It’s no secret, I really enjoy using reading, writing and using poetry in the classroom (see my previous post here on Free Voluntary Reading) This semester, I used one of Diego Ojeda’s poems from his poemario “Poesía gramatical”. You can pick up your copy at the retailers below.
I love the depth and yet simplicity of the poems and how easy they are to incorporate with any unit. While finishing up our unit on Hispanic Heritage Month (in October), I thought it would be a great idea to celebrate one of my fellow teacher educators: Diego Ojeda. You can find more information about his trailblazing work here: https://srojeda.com/
I always to have some type of bridge to the lesson. We embarked on the pre-reading questions and activities to help students gain a better since of the poem. The poem we studied was “¿A qué te dedicas? This poem is about the different professions that one can have.
- I asked them questions about poetry in general such as: ¿Te gusta no te gusta? ¿Tienes un poeta favorito? Many students are reading some type of poetry in English class so the responses varied.
- I asked them about what profession they wanted to pursue. Since we’d just finished the Super-7 verbs (within our previous unit), they were familiar with “quiero ser“.
- They looked up their future profession, wrote out a sentence and shared with other students. En el futuro, quiero ser__________. This was a great connection to the poem!
- I ALWAYS like to include some type of speaking. Therefore students went around asking the profession questions and writing down the responses of their classmates.
- What’s the picture below? The activities and a short biography I wrote about the author.
Priming students for the actual poem
- Students skimmed the poem to make a list of cognates first. This is usually my first line of defense. It’s very important for them to see how much they know as it builds confidence.
- I pulled some of the more difficult words out of the poem, essentially, the words I knew they wouldn’t able to be able to define such as: hago, protejo, soy, quiero, and tengo. Students wrote several sentences with these new words. I had them follow the template below:
- Yo hago________________ (something you do)
- Quiero_________________( something you want)
- Soy ___________________(personality description)
- Protejo_________________ (something you protect and value)
- Tengo __________________ (something you have)
- You can see some examples below.
I had them actually annotate and read the poem. We used the both cognates and new words to play Bingo.
Later, I read it to them. She my video below.
Post-reading activities: Getting to Know the Author!
I wrote this biography of Diego Ojeda along with some comprehension questions. The students really seemed to enjoy this lesson and learned a lot! I am looking forwarding to adding more poems to class as it’s a great way to expose them to creative language.
Click this link to access the biography and activities.
A.C. Quintero Literary Partners!