Spanish Language Arts.5.9.B

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The student is expected to

explain the use of sound devices and figurative language and distinguish between the poet and the speaker in poems across a variety of poetic forms;

Artes del lenguaje y lectura en español.5.9.B

Se espera que el estudiante

explique el uso de los recursos sonoros y el lenguaje figurado, y distinga entre el poeta y el narrador en poemas a través de una variedad de formas poéticas;

SLA multiple genres strand teks talk image

Knowledge and Skills Statement

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.

Presente varios poemas a la clase explicando que en la poesía se expresan emociones o impresiones del mundo que nos rodea. Enfatice que con este propósito se usa el lenguaje figurado. Este lenguaje crea imágenes en el lector (por ej., Las nubes son motas de algodón). No es en realidad que las nubes sean de algodón, pero eso es lo que parecen. Proporcione a los estudiantes varias palabras para que cada uno haga un verso con ellas. Por ej., pájaro (pájaro de canto multicolor), mariposa, delfín, tortuga. Los estudiantes formarán sus propios versos utilizando el lenguaje figurado. Tomando turnos, los estudiantes comparten con el grupo sus versos. Observe y tome nota del proceso.


Further Explanation

Los estudiantes comprenden que el lenguaje se usa de diferentes maneras y que, en la poesía, el lenguaje quiere propiciar en el lector las imágenes que le ayuden mejor a comprender el sentido del poema.

Students are expected to distinguish between the speaker of a poem and the poet or author. The speaker is the voice in a poem. It is roughly equivalent to the narrator of fictional works. The speaker is not the same as the poet, as the poet may be writing from a different perspective altogether. In fact, the speaker is a character created by the poet to deliver the words of the poem
Sound devices are resources used by poets to convey and reinforce the meaning or experience of poetry through the skillful use of sound. Students should be able to explain how poets organize words in a variety of patterns to create mood, tone, and images. For example, students are expected to explain that alliteration, or the repetition of usually initial consonant sounds in two or more consecutive words, has the function of creating a musical effect in the text that enhances the pleasure of reading a poem. The following use of alliteration suggests a snake-like quality, implying slyness and danger: “The snake slithered across the sandy seaside.”
Figurative language is language that uses words or expressions with a meaning that is different from the literal interpretation. Students should be able to explain that figurative language is used to describe one thing by comparing it to something else. Figurative language uses imagery, metaphors, and other literary devices to create mental images with words. Students are expected to explain that writers often use figurative language as an effective way of communicating an idea that is not easily understood because of its complexity.
in poetry, the speaker is the voice behind the scene in a poem The speaker is not the same as the poet, as the poet may be writing from a different perspective altogether.

Research

1. McDonough, S. (2013). Playing with poetry: figurative language in action. Practically Primary, 18(2), 27+. Retrieved from https://link.galegroup.com/apps/doc/A334276548/PROF?u=tea&sid=PROF&xid=75cf65b2

Summary: As part of a lesson on myths and lessons, students are asked to produce poems about characters in the myths. In brainstorming exercises, students are given specific prompts to generate figurative language about their characters. The explicit focus is on figurative language as a narrative device.

2..  Dallacqua, A.L. (2012). Exploring literary devices in graphic novels. Language Arts, 89(6), 365–378. Retrieved from www.ncte.org/library/NCTEFiles/Resources/Journals/LA/0896-jul2012/LA0896Exploring.pdf

Summary: In this article, the researcher suggests that students can use literary devices as a means to make meaning of text. The article demonstrates how graphic novels can be used to implement multimodal and visual instructional strategies that increase the reading comprehension of students.