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Poetry Genre Study
Transcript of Poetry Genre Study
"Shall I compare thee to a Summer's Day?"
Sonnet No. 18 Some Famous Poets... Forms: Understanding Poetry According to Leggo (1999), there are five ways of deconstructing poetry: Poem Similarities:
Narrative texts cover a wide variety of literature including poetry, short stories and novels. This informal storytelling style of writing depicts a fictional/nonfictional event or happening on a personal level which relates to the audience. TEACHING Poetry... Why I would teach poetry Children's Response to Poetry According to Sipe (1999), children should focus and be taught to respond to literature in a variety of ways... Poetry is deeply ingrained in many cultures throughout the world. You may know more about poetry than you think... Do you recognize any of these lines? Elizabeth Barrett Browning (English 1806-1861)
"How do I love thee? Let me count the ways."
Sonnet No. 43 Edgar Allan Poe (American 1809-1849)
"Once upon a midnight dreary, while I pondered weak and weary"
The Raven John McCrae (Canadian 1872-1918)
"In Flanders fields the poppies blow"
In Flanders Fields My working definition of POETRY is... Features: Structures: FreeVerseBalladLyric
TrochaicAnapesticDactylicAmphibrachicVariable Verse (Lines):
CoupletTercetQuatrainSestetOctetVariable Perceiving Poetry (I'm using alliteration!) - ManWoman EnlishAmerican
MexicanIndian TeacherStudentFreelancer CatholicMuslim
Transgender Poetry is an art form, perceived by the unique individual for the many. RuleBreakerStructured What kind of individual are you? Self Referentiality
Intertextuality Compare/Contrast to other genres - Poetry provides:
Communication Poetry can improve:
development Teaching Poetry... Berman (1999), conjectures that the qualities of a good poet characterize the qualities of a good teacher. These qualities include - Giving voice to the unspoken
Connecting heart/mind conversations
Delighting in surprise Emergent Bilinguals and Poetry... Educating Emergent Bilinguals Reading and Literature Instruction for ELL's... Illustrating Poems Peregoy, S., & Boyle, O. (2013). READING, WRITING AND LEARNING IN ESL: A RESOURCE BOOK FOR TEACHING K-12 ENGLISH LEARNERS. Upper Saddle River, New Jersey, 07458: Pearson Education, Inc. My plans for ELL
differentiation of poetry... Lets take a closer look... OptimistPessimist LeaderFollower Differences:
The rich, compact and varied textual characteristics are what sets poetry apart from other genres... Elements: There are no set rules for punctuation or capitalization. A composition in verse, characterized by the imaginative treatment of experience, and a condensed use of language. Funk and Wagnall, 1993, p. 508: Poetry Origins - Poetry is derived from the Greek word "poiesis", which means "makng" or "creating". Why don't you create something new today? "Illustrating stories or poems they have read provides another way to develop English learner's responses to literature" (Peregoy and Boyle, 2013, p. 334) "... the oral language development opportunities in this theme study were rich and varied, while optimal oral performance was scaffolded by group support, the chance to work from written scripts, and multiple rehearsals" (Peregoy and Boyle, 2013, p. 145) Oral and Reading Development for ELL's... Dramatizing Poetry Upholding the NCTE Standards for English Language Arts
Visuals (illustrating poetry)
Group work (dramatizing poetry, small group poetry activities)
Sheltered Instruction "...emergent bilinguals require practice in complex thinking and deserve teachers who engage them in combining ideas to synthasize, generalize, explain, hypothesize, or arrive at some conclusion or interpretation" (Garcia and Kleifgen, 2010, p. 73) Author
Context Garcia, O., & Kleifgen, J. (2010). EDUCATING EMERGENT BILINGUALS: POLICIES, PROGRAMS AND PRACTICES FOR ENGLISH LANGUAGE LEARNERS. New York: Teachers College Press. Berman, L. (1999). TEACHER AS POET. Theory Into Practice, Volume 38, Number 1. The Ohio State University: College of Education. Sipe, L. (1999). CHILDREN'S RESPONSE TO LITERATURE: AUTHOR, TEXT, READER, CONTEXT. Theory Into Practice, Volume 38, Number 3. The Ohio State University: College of Education. Leggo, C., (1999). OPENING TEXTS: DECONSTRUCTION AND RESPONDING TO POETRY. Theory Into Practice, Volume 37, Number 3. The Ohio State University: College of Education. FUNK AND WAGNALLS STANDARD DESK DICTIONARY. (1993). Volume 2, N-Z. New York: Harper & Row, Publishers, Inc. References: Jamie A. Oliver Lamb