“Model” Lesson on Poetry: Goals of a Staff Developer Introduction One At A Time by Jack Canfield & Mark V. Hansen (Chicken Soup for the Soul copyright 1993) Theresa Behnke Secondary (7-12) English/Language Arts Coach Center for Professional Development Saint Paul Public Schools

“Poet’s Progress” by Lorna Dee Cervantes Multiple Readings and Discussion to Support Deep Understanding English/Language Arts Lesson The Principles of Learning in Instruction and Professional Development INSTITUTE FOR LEARNING LEARNING RESEARCH AND DEVELOPMENT CENTER 2003 University of Pittsburgh

Intended Learning To engage in an English/Language Arts lesson To understand how talk can support understanding of text To understand how multiple readings of a text can support deep understanding IFL: LEARNING RESEARCH AND DEVELOPMENT CENTER 2003 University of Pittsburgh

Rationale Understanding a difficult text takes multiple readings along with scaffolding from someone who knows the text deeply. Engaging in discussions/conversations with peers and teachers also promotes understanding of difficult texts. IFL: LEARNING RESEARCH AND DEVELOPMENT CENTER 2003 University of Pittsburgh

Rationale (continued) In order to understand the processes readers go through to gain deep understanding of a text, we are going to engage in reading an academically challenging text multiple times with frequent discussions. We will then check our understanding and reflect on what helped us to gain understanding of the text. IFL: LEARNING RESEARCH AND DEVELOPMENT CENTER 2003 University of Pittsburgh

Activities Read the poem by Lorna Dee Cervantes Do a quick write about the poem Read the poem again with a set of questions Discuss the poem with others (pair-share) IFL: LEARNING RESEARCH AND DEVLOPMENT CENTER 2003 University of Pittsburgh

Activities (continued) Read again with a new set of questions Discuss the poem with others (small group) Do a quick write about the text Reflect on your reading and learning about the act of comprehension IFL: LEARNING RESEARCH AND DEVLOPMENT CENTER 2003 University of Pittsburgh

Learning from Engaging in Lessons Any one lesson should be one in a sequence designed to address particular core concepts. Students learn to use the habits of thinking needed to read, re-read, write, revise and analyze over time. Lessons have particular purposes and limitations

Final Caveat We need to experience these lessons as learners. ONLY then can we discuss implementation issues.

Guiding Questions Content How do poets use literary and structural devices to create meaning? Process How do instructional conversation and re- readings help scaffold difficult texts?

Standards Content Literature I.C.8. The student analyzes poetic devices in classic and contemporary poems. I.C.10. The student interprets the effect of literary and structural devices. Writing II.B.3. The student makes generalizations and uses supporting details. Process Comprehension I.B.5. The students summarizes and paraphrases the main idea and supporting details. I.B.7. The student makes inferences and draws conclusions based on explicit and implied information from texts.

Concept Overview/Charting Accountable Talk ( Instructional Conversations ) Intentional groupings and conversational supports to facilitate learning in the classroom What is Poetry? Concepts/Habits of Reading

Task 1: Quick Write “Poet’s Progress,” by Lorna Dee Cervantes. As we read aloud, consider this question: What is the author trying to say here? IFL: LEARNING RESEARCH AND DEVELOPMENT CENTER 2003 University of Pittsburgh

Discussion after First Reading What is the gist of this piece of text? IFL: LEARNING RESEARCH AND DEVELOPMENT CENTER 2003 University of Pittsburgh

Task 2: Reread for imagery Reread the poem, mark those passages that you think capture some of the strongest images in the poem. What do you think these images convey? Pair-Share IFL: LEARNING RESEARCH AND DEVELOPMENT CENTER 2003 University of Pittsburgh

Whole Group Discussion Which images did you or your partner choose? What do you think these images convey? IFL: LEARNING RESEARCH AND DEVELOPMENT CENTER 2003 University of Pittsburgh

Task 3: Reread for structure Reread the poem. This time, think about how the poem is structured (i.e.: general to specific, chunks, concrete to abstract, by time, etc). Why do you think the poet structured the poem in this way? What is the connection between the structure and the images? IFL: LEARNING RESEARCH AND DEVELOPMENT CENTER 2003 University of Pittsburgh

Discussion on Third Reading Small group discussion Share responses to question and be prepared to report to large group. Large group discussion Listen for different ways readers saw the structure of the poem. IFL: LEARNING RESEARCH AND DEVELOPMENT CENTER 2003 University of Pittsburgh

Step-back Look back over the charts we have done on structure and image as well as over the Quickwrite you did at the beginning. Then, turn and talk: How has your interpretation of the poem changed during our work today?

Summary Points: Structure of the Poem Four big chunks with final five line chunk, all separated by the word “now.” The last indicated by the switch to italics. Meandering, like a journey through memories. Begins with reflection, moves to the present, then back to reflection, ends with mantra. IFL: LEARNING AND RESEARCH DEVELOPMENT CENTER 2003 University of Pittsburgh

Summary Points: Structure of the Poem (Continued) A series of references to nature and comparisons to her life. Uneven, unpredictable line lengths and beats. Little rhyme apart from slant Rhythm comes from alliteration, assonance, punctuation and line breaks. IFL: LEARNING AND RESEARCH DEVELOPMENT CENTER 2003 University of Pittsburgh

Summary Points: Possible reasons for structure Drawing parallels between her life and nature through juxtapositioning. No clear breaks between the image and the reflection. Without rhyme, it sounds more conversational or more like someone musing to themselves, more natural. The uneven lines also help this. IFL: LEARNING RESEARCH AND DEVELOPMENT CENTER 2003 University of Pittsburgh

Summary Points: Possible reasons for structure (Continued) The whole poem is anti-formulaic--no pattern in structure Mirroring nature. Using italics for emphasis. Power over the words. IFL: LEARNING RESEARCH AND DEVELOPMENT CENTER 2003 University of Pittsburgh

Reflection: Quick-Write What did you learn? -About Poetry -About Reading Difficult Text IFL: LEARNING RESEARCH AND DEVELOPMENT CENTER 2003 University of Pittsburgh

Final Step-back How could you use this process/a lesson sequence like this one in your classroom/with your students?

Final Thoughts Students should have opportunities to read texts that would be too difficult for independent reading all through their education. Students need learning to be scaffolded with the right questions. IFL: LEARNING RESEARCH AND DEVELOPMENT CENTER 2003 University of Pittsburgh

Final Thoughts Students should be allowed to work hard at understanding. Reading comprehension of unknown, challenging texts takes time. Multiple opportunities to read and discuss texts that are difficult open up more opportunities for understanding for more students. IFL: LEARNING RESEARCH AND DEVELOPMENT CENTER 2003 University of Pittsburgh

Contact Information Theresa Behnke 7-12 English/Language Arts Coach