Discussions (all files are in Microsoft Word format)
Dear Angie On Emily D Poetry	12-12-00

Supporting Selections (all files are in Microsoft Word format)
1228 Poetry Interpretation Exercise Directions	8-21-01
1228A Four Ducks on a Pond	8-20-01
1228AQSTF Ranisha Four ducks answers	8-20-01
1228JSTF Ranisha Four Ducks composition	8-21-01
1229 General Rules of Interpretation	8-22-01

XI.������ GOAL 11. Give students extensive practice in the interpretation of poetry.

A.������� CONTENT OUTLINE

1.�������� "Four Ducks on a Pond," William Allingham

2.�������� "Crumbling," Emily Dickinson

3.�������� "The Tide Rises, The Tide Falls," Henry Wadsworth Longfellow

4.�������� "One Perfect Rose," Dorothy Parker

5.�������� "Faces," Sara Teasdale

6.�������� "The Leaden‑eyed," Vachel Lindsay

7.�������� "Dreams," Langston Hughes

8.�������� "The Roar of Silence," Karen Tallman

9.�������� "Cavalry Crossing a Ford," Walt Whitman

10.������ "I Never Lost As Much But Twice," Emily Dickinson

B.�������� INSTRUCTIONAL MATERIALS

1.�������� Selected poetry for discussion and interpretation, arranged in an instructional sequence from simple to complex skills, hence a "Poetry Ladder."

2.�������� Teacher‑devised discussion guides for each poem.

3.�������� Composition assignments for each poem.

C.������� TEACHING STRATEGIES

1.�������� Periodic presentation of poems for interpretation. (a) place poem on the board; (b) have students copy poem: (c) have students write their interpretation of the poem as they understand it before instruction and class discussion; (d) present, compare, and contrast divergent interpretations; (e) derive, through class discussion and instruction an appropriate or valid interpretation of the poem.

2.�������� Present sample student themes on poems, showing divergent interpretations, from Sample Theme File.

3.�������� As one culminating activity, have students take standardized tests on poem interpretation, as from old editions of the California Achievement Test, etc.

4.�������� If student interest warrants, provide instruction on poetry writing and poetry quality. Use John Ciardi's Dialog with an Audience.

D.������� EVALUATION PROCEDURES

1.�������� Composition credit for written poem interpretations.

2.�������� Oral credit for poem discussion oral participation.

3.�������� Scores on standardized tests of poem comprehension.

4.�������� Quality of student written poetry, if student interest and response warrant this activity. [It could be possible to develop a poetry writing ladder modeled after the one developed for teaching at Cass Technical High School night school.]