Poetry Out Loud Mrs Barrett 20152016 Learning Outcomes Dramatic play helps students go beyond mere comprehension by helping students evoke the text and elaborate upon it as a story participant Wilhelm 121 ID: 585381
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Slide1
Creating a Musical Score
Poetry Out Loud
Mrs
. Barrett
2015-2016Slide2
Learning OutcomesSlide3
Dramatic play helps students go beyond mere comprehension by helping students “evoke the text and elaborate upon it as a ‘story participant’” (Wilhelm 121).Slide4
Emphasis & Subtext
Punching
(
giving certain words emphasis)
Pausing
(
creating space between words)
Painting
(
reading suggestively to bring out connotations)Slide5
I never said she stole my money.
Exercise:
On a separate sheet of paper, write this line six times every third line.
Underline a different word in each line.
Under each word, describe the new connotation attached to that stressed word.Slide6
List of Punctuation Devices
HandoutSlide7
Punctuation
Commas
indicate brief pauses.
Pairs
of commas
indicate modifying and appositional material.
Dashes
indicate longer pauses that tend to throw the action forward.
Colons
indicate a movement from general to specific, and suggest a longer pause still.
Periods
indicate the end of sentences and require long, full stops.
Semi-colons
separate independent clauses (dividing balanced items of equal weight) and separate complicated items within a list.
Exclamation
points
suggest the words are to be read louder and with greater emphasis.
Question marks
indicate the
speaker
’s
voice should rise at the end of the sentence. Slide8
Domain-Specific Vocabulary
Denotation
ConnotationSlide9
The
woods are lovely, dark and
deep.
Paint it!Slide10
“
Map of the Stars
”
Punch it!
– underline
Pause!
– draw a vertical line
Paint!
- circleSlide11
“Map of the Stars
”- Director’s CutSlide12
For Tomorrow
Select a poem
to…
score
individually
(but with help), and
perform
with
two other students