Group presentation poetry

• Engels
• Middelbare school
• vwo
• Leerjaar 5,6

Today's objectives 

Find your partner for the poetry presentations 

Have your poem assigned to your pair 

Consider Szymborska's 'signature moves' 

Give a response to a peer's poem 

For the poetry presentation, you will have two lessons in the week 9th - 13th October to prepare. The remaining preparation will occur outside of class. 

Plan your time wisely. 

Poetry presentations 16th & 18th Oct 

1. “Map”
   
2. “The End and the Beginning” 
   
3. “Teenager” 
   
4. “Utopia” 
   
5. “Museum” 
   
6. “Love at First Sight”
   
7. ”Hatred” 
   
8. "The Joy of Writing" 
   

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9. "Some People" 

10. "Life While-you-Wait" 

11. "Everyone Sometime" 

12. "The Day after - Without Us" 

Poetry presentations 16th & 18th Oct 

What "signature moves" do we notice in Szymborska's poetry?

Read the poem and answer these questions on the poem paper: 

1. What is the tone of the poem? Use the tone words available at the front of the class. Pick a word/words

2. What emotion(s) were evoked? 

3. How did the poet achieve that? Give examples and explain how they evoked that emotion in you. 

4. Which ' signature moves' did you recognise in this work that Szymborska also sometimes uses? 

5. Give a note of encouragement for the budding poet. 

Read a peer's poem 

Today's objectives 

Unseen poetry response grades in this afternoon - feedback and reflection on Thursday 

"signature moves" - what we shared 

Responding to 8 poems and using those responses 

Watching a poetry performance 

Poetry presentations dates 16th & 18th Oct 

"Utopia" - Kate & Sham 

"Everyone Sometime" - Elsie & Zoe

" The Day After - Without us" - Aamu & Ella

" Life While-you-Wait" Emilia & Kim 

"Teenager" - Dheeshitha & Alastrina 

" The End and the Beginning" - Andrea & Alyanna 

"Map" - Mia & Lena 

"Museum" - Megan & Cleo 

"Love at First Sight" - Damien & Neysa 

"The Joy of Writing" - Anna & Rik

"Some People" - Robin & Coen 

"Hatred" - Erik & Hugo 

Szymborska's "signature moves" 

Irony 

humour 

contrasting/juxtaposition

personification 

imagery 

symbolism

no rhyme 

enjambment 

caesura 

anaphora 

metaphors

similes 

repetition

repetition 

enumeration /listing 

short stanzas 

Topics

World War II

personal experiences 

death 

traumatic events 

avoiding the act or moment of death 

Szymborska Poetry stations 

You will get to know 8 poems that we will see performed and discussed by Claire Cavanagh and Szymborska's assistant Michal Rusinek. 

1. Circulate the 8 stations. Try to read the poem three times: Once to get a sense of what it is about, once to pay close attention to the feelings you get when reading it and once to pay close attention to the images that come to mind when reading it.

2. Then talk to the poem as if it were alive. (I will give you prompts). Write your responses on the butcher paper around the poem. 

3. No more than 4 people at one station (poem) at one time. 

3. Work in silence until the timer stops. Later, you will be able to look at the responses and work with them. 

Poetry stations prompts. Write the whole sentence

1. If the poem was a .....it would ....

2. I was waiting in the supermarket checkout line and this poem was in front of me, suddenly it turned to me and said ...

3. The secret that this poem told me was ...

4. If I was this poem's friend, I would tell it ...

5. The poem is making me want ...

6. The poem wants me to ...

7. The poem is desperate for ...

8. The poem is a ... and it ...

9. I was on a pleasant stroll with this poem and suddenly it stopped and said ...

Poems from responses 

Take your exercise book with you. Read the responses. 

Take written notes on all the illuminating responses you read. 

Write a short poem using the responses from your peers. 

You can add phrases and words and structure your poem as you wish. 

Share your poem with the class. 

Today's objectives 

Find the date for your presentation 

Preparation lessons for your presentations 

Presentation is graded individually 

Presentation rubric and information has been shared with you and in hardcopy 

Thursday - poem analysis example 

1. “Map” - Samuel & Catherina 

2. “The End and the Beginning” - Andriy & Sikander 

3.“Teenager” -Louie & Huub 

4. "Utopia” - Tashifa & Merel

5. “Museum” - Charlotte & Constance 

6. “Love at First Sight” - Cecilia & Roos

...

7. "Hatred" - Quirine & Zoe

Poetry presentations 16th & 18th Oct 

18th October 

1. Louie & Huub

2. Andriy & Sikander 

3. Samuel & Catherina 

4. Charlotte & Constance 

5. Cecilia & Roos 

19th October 

1. Tashifa & Merel 

2. Quirine & Zoe 

...

Poetry presentations 18th & 19th Oct 

Word of the day

Opulent (adj)  - demonstrating great wealth; extravagant (from Latin ops (power, help)

The opulent lifestyle of the business tycoon was evident in his 

Word of the day synonyms 

dispute, controversy, squabble, strife, fracas, melee, brawl, fight 

What you liked about this poem ?

What do you feel the poem is about? (literally? Figuratively?)

Find the date of publication. Research historical, personal, political cultural context. What was going on in Szymborska’s life (personal context)? Poland (broader context)? The World (even broader context)? How might these events/experiences be reflected in the poem? [Remember they may not be.]

Poetry presentation meeting #1& 2 

Review context information you found. What connections do you see to this work? How does it help you understand it better?

Decide division of presentation: by stanzas? By interpretation? By context? By techniques? 

