1. What do you see?

2. What do you see?

3. What do you see?

4. What do you see?

5. What do you see?

6. What do you see?

7. Three or four?

8. What do you see?

9. Is the cat going up or down?

10. distinguishing different perspectives
What is it ?
Everyone seeing the same thing and yet each one perceiving it differently
Different people being exposed to one text and responding to it differently
What do we do with it ?
Identify different points of view within a text
Identify different points of view among the readers of a text

11. Poetry is very similar to what we just saw (optical illusions)
Interpretation 1
One poem
Interpretation 2
Interpretation 3
One poem can have more than one correct interpretation

12. Literature book p.4
The boy believes that poetry should not be studied or explained, poetry should be read and experienced. He thinks analyzing poetry spoils it.
B. The poets agree with the boy, they all think that poetry should be appreciated for what it is, the rhythm and the words.

13. Literature book p.4 C. Possible answers:
The teacher explained the poem to the class. The boy would not approve of this teaching method. I don’t like this way of teaching poetry either because it spoils poems.
the teacher divided the poem into parts and explained each one separately. The boy would not approve of this method. I like this method because it helps me understand the poem.

14. Literature book p.4
D. What are the clues? How do we understand what she means? The clues are: her facial expressions , her smile, and the fact that she closes her eyes and adds her own example. We use the clues to understand the meaning. Inferring

15. Reading between the lines Thinking beyond the words and the pictures
What is inferring
Inferring
Reading between the lines
Searching for clues
Thinking beyond the words and the pictures
Drawing conclusions

16. Introduction to poetry Billy collins
I ask them to take a poem and hold it up to the light like a color slide or press an ear against its hive. I say drop a mouse into a poem and watch him probe his way out, or walk inside the poem’s room and feel the walls for a light switch. I want them to waterski across the surface of a poem waving at the author’s name on the shore. But all they want to do is tie the poem to a chair with a rope and torture a confession out of it. They begin beating it with a hose to find out what it really means.
Introduction to poetry Billy collins

17. Introduction to poetry Billy collins
I ask them to take a poem   
and hold it up to the light   
like a color slide
or press an ear against its hive.
I say drop a mouse into a poem   
and watch him probe his way out,
or walk inside the poem’s room   
and feel the walls for a light switch.
قصيدة
I want them to waterski   
across the surface of a poem
waving at the author’s name on the shore.
But all they want to do
is tie the poem to a chair with a rope   
and torture a confession out of it.
They begin beating it with a hose   
to find out what it really means.
يتزلج
عبر\فوق
سطح
شريحة الوان
يلوح
كاتب
شاطئ\ساحل
يضغط
مقابل\بمحاذاة
خلية
أسقط
يقيّد
حبل
يفحص\يستكشف
يعذّب
اعتراف
يتحسس
مفتاح الضوء
يضرب
خرطوم ماء
Introduction to poetry Billy collins

18. I ask them to take a poem and hold it up to the light like a color slide
شريحة لون

19. or press an ear against its hive.
يضغط
بمحاذاة\مقابل
خلية (نحل)
or press an ear against its hive.

20. I say drop a mouse into a poem and watch him probe his way out,

21. or walk inside the poem’s room and feel the walls for a light switch.

22. I want them to waterski across the surface of a poem waving at the author’s name on the shore
or press an ear against its hive.
I say drop a mouse into a poem   
Introduction to poetry
I ask them to take a poem   
and hold it up to the light   
or walk inside the poem’s room   
and watch him probe his way out,
and feel the walls for a light switch.
waving at the author’s name on the shore.
like a color slide
I want them to waterski   
across the surface of a poem
is tie the poem to a chair with rope   
They begin beating it with a hose   
But all they want to do
and torture a confession out of it.
to find out what it really means.
Billy Collins

23. But all they want to do is tie the poem to a chair with rope and torture a confession out of it.

24. They begin beating it with a hose to find out what it really means.
Introduction to poetry
I ask them to take a poem   
and hold it up to the light   
like a color slide
or press an ear against its hive.
I say drop a mouse into a poem   
and watch him probe his way out,
or walk inside the poem’s room   
and feel the walls for a light switch.
I want them to waterski   
waving at the author’s name on the shore.
across the surface of a poem
But all they want to do
is tie the poem to a chair with rope   
and torture a confession out of it.
They begin beating it with a hose   
to find out what it really means.
They begin beating it with a hose to find out what it really means.

25. Basic understanding p.6 probe slide Light switch confession hose hive
surface
waving
shore
torture
rope
beat

26. Basic understanding p.6 Possible answers:
1. waterskiing, surfing, sailing, windsurfing.
2. boat, ship, raft, goose, duckling.
3.Palm tree, seashells, sand, people sunbathing.
4.Tying a raft, climbing, making a swing.
5. Washing a car, putting out fires, watering a garden/lawn.

