Cette leçon contient 39 diapositives, avec quiz interactif, diapositives de texte et 2 vidéos.
Éléments de cette leçon
Today's objectives
Find your partner for the poetry presentations
Have your poem assigned to your pair
Consider Szymborska's 'signature moves'
Give a response to a peer's poem
Slide 1 - Diapositive
For the poetry presentation, you will have two lessons on Monday 30th September to prepare. The remaining preparation will occur outside of class.
Plan your time wisely.
Poetry presentations 2nd & 3rd Oct
Slide 2 - Diapositive
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Poetry presentations 2nd & 3rd Oct
Slide 3 - Diapositive
What "signature moves" do we notice in Szymborska's poetry?
Slide 4 - Question ouverte
Read the poem and answer these questions on the poem paper:
1. What is the tone of the poem? Use the tone words available at the front of the class. Pick a word/words
2. What emotion(s) were evoked?
3. How did the poet achieve that? Give examples and explain how they evoked that emotion in you.
4. Which ' signature moves' did you recognise in this work that Szymborska also sometimes uses?
5. Give a note of encouragement for the budding poet.
Read a peer's poem
Slide 5 - Diapositive
Today's objectives
Unseen poetry response grades in this afternoon - feedback and reflection on Thursday
"signature moves" - what we shared
Responding to 8 poems and using those responses
Watching a poetry performance
Slide 6 - Diapositive
Slide 7 - Diapositive
Slide 8 - Diapositive
Slide 9 - Vidéo
Szymborska's "signature moves"
Irony
humour
contrasting/juxtaposition
personification
imagery
symbolism
no rhyme
enjambment
caesura
anaphora
metaphors
similes
repetition
repetition
enumeration /listing
short stanzas
Topics
World War II
personal experiences
death
traumatic events
avoiding the act or moment of death
Slide 10 - Diapositive
Szymborska Poetry stations
You will get to know 8 poems that we will see performed and discussed by Claire Cavanagh and Szymborska's assistant Michal Rusinek.
1. Circulate the 8 stations. Try to read the poem three times: Once to get a sense of what it is about, once to pay close attention to the feelings you get when reading it and once to pay close attention to the images that come to mind when reading it.
2. Then talk to the poem as if it were alive. (I will give you prompts). Write your responses on the paper around the poem.
3. No more than 4 people at one station (poem) at one time.
3. Work in silence until the timer stops. Later, you will be able to look at the responses and work with them.
Slide 11 - Diapositive
Poetry stations prompts. Write the whole sentence
1. If the poem was a .....it would ....
2. I was waiting in the supermarket checkout line and this poem was in front of me, suddenly it turned to me and said ...
3. The secret that this poem told me was ...
4. If I was this poem's friend, I would tell it ...
5. The poem is making me want ...
6. The poem wants me to ...
7. The poem is desperate for ...
8. The poem is a ... and it ...
9. I was on a pleasant stroll with this poem and suddenly it stopped and said ...
timer
20:00
Slide 12 - Diapositive
Poems from responses
Take your exercise book with you. Read the responses.
Take written notes on all the illuminating responses you read.
Write a short poem using the responses from your peers.
You can add phrases and words and structure your poem as you wish.
Share your poem with the class.
Slide 13 - Diapositive
Slide 14 - Vidéo
Today's objectives
Find the date for your presentation
Preparation lessons for your presentations
Presentation is graded individually
Presentation rubric and information has been shared with you and in hardcopy
Thursday - poem analysis example
Slide 15 - Diapositive
18th October
1. Louie & Huub
2. Andriy & Sikander
3. Samuel & Catherina
4. Charlotte & Constance
5. Cecilia & Roos
19th October
1. Tashifa & Merel
2. Quirine & Zoe
...
Poetry presentations 18th & 19th Oct
Slide 16 - Diapositive
Word of the day
Opulent (adj) - demonstrating great wealth; extravagant (from Latin ops (power, help)
The opulent lifestyle of the business tycoon was evident in his
What do you feel the poem is about? (literally? Figuratively?)
Find the date of publication. Research historical, personal, political cultural context. What was going on in Szymborska’s life (personal context)? Poland (broader context)? The World (even broader context)? How might these events/experiences be reflected in the poem? [Remember they may not be.]
Poetry presentation meeting #1& 2
Slide 19 - Diapositive
Review context information you found. What connections do you see to this work? How does it help you understand it better?
Decide division of presentation: by stanzas? By interpretation? By context? By techniques?
