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.]