How do you plan a narrative response to a poem using relevant - - PowerPoint PPT Presentation

How do you plan a narrative response to a poem using relevant descriptive details?

In this lesson you will learn how to plan an imagined narrative reading response by applying relevant descriptive details of the narrator, character and setting.

Let’s Review Write a poem in response to Emily Dickinson’s “The Wind’s Visit”, where the narrator is the wind. Your poem should describe a second visit between the two characters, from the wind’s point of view. The poem should be brief, like Dickinson’s. Your poem should “pick up” where “The Wind’s Visit” left off and your word choice and description should let the reader know how the wind feels or reacts to this visit. Your poem should describe the visit completely, so that the reader has the sense of conclusion by the poem’s end.

Let’s Review

Writing Process

Generate & plan Draft & revise Edit & publish

1 2 3

Read closely & analyze

4

Write a poem in response to “The Wind’s Visit”, where the wind is the narrator.

Let’s Review “The Wind’s Visit” by Emily Dickinson

• Narrator “visited” by the

character the wind

• The visit is not long
• Poems have abbreviated

description

• Narrator, character, setting

descriptions revealed through details

The Wind’s Visit The wind tapped like a tired man, And like a host, “Come in,” I boldly answered; entered then My residence within A rapid, footless guest, To offer whom a chair Were as impossible as hand A sofa to the air. No bone had he to bind him, His speech was like the push Of numerous humming-birds at once From a superior bush.

Core Lesson

Reread the text, highlighting details that describe the narrator, character(s) and setting.

1 2

Ask, “What relevant descriptive details will I need to include or add to these?” Jot these down.

3

Ask, “How will I add to these descriptions in a new situation?” Add these to the list.

Core Lesson Reread the text, highlighting details that describe the narrator, character(s) and setting.

The Wind’s Visit The wind tapped like a tired man, And like a host, “Come in,” I boldly answered; entered then My residence within A rapid, footless guest, To offer whom a chair Were as impossible as hand A sofa to the air. No bone had he to bind him, His speech was like the push Of numerous humming-birds at once From a superior bush.

• Narrator: blue
• Character: green
• Setting: yellow

Core Lesson

His countenance a billow, His fingers, if he pass, Let go a music, as of tunes Blown tremulous in glass. He visited, still flitting; Then, like a timid man, Again he tapped — 't was flurriedly— And I became alone. Emily Dickinson

• Narrator: blue
• Character: green
• Setting: yellow

Reread the text, highlighting details that describe the narrator, character(s) and setting.

Core Lesson Ask, “What relevant descriptive details will I need to include or add to these?” Jot these down.

• Wind:
• tired man, timid man
• rapid, footless guest
• no bones to bind him
• speech like push of

numerous h-bs

• superior
• countenance a billow
• his fingers let go music
• still flitting
• tapped flurriedly

Do I need to add more relevant description?

Core Lesson Ask, “What relevant descriptive details will I need to include or add to these?” Jot these down.

• Narrator/Woman:
• like a host
• boldly answered
• became alone
• Setting:
• my residence within
• chair
• visit

Do I need to add more relevant description?

Core Lesson Ask, “What relevant descriptive details will I need to include or add to these?” Jot these down.

• Narrator/Woman:
• like a host
• boldly answered
• became alone
• Setting:
• my residence within
• chair
• visit

What description do I need to add to these?

Core Lesson Ask, “What relevant descriptive details will I need to include or add to these?” Jot these down.

Narrator/Woman: like a host boldly answered became alone

• her movement(s)/dress
• what she said/did
• her reaction to him/visit

Setting: my residence within chair visit

• when & where (2nd visit)
• room description

Core Lesson Ask, “How will I add to these descriptions in a new situation?”

• her movement(s)/dress

storms, halts, meet my gaze inches, perches like sparrow shivers, reached, leaps muslin

• what she said/did

“Who’s there?”, “Please stay” “Why have you come back?” no knock, whimpers, cowering afraid, trills, detain

• her reaction to him/visit

confused, snared, mute, alone

Core Lesson

Writing Process

Generate & plan Draft & revise Edit & publish

1 2 3

Read closely & analyze

4

Core Lesson Ask, “How will I add to these descriptions in a new situation?”

• when & where (2nd

visit) mistress’s house, again, now not expecting my return

• room description

small, close, cell throne, sofa, cooled breeze

• pen door

Core Lesson

Reread the text, highlighting details that describe the narrator, character(s) and setting.

1 2

Ask, “What relevant descriptive details will I need to include or add to these?” Jot these down.

3

Ask, “How will I add to these descriptions in a new situation?” Add these to the list.

In this lesson you have learned how to plan an imagined narrative reading response by applying relevant descriptive details of the narrator, character and setting.