With regard to ‘activities’ or ‘teaching the poem’, keep it simple, the importance of this is what resources and information you provide for your peers, and how you ensure that context and literary aspects are shared.
remember Speaking not reading
a poem is a “web” so ensure that you are making connections throughout
Context isn’t just giving biographical information, you are connecting it to the poem (‘proving’ the connection).
Poetry presentation meeting #1 & 2
Send your handout or teaching material to me in Word format in Teams so that I have enough time to print out for the class.
Slide 20 - Diapositive
1. “Map” - Samuel & Catherina
2. “The End and the Beginning” - Andriy & Sikander
3.“Teenager” -Louie & Huub
4. "Utopia” - Tashifa & Merel
5. “Museum” - Charlotte & Constance
6. “Love at First Sight” - Cecilia & Roos
...
7. "Hatred" - Quirine & Zoe
Poetry presentations 16th & 18th Oct
Slide 21 - Diapositive
Today's objectives
Learning about poems from our peers
Giving a comment
Share your ppt slides with your teacher in Teams or via email
Slide 22 - Diapositive
Poetry presentations dates 16th Oct
"
1. "The Day After - Without us" - Aamu & Ella
2. "Love at First Sight" - Damien & Neysa
3. "Life While-you-Wait" Emilia & Kim
4. "Some People" - Robin & Coen
5. "The Joy of Writing" - Anna & Rik
Questions to answer
1. What was your big takeaway from this presentation or lesson?
2. One question you still have.
Slide 23 - Diapositive
Word of the day
Altercation (n) - a noisy dispute
The altercation between the two teams erupted after the umpire made several bad calls
Write down three synonyms for altercation
Then use the word and two synonyms in your own sentences
1. What was your big takeaway from this presentation or lesson?
2. One question you still have.
Slide 26 - Diapositive
You should now have some ideas of your possible Global Issue:
How can we narrow those down?
Identify a theme or concept.
Look at the Fields of Inquiry: which one does the theme or concept most relate to?
Make a statement that is clearly a big idea in this text, but could be seen in other texts (or text types, or in ISH, or in the Netherlands 40 years ago, or in a village in Vietnam, etc.)
Slide 27 - Diapositive
Field of Inquiry: Politics, Power and Justice
Global Issue: the feelings of anonimity and helplessness engendered by tragedy
" Still" by Wislawa Szymborska
In sealed box cars travel
names across the land,
and how far they will travel so,
and will they ever get out,
don't ask, I won't say, I don't know.
The name Nathan strikes fist against wall,
the name Isaac, demented, sings,
the name Sarah calls out for water for
the name Aaron that's dying of thirst.
Slide 28 - Diapositive
Field of Inquiry: Beliefs, Values, and Eductaion
Global Issue: how grief and relief are very human reactions to difficult times
"Could Have" Wislawa Szymborska
It could have happened.
It had to happen.
It happened earlier. Later.
Nearer. Farther off.
It happened, but not to you.
You were saved because you were the first.
You were saved because you were the last.
Alone. With others.
On the right. The left.
Because it was raining. Because of the shade.
Slide 29 - Diapositive
Second meeting group presentations
Lesson objectives:
Slide 30 - Diapositive
Considering the Global Issues you have identified for the poem, look at the photos from Lynsey Addario or Eliot Porter or David La Chapelle or Robert Frank (links under the hotspot)
Choose 10 to 12 photos from the photographer you feel most match with one of the Global Issues you identified for your poem.
Of those photos, which is the best example of the this photographers work and the Global Issue?
Analyze the photograph using the terminology and discussion points we have been working with.
Looking at your poem again, which aspects or conventions help you to discuss (identify) the Global Issue in the poem [minimum of 3-4].
Begin to decide who will present which aspects.
Second meeting: continued
Slide 36 - Diapositive
Suggested structure
Establish Global Issue
What Global Area is it from and how did you get to this Global Issue? [Why does it matter? Implications.]
Discuss Poem
Context + summary of the poem (acknowledge conventions/themes/ BoW of Szymborska)
Global Issue and Author’s Choices [Why this Global Issue with this poem? ]
Discuss Photograph
Context of photo(s) + BoW of photographer (short bio?)
Global Issue and Author’s Choices [Why this Global Issue with this photo(s)?]
Conclusion
Reconnect to the Global Issue and the texts. What are some other ways we see this issue in the ‘world’ ( ISH?, local?, Netherlands?, worldwide? )
Slide 37 - Diapositive
Third meeting group presentations
Lesson objectives:
Slide 38 - Diapositive
Ensure the presentation is cohesive; a poem is a “web” so ensure that you are making connections throughout (whether it is your ‘part’ of the poem or photograph or not).
Remember
If you want to have notes, they must only be bullet points.