However, Gail Hemmeter's ""How to Read Poetry" does a better job. This is because he gives a list of things for the readers to think about when reading a poem. This clearly explains that Gail Hemmeter's understanding of poetry is that to understand poetry there a process of things that you have to do. "Introduction to Poetry" by Billy Collins doesn't clearly show his viewpoint on the understanding of poetry because it's a confusing poem trying to explain confusing poems. So overall "How to Read Poetry" by Gail Hemmeter better conveys his viewpoint on the understanding of
Feeding them more ignorance is does not protect their innocence, for children go to school to learn. This poem is a perfect example of how education allows students to be taught about the past and learn from what happened in history to better live in the future. With education comes wisdom and if the students were taught the real stories, they would not have been “messing up [other kids’] hair and breaking their glasses.” Though each poems strides to protect, both are filled with comforting lies that will sooner or later be confronted by the
It teaches them what poetry is really about, that it isn't just words but it has emotions and a storyline behind every poetry. Mr. Keating love for what he teaches he doesn't just have a lecture of what is in the English book, but to feel it. I think that if a teacher love for what they teach that makes a big difference to a teacher not caring about the subject. It makes you want to learn about what part of that subject makes your teacher show passion towards their teaching methods. There was a quote that Mr. Keating also inspires me “ I stand upon my desk to remind myself that we must constantly look at things in a different way.” it inspires me that you have to look at things in one way there is any possibility to look at it from a different point of view.
Mrs. Flowers is teaching Marguerite to approach books with critical thinking skills to enhance her own learning experience. She wants Marguerite to exercise, reading out loud and move out of her comfort zone despite her resistance to even converse with others. The benefits of children reading not only strengthen their intellect, but “The words of the story act as mirrors in which the children’s conflicts and feelings –fear, jealousy, aggressiveness, loneliness, and the need, the wish of being loved and accepted– are reflected while offering the child fictional alternatives and solutions” (Stockar, par. 35).
In “Hidden Intellectualism”, by Gerald Graff he makes a stunning point that compares street smarts to book smarts. He brought up the idea that if teachers incorporated things that students are passionate about, and topics that they can relate to they would get more passion and effort in their work, rather than assigning topics that the students have nothing in common with. I agree with this author's opinion one hundred percent. Just recently my high school teacher let us write an essay on our favorite band so she could evaluate our writing, and I felt like writing the essay was a piece of cake. In another class we had to write about the Bill of Rights and court cases from hundreds of years ago.
How could a poetry reader and a pilgrim have any similarities? In Edward Hirsch’s “How to Read a Poem” he directly relates the two. After reading his essay, I too, understand the comparison. By using this he makes understand poetry easier to people struggling to find the true meaning of a poem. When reading poetry, I use his three main rules to understand the work; without these rules comparing a pilgrim to a poetry reader understand poems would still be difficult.
I chose “Catch a little rhyme” by Eve Merriam, mainly because it was a short poem and it would be easier to memorize. I translated the entire poem to know what was it about and then, I started working on the right pronunciation of the words. I was not sure if Google Translator pronounced the words right, and so I asked my teachers to read it for me, meanwhile I was paying close attention to how they did it. I memorized the poem and practiced it slowly and several times in front of the mirror to overcome my shyness and improve my thick accent as
Shel Silverstein’s books of poetry are often found in classrooms because of the sheer accessibility of his words and their meanings. The poem Where the Sidewalk Ends from the book of the same name is a testament to this point as he uses the simplest words to get his point across, he spells his message out so that anyone can absorb the information they read or hear. Silverstein’s consideration of his audience is what I believe gave myself and my friends our first conscious appreciation for poetry. It was conscious because we chose to read all of Silverstein’s work after having our teacher read Where the Sidewalk Ends from a poster in our school library. Tunnell et al.
Through the common use of poetic devices, the two poems share a common theme: innocence. Whether it is the losing of one’s innocence or protecting others innocence; the poets try to advised other with their words to not repeat the mistakes as their speakers did. In “Southern History” by Natasha Trethewey and “The History Teacher” by Billy Collins, the poets both demonstrate innocence through diction, allusion, imagery, and tone. The poem “The History Teacher” by Billy Collins describes a history teacher’s attempt to protect the innocence of his students. The harsh realities of life is sugar coated to his students as he teaches them history; however, his attempts proved fruitless.
If I was a writing teacher, I would have my students write both fun, creative stories and boring, research papers. I think this would make them more excited about writing but they would also have to learn how to write research papers. I would let them pick their topics of research papers so they don’t have to research topics that they aren’t interested
Point 1: Sociolinguistics (8) 174w When it comes to reading, every student has different experiences in regards to what they are interested in reading. Working with students that are extremely diverse sociocultural theory addresses the importance of incorporate reading that students can relate to culturally. Implementing culturally diverse material, students begin to reflect with the story that they are reading and they are motivated to read because they are becoming part of the story. By implementing different cultures books, they are expanding their knowledge of other cultures that they are not familiar or were never aware. Adapting to students culture is important for a teacher to do, especially when teaching a diverse school because making those personal connections are crucial to building relationship with the students and their community.
Our Something from Nothing Unit was designed to help students acquire positive attitudes towards reading and books. Our goal was to make the unit as enjoyable for students as possible, while ensuring they are working towards mastery of the expectations from the Language Arts and Social Studies curriculum. With the goal of student enjoyment in mind, we chose the book Something from Nothing because we found that many students love this story and can relate to, Joseph, the boy whose belongings are wearing out over time. We began the unit by doing a read-aloud. This was to help students understand that written language is meaningful, gain an understanding of text structures, and see what fluid reading looks and sounds like (Bainbridge & Heydon, 2017).