Reading(There's No Frigate Like a Book)
Objectives: At the end of the lesson, students will have enhanced their skills in:
1. filling the gaps in a listening text;
2. recreating images as the poem is read;
3. associating meanings of words and phrases as used in the poem;
4. interpreting the poem to determine the author's purpose; and
5. applying ideas gained from reading to actual experience.
Content:
Reading Comprehension(Identifying Word Vocabulary and Images in a Poem)
Materials: Pre-recorded Tape, LCD Projector, Computer, CD,
Strategies:
A. Pre-reading
1. Have the students take a look at the photos of the specific places in Israel. Ask them if they have gone to these places. pls. click here
Ask if they would like to visit these places.
Tell them in the poem they are going to read, they will learn about interesting way to travel. But, first they will listen to a short passage about Helen Dickinson.
2. Listening Close Exercise Emily Dickinson
B. Discovering the language of the poem
a. Choosing the best words
I will read each sentence aloud. Repeat the sentence using a word or expression that has a similar meaning to take the place of the italicised word.
1. The story told about how pirates attacked one frigate after another on the high seas.
2. Knights like Sir Galahad rode on coursers.
3. They had to traverse many miles to reach the camp.
4. We have to be frugal to save money
C. First Reading of the poem pls. click here to read the poem.
D. Thinking through the poem:
1. What is the best frigate to take us to distant lands?
2. What are the best coursers?
3. In what way are coursers and poetry similar?
4. Who can afford to travel to many distant places?
5. How can the very poor afford to visit faraway places?
6. What is the writer's purpose in writing this poem?
7. Do you agree that reading a book is the best and most economical way to travel? Why?
8. What other benefits do we get from reading?
E. Second Reading of the poem by the teacher
Set purpose: To create images
F. Choral Reading
Set purpose: To show how rhythm contributes to meaning
Divide the class into eight groups. Assign one line to each group. Give each group from three to five minutes to rehearse its line together before it does the choral recitation.
G. Evaluating the poem
How do you like the poem?
Will it make any difference if the author had used ship instead of frigate, horses instead of coursers, travel in place of traverse? Explain you answer. Did you take note that the poet can use the appropriate words because of her experiences? Write your answer in paragraph form.
H. Assignment:
Write a well-organized paragraph on one of these topics:
1. Reading a book
2. Reading is a very important activity.
