Wood_cover.qxd (Page 1) - National Council of Teachers of English

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Interdisciplinary Connections 85Framing the WorldName__________________________Directions: Use the space below to draw everything inside your frame to the best ofyour ability paying close attention to details.Directions: Write a detailed description of what is inside your frame as if you aretrying to describe it to someone who has never seen it before. Be sure to use all ofyour senses to create as vivid a picture as possible.Figure 4.3. Graphic organizer.
86 Chapter 4Reading: Exposing the ImagesNow that students have a better understanding of what a still life is,they are ready to read Pat Mora’s poem “Still Life” and expose the imagesin it. Cut the poem into five stanzas, and make enough copies foreach student to have one stanza. (The poem is six stanzas long, but sincethe last stanza is only one line long, it works well to pair it with the nextto last stanza for this activity.) Give each student a stanza and unlinedpaper they can draw on.After reading the poem aloud the first time, ask students to determinewhat the most important image is in the stanza they are holdingduring the second read through. Remind students that Mora is tryingto create a certain effect with each of the images she presents in thispoem, so finding the right images to draw is of the utmost importance.For example, in the first stanza, “Still hearing dawn / alive with birds/ stirring the morning breeze,” students must decide whether Morawants readers to focus on dawn, birds, or the morning breeze. The goalis for students to illustrate their stanzas by making such decisions.Take it a step further by giving students different materials towork with such as pliable metals (aluminum, pewter, or sheets of goldused to emboss), clay, fabrics, construction paper, or things from outsidesuch as sand, sticks, or leaves and ask them to revise their sketchesusing these materials. How does this change their snapshot? Has itsfocus shifted? How does the artwork help to interpret the poem? Studentsshould think about these questions as they create, and at the endof this activity, ask them to write artist statements describing their processesand defending their use of certain materials and techniques. Onceall of the stanzas have been illustrated, ask students to put them backtogether. They need to stay in the order they were originally in, but sincethere is more than one student per stanza, they can decide how to collectthe illustrations. In this way, students will work to construct theirown stories and their own interpretations of Mora’s poem.
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Wood_cover.qxd (Page 1) - National Council of Teachers of English

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