Make this a new day

Minutes

Structure:

Purpose:

Description:

Day 1:

Date:

Handout:

Poema 20

Grade Level:

10

Subject:

Spanish III

Topic:

Reading Comprehension

Objective:

Students should be able to evaluate how the author's narrative voice contributes to the meaning of the poem, and (by extension) how the choice of narrative voice contributes to our understanding of the work as a whole.

Other Information:

DIFFERENTIATION:
When I assign groups for the despues de leer handout, I will ensure they are in pairs of mixed basic, fluent and native language levels so that they may have the opportunity to be the 'lead thinkers' for each group: it should give the more fluent speakers the extra challenge of justifying their ideas, and they may also provide good pointers for the more basic/beginner learners.

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Reflection:

Students seemed to really understand how Melville COULD have used the different narrative voices that the students used in their rewrites of the opening paragraph, and this seemed to lead to a greater understanding of Ishmael's desire for certainty in telling his story.

The writing exercise helped students really engage with the text. I will use similar exercises in the future for this class, since they really responded well to it.

The weak spot was that the 'Less self-aware than Ishmael' group strayed a bit far from the text and didn't add as much to the comparison of different narrative voices as I'd hoped. In future, I will keep my prompts more narrowly focused or provide extra support to groups at risk of going off-track.

Prep:

Students will have read Poema 20 by Pablo Neruda

Materials:

Los enamorados Pablo Picasso (1923) Image of Painting
Student Handout (Poem 20 by Pablo Neruda)
Student Handout (Antes de leer y Despues de leer)

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