27. Basic understanding p.6 Possible answers:
The subject of the poem is how to read a poem/ is how to teach a poem/ is how to approach a poem.
Possible answers:
Lines 1-11
The opinion of the poet.
He describes how he would want readers to read a poem.
Lines 12-16
The opinion of the readers.
They want to find out the meaning of the poem as fast as possible.

28. What does that mean? Maybe it means that:
I ask them to take a poem   
and hold it up to the light   
like a color slide
What does that mean? Maybe it means that:
Readers should shed light on the poem to view it more clearly.
Readers should look at all the words in a poem to view it holistically.
Readers should appreciate all parts of the poem, since it can’t be whole if a part of it is missing.

29. What does that mean? Maybe it means that:
or press an ear against its hive.
What does that mean? Maybe it means that:
1.The readers should listen to the poem’s special sounds. 2. the poem should stay closed and not be opened. (just like a bee hive) 3. The readers should listen closely to the details of a poem.

30. What does that mean? Maybe it means that:
I say drop a mouse into a poem   
and watch him probe his way out,
What does that mean? Maybe it means that:
1. The poet wants each student to interpret the poem in his own way, just like a mouse should find his own way to get out of a maze. 2. Each reader will make his/her own mistakes until they find the way.

31. What does that mean? Maybe it means that:
or walk inside the poem’s room   
and feel the walls for a light switch.
The poet wants the students to explore the dark room (which is the poem) with all their senses.
the poet thinks that each sentence in the poem is important and not only the general message (the light).

32. What does that mean? Maybe it means that:
waving at the author’s name on the shore
I want them to waterski   
across the surface of a poem
What does that mean? Maybe it means that:
1. Readers should forget the poet and rely on their own thinking when trying to understand the poem. 2. Readers should have fun while reading the poem.

33. What does that mean? Maybe it means that:
is tie the poem to a chair with rope   
But all they want to do
and torture a confession out of it.
What does that mean? Maybe it means that:
1. The poet claims that the students are just reading the poem in a very superficial way, they are not trying to understand its true Meaning. 2. Readers just want to be told what the meaning of a poem is, they don’t want to experience it as it is.

34. What does that mean? Maybe it means that:
They begin beating it with a hose   
to find out what it really means.
What does that mean? Maybe it means that:
They attack the poem instead of really exploring what it means.
Readers want things to be clear, they don’t like to read between the lines.

35. Analysis and interpretation p.7
“I” (line1) refers to the poet, speaker. “them” (line1) refers to the readers(teachers,students). “they” (line12) refers to the readers(teachers,students).
Inferring
And hold it up to the light like a color slide.
Or press an ear against its hive
Or walk inside the poem’s room and feel the walls for a light switch.
Waving at the author’s name at the shore.
To find out what it really means.

36. Analysis and interpretation p.7
- The speaker thinks that the way students/ teachers try to interpret a poem is not the right way, they ruin it by trying to analyze it. - The poet disapproves of the way readers view a poem because they don’t explore it by themselves but ask teachers to make it clear for them. - The speaker doesn't like the way readers approach the poem because all they want is the meaning therefore they miss its beauty. - The speaker feels that students usually attack the poem and immediately begin to analyze it. They become frustrated when they don’t get the meaning immediately, and they try to force the meaning out of the poem instead of letting it come to them gradually.

37. Analysis and interpretation p.7
Imagery
Using words that appeal to the five senses to create a picture in the reader’s mind.

39. C. Personification: The sun peeked happily from behind a cloud.
The trees danced back and forth in the wind.
It was time to go home, but the ring refused to ring.
The delicious smell of cookies pulled me to the kitchen.
The warm fireplace seemed to be calling my name.

40. Analysis and interpretation p.7
Personification
Giving human characteristics to inanimate objects, ideas, or animals.
The poem is personified. It is compared to a prisoner who must be tortured in order to extract a confession (lines 12-16).
This strengthens the poet’s message and helps the reader identify with the poor poem.

41. Analysis and interpretation p.7
1. The message of the poem is that a poem should be experienced for its language and images before being analyzed for its meaning. If it is read with careful attention its meaning will be revealed.
2. Students are not usually taught to experience the poem. They immediately begin analyzing it and miss out on much of its internal effect.
3. Yes, the language and imagery he uses are simple and easy to understand. Or
No, because we do not understand how readers are supposed to understand the poem without thoroughly understanding it.

