LITERACY – Reading (inferring)
We read an untitled poem and made inferences about its meaning.
Level 3 answers included
- LITERAL COMPREHENSION
- an ability to title the poem based on a reasonable observation (e.g. what words or phrases are featured in the poem)
- identifies implied messages within the text (“reading between the lines”)
- identification of metaphors and other symbols while explaining what the text means
Level 4 answers
- same as above
- plus something more with INFERRING/REFLECTION….e.g. showed a connection between the meaning of the poem, and another similar concept (shows solid understanding of the meaning because the student can explain the meaning of the text by applying it to another context)
You could almost hear a pin drop while students worked on reading comprehension! 🙂
Two fun half-court basketball games!
Students were reminded to use criteria from last week:
- Numbers for Base & Height (line at right angle to base)
- Equal signs lined up
- Units in final answer
After examining the poem this morning (a.k.a., the lyrics to the song “Dust in the Wind” by Kansas!), we discussed how the mood of the poem changed once it was set to music.
- The song gives it a different tone — it doesn’t sound as depressing, because it has music.
- Listening to the song isn’t as depressing as reading it
- The guitar makes it sound kind of happy.
- I’m pretty sure the song is in a major key – which sounds happier. The notes in the melody go up at the start – going up sounds hopeful – Chloe
- The music helps me feel differently. When he sings, it makes me think more deeply about the meaning. It has an emotional meaning.
- The words sound less depressing with music — with just the poem you interpret it just your own way. The music gives a different sound and can change your perspective.
- I find it it more depressing with the music. The tone of the singers voice was depressing.
Students: Have another listen to the song “Dust in the Wind”
- Do you prefer “Dust in the Wind” as a poem or song? Give reasons why in the comments below!
- Use examples of elements of music in the song to prove your point of view.
e.g. Mode (major vs minor), rhythm, tempo, melody, harmony, orchestration (= instruments used)