Day 2 Tuesday, August 12, 2014 15.20 – 16.50

1. Poetry in a Foreign Language Class: Selecting, Planning, Designing. E. VasilyevaI. Stolyarova Day 2 Tuesday, August 12, 2014 15.20 – 16.50

2. Can poetry be used to facilitate language learning?

3. Can poetry be used to facilitate language learning?

4. Can poetry be used to facilitate language learning?

5. Can poetry be used to facilitate language learning?

6. Can poetry be used to facilitate language learning?

7. Can poetry be used to facilitate language learning?

8. Can poetry be used to facilitate language learning?

9. Can poetry be used to facilitate language learning?

10. Can poetry be used to facilitate language learning?

11. Can poetry be used to facilitate language learning?

12. Can poetry be used to facilitate language learning? • Poetry CAN be used for teaching a foreign language!!!

13. Can poetry be used to facilitate other aspects of education? • Values • Aesthetics • General erudition • General worldview • Communication skills

14. How do we select poems for our language class? • In a group discuss the poems and select the ones you could possibly use in you class. Explain your choices to the seminar audience. • Make a list of the criteria you could recommend for selecting a poem.

15. How do we select poems for our language class? • Length • Topics and ideas • Complexity of imagery • Complexity of language • Age appropriacy • Curriculum requirements and restrictions • Aims and objectives of learning and teaching in a particular lesson

16. Working with a Poem: Stages Normally, there are 3 stages of working with a text: Pre-Reading, While-Reading and Post-Reading. In groups, please discuss how working with a poem differs from working with non-poetic texts at each stage. Please be ready to share your ideas.

17. Working with a Poem: Stages • Pre-Reading: • Get the students interested • Eliminate the difficulties • Direct students’ attention Activities: • Look at the title and guess what the poem is going to be about • Discuss facts and topics referred to in the text • Introduce the author and his epoch • Introduce the new words

18. Working with a Poem: Stages • While-Reading: • Cope with language or imagery difficulties • Identify the major facts • Identify the topic Activities: language and content • Read and write out the vocabulary you are not familiar with • Select neutral synonyms for poetic words • Write down the actions of the main characters • Sum up what happened in the first part/stanza

19. Working with a Poem: Stages • Post-Reading: • Text-based • Understand the author’s idea (?) • Exchange opinions and reactions to the text • Beyond the text • Collect and share information about the problem raised in the text • Discuss the problems raised in the text Activities: • Write a letter to a character • Have a debate about the problem you can see in the text • Create a comic to show your understanding of what the author meant

20. We Real Cool • by Gwendolyn Brooks, 1959 Let’s develop a possible lesson plan for high school students.

21. Selecting • Read the poem, discuss it in groups and give your conclusion on whether it meets the criteria you developed earlier today.

22. Uses • In groups identify the aspects of language learning this poem can be used for. You can rely on the table you filled in earlier today. • Choose and set particular study aims and objectives you can achieve working with this poem.

23. Possible Study Aims and Objectives • Aim: • Students will discuss solutions to the problem of social inequality and its effects on youth. • Objectives: • Students will read We Real Cool by G. Brooks and practice inferring the major facts and the topic from a poem • Students will express their opinion about the poem (supra-phrasal unit, reasoning) • Students will suggest their solutions to the problem raised in the poem and comment on each other’s ideas (interaction)

24. Designing Stages • Working in groups , suggest your own activities for the pre-reading, while-reading and post-reading stages.

25. Thank you for your attention!