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    Poem

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    renitha
    The document provides guidance for teachers on helping students appreciate poetry by having them connect poems' words to emotions. It recommends that teachers read poems aloud with feeling, have students write about the emotions poems evoke, discuss emotions and analyze poems line by line without giving their own analysis. It also includes a sample poem about music and notes that students often enjoy poems where music is a universal language.

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    Poem

    Uploaded by

    renitha
    210 views3 pages
    The document provides guidance for teachers on helping students appreciate poetry by having them connect poems' words to emotions. It recommends that teachers read poems aloud with feeling, have students write about the emotions poems evoke, discuss emotions and analyze poems line by line without giving their own analysis. It also includes a sample poem about music and notes that students often enjoy poems where music is a universal language.

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    poem

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    The document provides guidance for teachers on helping students appreciate poetry by having them connect poems' words to emotions. It recommends that teachers read poems aloud with feeling, have students write about the emotions poems evoke, discuss emotions and analyze poems line by line without giving their own analysis. It also includes a sample poem about music and notes that students often enjoy poems where music is a universal language.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    210 views3 pages

    Poem

    Uploaded by

    renitha
    The document provides guidance for teachers on helping students appreciate poetry by having them connect poems' words to emotions. It recommends that teachers read poems aloud with feeling, have students write about the emotions poems evoke, discuss emotions and analyze poems line by line without giving their own analysis. It also includes a sample poem about music and notes that students often enjoy poems where music is a universal language.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3
    At a glance
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    The passage discusses how poetry can communicate complex thoughts and feelings concisely. It also provides strategies for teaching poetry to students.

    The poem evokes emotions of loneliness, restlessness, and a sense of being lost or overwhelmed.

    The author uses imagery of the ocean and landscape to portray feelings of being swept away by loud music and not finding oneself. Specific images like gray water and winding roads are used.

    According to Frieda Hughes (2001), poetry is the way of communicating a vast array of thoughts and feeling

    by concentrating them into minimal, or even single points which describe a whole. High school students
    may groan out loud when their English teacher announces that the class is beginning a unit on poetry. Few
    young people appreciate this form of the written word. Poetry seems to many of them to be remote and
    incomprehensible. Communicate your own enthusiasm for poetry to the class and help them connect the
    poem’s words to emotions.

    Preparation
    Read a poem to the students with feeling. Practice before you read aloud. You want the students to do
    nothing but listen to the poem. Tell them to close their eyes and just listen to the rise and fall of your voice.

    Ask the students to immediately write what they are feeling when you are finished speaking. Ask them to
    identify the dominant emotion they had when listening to the poem, be it happiness, sadness, anger,
    loneliness, or any other feeling.

    Discuss the emotions that the poem evoked. Explain that while the words of the poem have meaning, the
    rhythm of the words’ arrangement also carries tremendous power.

    Study the poem line by line. Help the students understand words they do not know. Ask them to brainstorm
    what the poet might mean in each line.

    Form a mental picture. After studying the poem line by line, read the poem aloud once again. Ask the
    students to focus on the mental picture that arises as you read. Ask them if they have changed their original
    choice of feelings.

    Open the classroom to debate. Let the students discuss their opinions on the poem's meaning. Avoid offering
    your own analysis of the poem.

    Here is the poem that I choose:

    Loud Music

    My stepdaughter and I circle round and round.

    You see, I like the music loud, the speakers

    throbbing, jam-packing the room with sound whether

    Bach or rock and roll, the volume cranked up so

    each bass note is like a hand smacking the gut.

    But my stepdaughter disagrees. She is four

    and likes the music decorous, pitched below

    her own voice-that tenuous projection of self.


    With music blasting, she feels she disappears,

    is lost within the blare, which in fact I like.

    But at four what she wants is self-location

    and uses her voice as a porpoise uses

    its sonar: to find herself in all this space.

    If she had a sort of box with a peephole

    and looked inside, what she'd like to see would be

    herself standing there in her red pants, jacket,

    yellow plastic lunch box: a proper subject

    for serious study. But me, if I raised

    the same box to my eye, I would wish to find

    the ocean on one of those days when wind

    and thick cloud make the water gray and restless

    as if some creature brooded underneath,

    a rocky coast with a road along the shore

    where someone like me was walking and has gone.

    Loud music does this, it wipes out the ego,

    leaving turbulent water and winding road,

    a landscape stripped of people and language-

    how clear the air becomes, how sharp the colors.

    —Stephen Dobyns

    For most of students, music = life, so this poem about how music is the universal human language
    is one they enjoy. You’ll want to call students’ attention to the author’s use of line divisions, similes, and
    the symbolism in the last four lines.
    Assessment

    Since different types of writing require different skills, you’ll need to carefully consider your evaluation
    criteria. Once you’ve decided on your approach, put it into action and provide some constructive feedback
    that the writer can use to improve their skills.
    Here is the rubric that I choose due to the writing task are giving opinion and analysis the poem.

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