42. Bridging text and context

43. Bridging text and context p.8
In program poetry 180 Collins is trying to make poetry a daily feature of students’ lives and convince teachers that it should not be taught. This is exactly what the message of his poem ‘introduction to poetry’ is, in other words both his poem and his program have the same purpose.
1. A poet laureate is a poet officially appointed by a government or conferring institution, who is often expected to compose poems for special events and occasions.

44. Poet laureate
A poet laureate is a poet officially appointed by a government or conferring institution, who is often expected to compose poems for special events and occasions.

45. Poetry 180
Poetry 180 is a program Billy Collins started. The idea of this program is to have high school students hear a poem everyday, so that the poem will be a feature of daily life and not something that is just taught.

46. Poem 017 Bad Day Not every day is a good day for the elfin tailor
Poem 017 Bad Day Not every day is a good day for the elfin tailor. Some days the stolen cloth reveals what it was made for: a handsome weskit or the jerkin of an elfin sailor. Other days the tailor sees a jacket in his mind and sets about to find the fabric. But some days neither the idea nor the material presents itself; and these are the hard days for the tailor elf. —Kay Ryan
The poem 3 of you chose
I chose this poem because I have too many bad days and I enjoyed reading the poem.

47. The poem one of you chose
Poem 12 The Bat By day the bat is cousin to the mouse. He likes the attic of an aging house. His fingers make a hat about his head. His pulse beat is so slow we think him dead. He loops in crazy figures half the night Among the trees that face the corner light. But when he brushes up against a screen, We are afraid of what our eyes have seen: For something is amiss or out of place When mice with wings can wear a human face. —Theodore Roethke
I chose this poem because bats are interesting creatures.

48. A poem none of you chose
Poem 077 A Birthday Candle Thirty today, I saw The trees flare briefly like The candles on a cake, As the sun went down the sky, A momentary flash, Yet there was time to wish —Donald Justice
I chose this poem because it gave me hope.

49. I think a similar program can be started in Arabic because there are many successful Arab poets who have written great poetry. It would be nice to hear a poem every morning before we start our school day.

50. No, it does not surprise me that Billy Collins started this program because the message of introduction to poetry is to hear the poem and enjoy it. In this way students will understand the message. In the program, Collins wants students to hear a poem a day so they will become familiar with and enjoy poetry, and not just analyze it.

52. BRIDGING TEXT AND CONTEXT WRITING
This quote/information connects/relates to the story/poem in many ways. In the quote/information we have________________ (subject of information) ______________ just like in the story where________ (related general situation)_______. For example, ________ (specific info #1) __________________ In addition, ___________________ (specific info #2) ___________________ _______________. Both the story and the quote (summary) _____( because both deal with/are about_______________

53. Example 1
Question: “ I think one of the worries that sometimes destroys the spirit of poetry… is students’ uncertainty about how to approach a poem and how to deal with difficulty in poetry.” – from an interview with Billy Collins. Make a connection between the above quote and the poem. Support your answer with information from the poem.

54. Bridging text and context
This quote/information relates to/connects to the story/poem in many ways. In this quote we have ___1___ just like in the story/poem where ___2___. For example ___3___, in addition ___4___. Both the quote/information and the story/poem ___5___ because they both deal with/talk about ___6___.

55. Example 1
Answer:
This quote connects to the poem in many ways. In the quote we have_the idea that students don’t know how to approach a poem correctly_ just like in the poem where_Billy Collins presents the meeting between a poem and a student as similar to that of a prisoner and the person who tortures him _. For example, _students try to torture a confession out of the poem_ In addition, _they beat it to find out what it really means_Both the poem and the quote _present the same point of view_ because both deal with _students’ struggle when they approach a poem, they overanalyze it and that ruins the beauty of the poem because they miss out on the pleasures of reading poetry._

56. Almost
The end

57. What have we learned?
Share your thoughts : 1) 2) 3) 4) 5) 6)

58. summary High order thinking skill Literary terms Inferring
Personification
Imagery
-Thinking beyond the words and the pictures.
-Reading between the lines.
- Searching for clues.
Using words that appeal to the five senses to create a picture in the reader’s mind.
Giving human characteristics to inanimate objects, ideas, or animals.

59. Introduction to poetry Billy collins
I ask them to take a poem   
and hold it up to the light   
like a color slide
or press an ear against its hive.
I say drop a mouse into a poem   
and watch him probe his way out,
or walk inside the poem’s room   
and feel the walls for a light switch.
I want them to waterski   
across the surface of a poem
waving at the author’s name on the shore.
But all they want to do
is tie the poem to a chair with a rope   
and torture a confession out of it.
They begin beating it with a hose   
to find out what it really means.
Introduction to poetry Billy collins

62. English team
Ort Nauraa high school