Focus Question: How does an author use words and phrases to bring meaning to a text?
Use an overhead projector or document camera to project an illustration that is appropriate for analysis. This activity is based on the picture from Snow by Cynthia Rylant, pages 24–25. You may substitute any other illustration that can be used for discussion of how an artist’s choice of details brings meaning to a picture.
Say, “This picture tells a story. The artist’s choice of details brings meaning to the picture.”
Ask general questions about the picture such as the following: “Who are the people in the picture?” (a girl and her grandmother) “Where are the people?” (at a table, probably at Grandmother’s house) “What time of year is it?” (winter) “What is the girl doing?” (drawing a picture of flowers) “What is Grandmother doing?” (pointing to seed packets, talking about plants)
Ask questions about the details in the picture such as the following: “How does the artist show that it is winter?” (The artist includes a window so you can see lots of snow outside. The cups and teapot have snowflakes.) “How does the artist show that the people are thinking about spring?” (The girl’s picture is about spring. Grandmother has a garden book, seed packets, and a drawing of where she will plant seeds.)
Ask, “What story does the artist tell in this picture?” Have students turn to a partner and discuss the picture. Then have several students share their ideas with the class.
Say, “An artist’s choice of details brings meaning to a picture. In this lesson, we are going to find out how an author’s choice of words brings meaning to a story or poem. The words the author chooses and the way s/he puts them together in a text affect the sound, meaning, and feeling of the text.”
Part 1
Write the terms rhythm, rhyme, and repetition on the board or on chart paper.
Say, “Rhythm is the beat you feel when you read words. We usually feel that beat in poetry.” Demonstrate rhythm by reading a rhyming poem such as “Twinkle, Twinkle Little Star.” Tap the rhythm as you say the words. Then have students tap the rhythm as you read the poem again. Add the definition of rhythm to the chart.
Say, “Authors create rhythm in poetry by the words they use. For example, they may use words that rhyme, or end in the same sound. In the poem ‘Twinkle, Twinkle Little Star,’ the words star and are rhyme. As I read the poem again, listen for other words that rhyme.” Reread the poem, and then have students turn to a partner and identify rhyming words. Ask, “What other rhyming words did you hear?” (high and sky) “How do you know these words rhyme?” (They end in the same sound.) Add the definition and examples of rhyme to the chart.
Say, “An author may also use repetition. That means repeating the same word or phrase in the text. Can you find an example of repetition in the line ‘Twinkle, Twinkle Little Star?’” (the word twinkle) Say, “Listen to the poem again, and then talk with your partner about other examples of repetition.” Have students share out their answers. (the phrases “twinkle, twinkle little star” and “how I wonder what you are”) Add the definition and examples of repetition to the chart.
Say, “An author uses rhythm, rhyme, and repetition to give a text a certain sound and movement.”
Add the term mood to the chart. Say, “Mood is the feeling an author creates in a poem or story. In some texts, authors choose words that create a sad feeling. In other texts, authors choose words that create a happy feeling. How does the poem ‘Twinkle, Twinkle Little Star’ make you feel?” (happy, curious)
Say, “If we can determine the mood, or how the author makes us feel through his/her word choice, we better understand the text.” Add the definition and examples of mood to the chart.
Part 2
Say, “Let’s explore how authors use words to bring meaning to a text.”
Display the poem “Icicles” by Meish Goldish. Review the chart with the terms rhythm, rhyme, repetition, mood and their definitions.
Say, “Listen to the poem as I read it to you. Notice if you feel a rhythm, or beat, as I read it. Keep in mind rhyme and repetition and how the author uses those techniques to bring meaning to the poem. Think about how the poem makes you feel.” Read the poem aloud to students.
Put students into groups of two to four. Say, “One person in each group will read the poem aloud.” Give students a minute or two to read poem aloud. Say, “With your group members, think about the sound of the poem. What did you notice about the rhythm?” Allow students time to discuss in groups and then share out. Finally, ask students to look for repeated words or phrases. Have them share out as a whole group. Have them circle the rhyming words in the poem.
On an overhead projector or document camera, display the Text Analysis Graphic Organizer (L-2-2-3_Text Analysis Graphic Organizer.docx) and provide copies to students. Say, “Let’s read the poem ‘Icicles’ again and use the graphic organizer to analyze the poet’s word choice.”
After reading the poem, say, “In the first box under ‘Icicles’ on the graphic organizer, we will record examples of rhyming words. Reread the poem and find words the author chose to create rhyme.” Have volunteers offer answers (e.g., trees/freeze, form/warm). Model how to record answers on the graphic organizer.
Say, “Now you will complete the remainder of the graphic organizer for this poem. In your group, look for examples of repetition. Then discuss what mood, or feeling, the poet creates with his word choice.” As students are working, walk around the room and conference with groups. Provide support as needed.
After students analyze the text and fill in the graphic organizer, ask students to share out as a whole group. Ask, “What mood does the author make you feel by his choice of words?” (happy, excited) Ask, “Which words create that feeling?” (repetition: “Here, oh here’s the way” and “I see icy icicles” show that the speaker is happy and excited to see icicles.) You may also point out the author’s use of exclamation points to indicate excitement.
Part 3
Display a copy of “Dear Snow” by Takayo Noda. Say, “This poem is also about winter. I am going to read this poem to you. Then you will read it again to yourself and work independently to fill in the graphic organizer for this poem.” Read the poem aloud. Prompt students to read it again and pay attention to the author’s word choice. Direct students to fill in the information for “Dear Snow” on the graphic organizer.
After students have completed the organizer, have them partner with another student to share their thoughts. Students can add or adjust the information on the graphic organizer at this time. Then, as a group, have students compare the poems and discuss how the two poets use different words to bring meaning to similar topics.
Collect the graphic organizers and check for understanding and mastery. Provide feedback and reteach as necessary.
Extension:
- For students who have difficulty grasping rhyme, work with them in small groups to review word families and onset/rime. You might also use familiar nursery rhymes and have students identify rhyming words.
- Have students who are ready to move beyond the standard generate their own poetry using rhyme and repetition.
- Students can also rewrite a poem to create the opposite mood from the one the original poet chose to create.
