Professional Documents
Culture Documents
Once
they have understood its meaning, strong readers evaluate texts for validity.
Objectives: Students will be able to articulate the meaning of the poem as a
whole and the significance of a particular self-selected section. Students will be
able to evaluate the applicability (or lack thereof) of the text to their lived
experience.
Common Core State Standards:
Determine the meaning of words and phrases as they are used in the
text, including figurative and connotative meanings; analyze the
cumulative impact of specific word choices on meaning and tone (e.g.,
how the language evokes a sense of time and place; how it sets a formal
or informal tone). (CCSS.ELA-Literacy.RL.9-10.4)
Interpret, analyze, and evaluate narratives, poetry, and drama,
aesthetically and ethically by making connections to: other texts, ideas,
cultural perspectives, eras, personal events and situations. (CCSS.ELALiteracy.RL.9-10.11)
o Self-select text to respond and develop innovative perspectives.
(CCSS.ELA-Literacy.RL.9-10.11c)
Processes:
Introduction:
o Teacher introduces herself, invites students to do the same
throughout the lesson. Teacher establishes expectations for
respectful classroom conversation.
o Teacher distributes (perhaps with student help) copies of the poem.
As students are receiving the text, teacher polls the class as to
whether they are familiar with this particular poem. If so, teacher
elicits existing knowledge.
o Teacher adds to existing knowledge: this poem was written by
Rudyard Kipling (you may know him as the author of The Jungle
Book) in 1910 for his son. The poem is composed of a series of if
statements
Shared reading of the text:
o Teacher invites student volunteers to read the text aloud. As there
are four stanzas, teacher chooses four students (pausing to ask for
names), each of whom is assigned one stanza to read aloud.
Teacher guides students to read along and pay attention to the
way the poem sounds as their classmates read aloud.
Independent reading:
o Teacher instructs the students to read the poem once more,
silently. Now that theyve heard it once, they are to consider the
main idea as they read. Teacher prompts their reading by asking,
If someone fulfills all these ifs, then what will happen?
Partner share:
Continuation / Context:
I envision this lesson as being situated within a larger curricular arc. In
that case, this activity could be used as a means of establishing
guidelines for classroom conduct. Students could collaborate to rewrite
Kiplings guidelines into their own language, adding criteria they feel to
be missing from Kiplings list. The student-generated list would then be
hung on chart paper alongside the original text as a reminder of goals
for maturity toward which to strive throughout the year. It would also be
productive to revisit this activity at the end of ninth grade as a means
by which students could reflect on their own growth both as people
(their ongoing trajectory toward adulthood) and as writers (how
successfully they are able to articulate their adaptations at the start of
the school year as opposed to the end).
References
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