With regard to ‘activities’ or ‘teaching the poem’, keep it simple, the importance of this is what resources and information you provide for your peers, and how you ensure that context and literary aspects are shared.

remember Speaking not reading

a poem is a “web” so ensure that you are making connections throughout

Context isn’t just giving biographical information, you are connecting it to the poem (‘proving’ the connection).

Poetry presentation meeting #1 & 2 

Send your handout or teaching material to me in Word format in Teams so that I have enough time to print out for the class. 

1. “Map” - Samuel & Catherina 

2. “The End and the Beginning” - Andriy & Sikander 

3.“Teenager” -Louie & Huub 

4. "Utopia” - Tashifa & Merel

5. “Museum” - Charlotte & Constance 

6. “Love at First Sight” - Cecilia & Roos

...

7. "Hatred" - Quirine & Zoe

Poetry presentations 16th & 18th Oct 

Today's objectives 

Learning about poems from our peers 

Giving a comment 

Share your ppt slides with your teacher in Teams or via email 

Poetry presentations dates 16th Oct 

"

1. "The Day After - Without us" - Aamu & Ella

2. "Love at First Sight" - Damien & Neysa 

3. "Life While-you-Wait" Emilia & Kim 

4. "Some People" - Robin & Coen 

5. "The Joy of Writing" - Anna & Rik

Questions to answer

1. What was your big takeaway from this presentation or lesson? 

2. One question you still have. 

Word of the day

Altercation (n) - a noisy dispute 

The altercation between the two teams erupted after the umpire made several bad calls 

Write down three synonyms for altercation 

Then use the word and two synonyms in your own sentences 

Word of the day synonyms 

dispute, controversy, squabble, strife, fracas, melee, brawl, fight 

Poetry presentations date 18th Oct 

1. "The Day After - Without us" Aamu & Ella 
   
2. A"Love at First Sight" Emilia & Kim 
   
3. "Museum" - Megan & Cleo 
   
4. "Teenager" - Dheeshitha & Alastrina 
   
5. "Utopia" - Kate & Sham 
   
6. "Everyone Sometime" - Elsie & Zoe
   
7. "Hatred" - Erik & Hugo 
   
8. " The End and the Beginning" - Andrea & Alyanna 
   

Questions to answer

1. What was your big takeaway from this presentation or lesson? 

2. One question you still have. 

You should now have some ideas of your possible Global Issue:

How can we narrow those down?

Identify a theme or concept.

Look at the Fields of Inquiry: which one does the theme or concept most relate to? 

Make a statement that is clearly a big idea in this text, but could be seen in other texts (or text types, or in ISH, or in the Netherlands 40 years ago, or in a village in Vietnam, etc.)

Field of Inquiry: Politics, Power and Justice

Global Issue: the feelings of anonimity and helplessness engendered by tragedy

" Still" by Wislawa Szymborska

In sealed box cars travel

names across the land,

and how far they will travel so,

and will they ever get out,

don't ask, I won't say, I don't know.

The name Nathan strikes fist against wall,

the name Isaac, demented, sings,

the name Sarah calls out for water for

the name Aaron that's dying of thirst.

Field of Inquiry: Beliefs, Values, and Eductaion

Global Issue: how grief and relief are very human reactions to difficult times

"Could Have" Wislawa Szymborska

It could have happened. 

It had to happen. 

It happened earlier. Later. 

Nearer. Farther off. 

It happened, but not to you. 

You were saved because you were the first. 

You were saved because you were the last. 

Alone. With others. 

On the right. The left. 

Because it was raining. Because of the shade. 

Second meeting group presentations

Lesson objectives: 

Considering the Global Issues you have identified for the poem, look at the photos from Lynsey Addario or Eliot Porter or David La Chapelle or Robert Frank (links under the hotspot) 

Choose 10 to 12 photos from the photographer you feel most match with one of the Global Issues you identified for your poem.

Of those photos, which is the best example of the this photographers work and the Global Issue? 

Analyze the photograph using the terminology and discussion points we have been working with.

Second meeting: discuss

Lynsey Addario: https://www.lynseyaddario.com/

Eliot Porter: http://www.artnet.com/artists/eliot-porter/?type=photographs

David La Chapelle: https://www.davidlachapelle.com/photographs-work-series

https://www.icp.org/browse/archive/constituents/robert-frank?all/all/all/all/0

www.lynseyaddario.com

www.artnet.com

www.davidlachapelle.com

www.icp.org

Looking at your poem again, which aspects or conventions help you to discuss (identify) the Global Issue in the poem [minimum of 3-4].

Begin to decide who will present which aspects.

Second meeting: continued 

Suggested structuren 

Establish Global Issue

What Global Area is it from and how did you get to this Global Issue? [Why does it matter? Implications.]

Discuss Poem

Context + summary of the poem (acknowledge conventions/themes/ BoW of Szymborska)

Global Issue and Author’s Choices [Why this Global Issue with this poem? ]

Discuss Photograph

Context of photo(s) + BoW of photographer (short bio?)

Global Issue and Author’s Choices [Why this Global Issue with this photo(s)?]

Conclusion

Reconnect to the Global Issue and the texts. What are some other ways we see this issue in the ‘world’ ( ISH?, local?, Netherlands?, worldwide? )

Third meeting group presentations

Lesson objectives: 

Ensure the presentation is cohesive; a poem is a “web” so ensure that you are making connections throughout (whether it is your ‘part’ of the poem or photograph or not).

Remember 

 If you want to have notes, they must only be bullet points.

Practice!!!

Third meeting