Examine the drawing below. 2. Discuss and jot down what you and your partner see( What is physically in the drawing? Is there movement? Where are they facing? What colors do you see? Etc. ) 3. Next, discuss and jot down on a sticky note what you and your partner feel is the artist’s MEANING. Put the sticky note on the back wall. When finished, go to the next slide.

1. Examine the painting on the next page. 2. Discuss and jot down what you and your partner see( What is physically in the drawing? What might these figures represent?) 3. Next, discuss and jot down on a sticky note what you and your partner feel is the artist’s MEANING. Put the sticky note on the back wall. When finished, go to the next slide.

Choose two of the three poems on the following pages. 2. Jot down what you see(what does the poem look like on the surface? What words stick out to you?)Note: you may use your phone, dictionary, or computer to look up words you may not know. 3. Next, discuss and jot down on a sticky note what you and your partner feel is the artist’s MEANING. What is the artist saying? Put the sticky note on the back wall.

By Henry Wadsworth Longfellow I shot an arrow into the air, The Arrow and the Song By Henry Wadsworth Longfellow   I shot an arrow into the air, It fell to earth, I knew not where; For, so swiftly it flew, the sight Could not follow it in its flight. I breathed a song into the air, For who has sight so keen and strong, That it can follow the flight of song? Long, long afterward, in an oak I found the arrow, still unbroke; And the song, from beginning to end, I found again in the heart of a friend. Note: jot down what you see on the surface. Then interpret the author’s meaning. If you need hints, you may open the envelope for this poem.

A Narrow Fellow in the Grass by Emily Dickinson A narrow fellow in the grass Occasionally rides; You may have met him,--did you not, His notice sudden is. The grass divides as with a comb, A spotted shaft is seen; And then it closes at your feet And opens further on. He likes a boggy acre, A floor too cool for corn. Yet when a child, and barefoot, I more than once, at morn, Have passed, I thought, a whip-lash Unbraiding in the sun,-- When, stooping to secure it, It wrinkled, and was gone. Several of nature's people I know, and they know me; I feel for them a transport Of cordiality; But never met this fellow, Attended or alone, Without a tighter breathing, And zero at the bone. Note: jot down what you see on the surface. Then interpret the author’s meaning. If you need hints, you may open the envelope for this poem.

Where the Sidewalk Ends by Shel Silverstein There is a place where the sidewalk ends And before the street begins, And there the grass grows soft and white, And there the sun burns crimson bright, And there the moon-bird rests from his flight To cool in the peppermint wind. Let us leave this place where the smoke blows black And the dark street winds and bends. Past the pits where the asphalt flowers grow We shall walk with a walk that is measured and slow, And watch where the chalk-white arrows go To the place where the sidewalk ends. Yes we'll walk with a walk that is measured and slow, And we'll go where the chalk-white arrows go, For the children, they mark, and the children, they know The place where the sidewalk ends. Note: jot down what you see on the surface. Then interpret the author’s meaning. If you need hints, you may open the envelope for this poem.