How to Use Sound Devices in Spring

springSky1. Supply whatever poetry you are currently working on.
2. Create a sheet with the terms listed in yesterday’s post (all of these devices or just some of them).
3. Introduce these terms (even if students have heard of them before, we know a refresher always helps).
4. And there is no limit to YOUR imagination application! Have a poetry “read aloud” activity, do an aural (sound) equivalent of a word search where students can mark up the page to show the devices (feel free to invent your own key of odd markers to differentiate devices). For your more advanced classes, extend this Introduction and Application model into a Mastery segment, where students write about the effects such sound device have upon the poem itself and the person reading or listening to it (reader response, poetry sound device analysis).
5. Go outside if you can. The world is a beautiful place.
6. For high school students the transcendentalists or romantics are fantastic opportunities for close-reading and taking apart a poem.
Step one: read for enjoyment;
Step two: read for understanding/discussion;
Step three: read for sound and the assignment at hand.
7. Students should always write their own poetry if only because it gives them a sense of pride, respect for the form, and deeper knowledge.
8. A poetry unit is even better when students mix different disciplines into their work. Why not have students use technology? Students can record their own renditions of sound device poetry, and include pictures of nature or pictures reminiscent of the poems they studied, along with sketches or other media for a cross-disciplinary (art, literature, and technology) ode to spring.
Thanks for Reading!

OLYMPUS DIGITAL CAMERAGina Perfetto is a contributing writer and blogger, who publishes fine teaching products. She lives in New Jersey with her husband Gene and cat Dude.  Perfetto Writing Room Blog

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