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“The Gift”

“The Gift”. 2.2.3 Theme. Materials Required. “The Gift” poem Pen paper. Pre-reading Free Association. What comes to mind when I say the word gift ? Make a T-chart list of different gifts you have received. Mark the left side “tangible” and the right side “intangible.”.

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“The Gift”

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  1. “The Gift” 2.2.3 Theme

  2. Materials Required • “The Gift” poem • Pen • paper

  3. Pre-reading Free Association • What comes to mind when I say the word gift? • Make a T-chart list of different gifts you have received. • Mark the left side “tangible” and the right side “intangible.”

  4. Think, Pair, Share • Step one: write what you think these phrases mean. • What do these words have to do with gifts? • Metal splinter • Lovely face • Well of dark water • Silver tear • Took my hand • Kissed my father

  5. Think, Pair, Share • Step 2: Share your ideas about what these phrases mean with a partner. • Step 3: Share your ideas with the class.

  6. Making Predictions • We will be reading a poem called, “The Gift.” Write some predictions of what you think the gift will possibly be. Keep the phrases we used for the “Think, Pair, Share” in mind. Write your predictions then we will share on the left side of another T-chart.

  7. My Predictions Actual Gift Predictions T-chart

  8. Before we read the poem… • Period • Red • Stop • Comma • Yellow • yield • No punctuation • Green • Go

  9. Setting a Purpose • Because poetry has so many levels of meaning, you will be reading “The Gift” three times to fully comprehend the poem’s purpose. Each time, you will complete a different activity designed to engage your brain with the poem and enhance the theme.

  10. First Reading • As you read each stanza, add a prediction about the possible gift to the left column of your T-chart. • There are four stanzas.

  11. Second Reading – Triple Entry Diary

  12. Third Reading • Brainstorm themes for this poem. • Fill in the “actual gift” column on your predictions T-chart. • You will be divided in groups to find textual support for one of the themes we have brainstormed.

  13. Third Reading

  14. Post-reading journals • How did the graphic organizers (T-charts and flow chart) help you during the reading activities? • Did you understand the different levels of meaning in the poem? How did each strategy help your comprehension? • In an extended response (2-3 paragraphs), which theme do you think is most important to the author? Use several details from the poem to support your answer.

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