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Poetry

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by

T S

on 4 December 2014

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Transcript of Poetry

Poetry
Poetry is the rhythmical creation of beauty in words.
- Edgar Allen Poe
While-reading stage
Reciting a poem
Mood reading task:
Get together in 4 groups and think about the emotions and reactions that are associated with the mood on your card. Try to recite the poem in the mood and write down your first impressions.
Pre-reading stage
Function
:
introduce the topic
raise students' curiosity

Possible realizations:
introduction to the author
explanation of communicative situation
discussing the title
creative writing
using media (noises, pictures
Your Task: Read the first lines and clap your hands according to the rhythm!
Every Who down in Whoville liked Christmas a lot.
But the Grinch who lived just North of Whoville did not!

The Grinch hated Christmas! The whole Christmas season!
Now, please don`t ask why. No one quite knows the reason.

It could be his head wasn't screwed on just right.
It could be, perhaps, that his shoes were too tight.

But I think that the most likely reason of all,
May have been that [...]
Poetry
Other methods:
also called Ishikawa diagram
Content-related activity
The herringbone technique
herringbone method
Think & share
So what's the point?
• deepening of content-related and thematic features/coherence of a poem

• may introduce deeper analysis for the post-stage
But wait ... there's more!
Incomplete or changed texts
similar beneficial effects
wide variety of techniques
best one to use depends on the poem
"Jumbled lines"
might look like this...
"Jumbled lines"
...then like this...
... and finished.
"two in one"
+
two in one
The result could look like this:
"alternatives"
... might look like this.
"alternatives"
... solved like this.
• optional vocab list
"gapped poem"
... finished "gapped poem"
"nonsense" vs proper version
looking for the rhyme words
... and solved.
prose version
"Prose and poem"
Conclusive thoughts
• not every technique fits all poems
• teacher's choice
• good opportunity for doing something on your own
• quite the workload
Poems in classroom: "Cinderella existence"
But Why?

complexity on various levels, hard to understand > teachers avoid poems because they fear a loss of motivation
one-sided teaching approach (focus on formalistic and analytic interpretation) has widened the gap
Solution!

opening the canon
creative, personal, experimental and fun approaches
focussing on reading experience instead of trying to "find the meaning"

What do you think?

Features of poetry and their benefits for teaching

Brevity
• Flexible use
• Use in one lesson
• Use in lower grades


Density of subject matter
(reduction, compression)
• Close reading required
• Focus on essentials
• Intensive reception


Increased subjectivity
• Emotional loading
• Personal reader`s response
• Intercultural learning



Musicality
nice listening experience
activation of different senses
easy to remember
recitation
songs as material
Aethetic self-referenciality, artificiallity
personal appeal
extraordinaryness
Structural, phonological, morphological, syntactic and semantic complexity
language awareness
linguistic exploitability
ambiguity
interpretational openness
stylistic analysis
model for creative activities
Why reciting a poem?
poems made up of sound and rhythm
deepen understanding
reader imparts own meaning
reflect metre, rhythm, pauses, stress, volume, mood, body language etc.
choral reading
Rap and Hip Hop artists commonly use (internal) rhymes
Rap / Hip Hop has a huge influence on pop culture
could be a good way to ignite or further interest of the learners (not really a a surprise, isn't it?)
Little excursion
Little excursion
"We grew up, grew apart as time went by us /
And I blew up, to both your’s and mine’s surprises"
Useful links
http://www.rhymezone.com/
uses thesaurus
http://www.rhymer.com/
lets you choose between rhyme types
http://rhymebrain.com/de
suited for mobile users
content-related activity

how you reduce a text...
YOUR TASK

a) Describe his idea how to stop Christmas from coming and (b) fill in the speech ballons.

?
?
role reading
chain reading
stop and go
commented reading

POST-READING STAGE

personal reactions
exchange & discussion
type of poem
situation
intention
tone
general understanding> detailed analysis
find their own connection to the poem
Types of post-reading activities
Reciting a poem
&
cognitive tasks
Transfer
creative activities
Written forms
new stanza
Visual forms
Musical forms
no pictures? let's move on
Every Who down in Whoville liked Christmas a lot
But the Grinch, who lived just north of Whoville did NOT!
Audiovisual forms
Interactive forms
YOUR TASK
"Maybe Christmas...perhaps...means a little bit more!"
What does the Grinch mean by that ?
HOMEWORK
a) Write a diary entry of the Grinch and describe especially his emotional change.

OR

b) Write a short description of next year's Christmas feast involving the Grinch.
Creative approach
Conclusion
"Poetry exists to play about with, to experiment with, to try out alternative ideas."
poe -
try
Thank you & Merry Christmas

Left, left, left right left
I left my wife in Argentina
With 52 kids and a laughing hyena
I thought I was right, right,
Right in my country and whoop-de-doo!

Left, left! I left my wife

I had a good home and I left
(that's right)
I had a good home and I left
(that's right)
I left on my own and it served me right,
Left, right left right.
Left, left, to the left, right, left.

I left my wife and forty-two kids
On the verge of starvation with no gingerbread
Would I be right, right, right, right
Full transcript