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23.29 MB | 75 pages
This is a set of poetry analysis close reading task cards and other materials to teach the poem, “Afternoon On a Hill” by Edna St. Vincent Millay. This poem is on the the CCSS-ELA text exemplar list for Grades 2-3. The set gives you 18 task cards and all of the student and teacher materials to teach second and third graders to analyze poetry.
Let's face it . . . analyzing poetry is not easy, even for adults! The good news is, I've done the hard work for you and this task card set set lets you teach students to analyze (and enjoy!) the poem, "Afternoon On a Hill” by Edna St. Vincent Millay.
The set includes 76 pages of PDF materials:
• 18 poetry task cards (color and BW)
• Student recording worksheets for the 18 task card lessons (BW)
• Student packet journal covers (color and BW)
• All answer keys in detailed language to help you teach students
• “Afternoon On a Hill” poem teacher summary and poetry analysis summary
• “Afternoon On a Hill” online web links to use with students
• Meet the Author Edna St. Vincent Millay Brief Biography - get to know the author (color)
• Student copy of the poem (color and BW)
• Rhyme Scheme of "Afternoon On a Hill” poster (color)
• Imagery in the Poem poster
• Teacher overview of the lessons
• What is Poetry? (color poster)
• How to Read a Poem (color poster)
• CCSS ELA Reading Literature Standards for your teacher binder
Suggested uses: You can use all 18 lessons or pick and choose the ones you like. I like giving teachers the choices. You can use this as a literacy center activity, independent packet, or use it in your guided reading instruction groups to teach close reading.
• Making predictions
• Practicing oral poem reading
• Determining meaning of phrases
• Looking at the poem's setting
• Looking at rhyming words
• Looking at rhythm and flow
• Determining point of view
• Drawing the setting
• Determining the speaker
• Making Inferences
• Looking for sensory words
• Looking at imagery and visualizing
• Determining the central message
• Determining mood or tone
• Connecting with the poem
• Giving opinions
• Quoting from the text as evidence
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