digital

Close Reading Poetry Through the Year: Printable & Digital for Distance Learning

Close Reading Poetry Through the Year: Printable & Digital for Distance Learning
Close Reading Poetry Through the Year: Printable & Digital for Distance Learning
Close Reading Poetry Through the Year: Printable & Digital for Distance Learningplay
Close Reading Poetry Through the Year: Printable & Digital for Distance Learning
Close Reading Poetry Through the Year: Printable & Digital for Distance Learning
Close Reading Poetry Through the Year: Printable & Digital for Distance Learning
Close Reading Poetry Through the Year: Printable & Digital for Distance Learning
Close Reading Poetry Through the Year: Printable & Digital for Distance Learning
Close Reading Poetry Through the Year: Printable & Digital for Distance Learning
Close Reading Poetry Through the Year: Printable & Digital for Distance Learning
ideas by jivey
29,749 Followers
Format
Zip (4 MB|27 pages)
Standards
ideas by jivey
29,749 Followers
$6.00
Digital Download
 Digital Resource for Students
The Teacher-Author has indicated that this resource is made for device-based learning.
Share this resource

Description

Close Reading

Poetry doesn't have to be saved for April! Use this pack to practice close reading in your classroom to help grow your students' love for poetry.

This file includes the digital and printable versions of the poetry activities.

Check out my blog post that shows a step-by-step lesson using a poem from this pack (including a freebie), as well as this SECOND post that includes a BONUS poem!

Get the BONUS poem!

Included in this pack:

Suggestions for use, Annotation Bookmarks, and the following poems found in the public domain with guiding questions (and answer keys) for the first, second, and third read:

In August By William Dean Howells (1902)

Bed In Summer By Robert Louis Stevenson (1913)

*can be paired with a text about the seasons or Daylight Savings Time

The Spider By Jane Taylor (1883)

November By Alice Cary (1873)

Snow-Flakes By Fannie Isabelle Sherrick (1880)

Mr. Nobody By Anonymous

My Shadow By Robert Louis Stevenson (1885)

*can be tied with Groundhog Day or a study about light

The Brook By Alfred, Lord Tennyson (1862)

Woodman, Spare That Tree! By George Pope Morris (1830)

*should be paired with Our Tree Named Steve

A Riddle By Hannah More (1818)

*****************************************************************************

Want more information on how to implement close reading in your classroom?

You can check out these other blog posts:

Stop Highlighting...Start Thinking!

Text Dependent Questions With Annotations

Text Dependent Questions, Part 2

*****************************************************************************

Please remember, this purchase is for the use of one teacher. It is not intended to be shared. Please use the 'additional license' purchase if more than one teacher will be using it. Thank you!

Copyright © 2015 Ideas By Jivey, LLC

All rights reserved by author, Jessica Ivey.

Permission to copy for single classroom use only.

Electronic distribution limited to single classroom use only.

Not for public display.

Leave feedback to earn credits for future purchases! Become a follower to receive updates about future units as well!

Total Pages
27 pages
Answer Key
Included
Teaching Duration
1 Year
Report this Resource to TpT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TpT’s content guidelines.

Standards

to see state-specific standards (only available in the US).
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

Reviews

Q & A

Teachers Pay Teachers is an online marketplace where teachers buy and sell original educational materials.

More About Us

Keep in Touch!

Sign Up