumn at my window, if I touch near the fire the impalpable ash or the wrinkled body of the log, everything carries me to you, as if everything that exists, aromas, light, metals, were little boats that sail toward those isles of yours that wait for me. Well, now, if little by little you stop loving me I shall stop loving you little by little. If suddenly you forget me do not look for me, for I shall already have forgotten you. If you think it long and mad, the wind of banners that passes through my life, and you decide to leave me at the shore of the heart where I have roots, remember that on that day, at that hour, I shall lift my arms and my roots will set off to seek another land. But if each day, each hour, you feel that you are destined for me with implacable sweetness, if each day a flower climbs up to your lips to seek me, ah my love, ah my own, in me all that fire is repeated, in me nothing is extinguished or forgotten, my love feeds on your love, beloved, and as long as you live it will be in your arms without leaving mine. Pablo Neruda |
The teacher provides each group with a colorful card. Students have to
cut out and stick the different stanzas in the right order on the card.
Teacher monitors, corrects and provides essential information. Each
group reads one stanza to have the complete poem.
One volunteer per group sticks a colorful card with the whole poem in
different parts of the school. (Classroom, teachers’ room, playground etc).
3-Task
The teacher elicits from the students to complete the following
sentences.
If you cross the street without paying attention, you* will have……….
If I don’t study, I *won’t pass…………..
*The teacher will explain to the students that
“SHALL=WILL” Shall is more formal and it is used for poetry.
*”WON’T=WILL NOT”
The sentences written on the board will have different colors:
Green for the word “IF”. Red
for modal verb “WILL”. Blue for the verbs.
(The students will immediately notice the teacher is teaching a new
structure.)
After explaining to the students that we use the first conditional to
express situations that are likely to happen, the teacher will ask the students
look for examples in the poem.
“If little by
little you stop loving me
I shall stop loving you little by little.”
“ If suddenly
you forget me
do not look for me,
for I shall already have forgotten you.”
The teacher asks for volunteers to dramatize the part of the poem found.
CLOSURE:
Creating a
digital poetry
Students can use MovieMaker to create their own digital poems or to
represent an existing poem through multimedia. Students can use scanned or
downloaded images or, even better take their own photos with a digital camera.
They can organize their images and use the voice recording feature to
read the poem aloud. They can add sound effect soundtrack of music they have
created.
Finally, a poetry slam is open to any student who wishes to participate.
(A poetry slam
is a competition at which poets read or recite original work. These
performances are then judged on a numeric scale by previously selected members
of the audience.)
DOCENTES:
Ana María Cordi
Lilia María Perazzolo
Verónica Wolos
Good job! Now I CAN see the Wordle, not in Lilia's.
ResponderEliminarstella :-)