Page 117 - ELA_CA_HighSchool_Sampler_Flipbook

Introducing Reader Response Criticism
ACTIVITY 1.4
ACTIVITY 1.4
Learning Targets
• Closely read and analyze a poem, citing textual evidence to support your ideas.
• Apply the Reader Response critical lens to an analysis of a poem.
Preview
In this activity, you will read and analyze a poem. Then you will learn about Reader Response Criticism and revisit your analysis of the poem through this lens.
Setting a Purpose for Reading
• As you read the poem, underline words or phrases that help you visualize the scene from the speaker’s perspective.
• Circle unknown words and phrases. Try to determine the meaning of the words by using context clues, word parts, or a dictionary.
My Notes
ABOUT THE AUTHOR
Theodore Roethke (1908–1963) created poetry notable for its introspection and fascination with nature. The son of a greenhouse owner, Roethke
was impressed with greenhouses’ ability to bring life to the cold Michigan climate. “The Greenhouse Poems” of his collection The Lost Son (1948) explore this experience. Educated at the University of Michigan and Harvard University, Roethke taught at numerous universities, including the University of Washington in Seattle, where his enthusiasm for poetry made him a popular professor. Roethke received a Pulitzer Prize for The Waking (1953) and the National Book Award for the collection Words for the Wind (1957).
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Poetry
My Papa’s
by Theodore Roethke
The whisky on your breath could make a small boy dizzy; But I hung on like death: Such waltzing is not easy.
5 We romped until the pans Slid from the kitchen shelf; My mother’s countenance Could not unfrown itself.
The hand that held one wrist 10 Was battered on one knuckle;
At every step you missed
My right ear scraped a buckle.
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with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
RL.11–12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
RL.11–12.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative
LEARNING STRATEGIES:
Marking the Text, Discussion Groups, Think-Pair-Share, Summarizing, Sketching
Unit 1 • Perception Is Everything 9
PLAN
Suggested Pacing: 1 50-minute class period
TEACH
1 Read the Preview and the Setting a Purpose for Reading sections with your students. Tell them that they will learn about Reader Response Criticism after their initial reading of the poem.
2 FIRST READ: Based on the complexity of the passage and your knowledge of your students, you may choose to conduct the first reading in a variety of ways:
• independent reading • paired reading
• small group reading • choral reading
• read aloud
3 As students are reading, monitor their progress. Be sure they are engaged with the text and annotating words and phrases that convey the speaker’s perspective. Evaluate whether the selected reading mode is effective.
COMMON CORE STATE STANDARDS
meanings; analyze the impact of specific word choices on meaning and tone, including words
10/2/15 11:08 PM
W.11–12.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Additional Standards Addressed: W.11–12.2a; SL.11–12.1a; L.11–12.6
Unit 1 • Perception Is Everything 9
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.