I just realized that I'm late with posting the #1 entry on my "Top Ten References to Nature by Emily Dickinson," which I posted on my Tumblr account back in September. I posted my list's "numero-uno" on September 24th -- and now it's October 27th -- and I never posted a link to my final entry for the visitors to this site. Oops! I'll take care of that in just a minute!
In my top entry for my "Top Ten" list, I discuss how I use the poem in lessons with students -- so before I post the link, I thought I'd offer a very quick and easy activity to use with students if you are a teacher of poetry -- and this activity happens to use numbers.
Here's what you do:
1. Write the following four numbers on the board: 1991, 1993, 1911, and 9191.
2. Tell the students that ONE of the four numbers does not belong -- and then ask for volunteers to explain which number does not belong.
3. Students might start with any of the four numbers, but someone might say "1993." Ask WHY? The student will say that 1993 has a "3" in it, and none of the other numbers has a three. Underline 1993.
1991 1993 1911 9191
4. Then ask if there are any other answers. One student might say 9191. Ask WHY? It's likely the student will say that the other numbers are past years -- but 9191 isn't a year (at least not yet). Underline 9191. (NOTE: The student might say that all the other numbers start with a "1," but 9191 starts with a "9.")
1991 1993 1911 9191
5. Then ask if there is another "correct" answer. One student might say 1911. Ask WHY? It's likely the student will note that 1911 has a "1" in the 10's place -- while the other three numbers have a "9" in the 10's place. Underline 1911
1991 1993 1911 9191
6. Finally, ask if there is another "correct" answer. Someone will volunteer that 1991 is the "right" answer because it is the only number of the four that is not underlined.
With this activity, you can discuss how EVERY number is the RIGHT answer -- as long as students can explain the "WHY" behind their thinking. Then you can continue with your unit of poetry. If/when you ask, "What do you think the poet meant?" students can offer a variety of answers, as long as they can support their answers with the "WHY."
Perhaps as you continue your unit on poetry, you will use the poem I listed as #1 on my "Top Ten References to Nature by Emily Dickinson." You'll find it HERE.
In my top entry for my "Top Ten" list, I discuss how I use the poem in lessons with students -- so before I post the link, I thought I'd offer a very quick and easy activity to use with students if you are a teacher of poetry -- and this activity happens to use numbers.
Here's what you do:
1. Write the following four numbers on the board: 1991, 1993, 1911, and 9191.
2. Tell the students that ONE of the four numbers does not belong -- and then ask for volunteers to explain which number does not belong.
3. Students might start with any of the four numbers, but someone might say "1993." Ask WHY? The student will say that 1993 has a "3" in it, and none of the other numbers has a three. Underline 1993.
1991 1993 1911 9191
4. Then ask if there are any other answers. One student might say 9191. Ask WHY? It's likely the student will say that the other numbers are past years -- but 9191 isn't a year (at least not yet). Underline 9191. (NOTE: The student might say that all the other numbers start with a "1," but 9191 starts with a "9.")
1991 1993 1911 9191
5. Then ask if there is another "correct" answer. One student might say 1911. Ask WHY? It's likely the student will note that 1911 has a "1" in the 10's place -- while the other three numbers have a "9" in the 10's place. Underline 1911
1991 1993 1911 9191
6. Finally, ask if there is another "correct" answer. Someone will volunteer that 1991 is the "right" answer because it is the only number of the four that is not underlined.
With this activity, you can discuss how EVERY number is the RIGHT answer -- as long as students can explain the "WHY" behind their thinking. Then you can continue with your unit of poetry. If/when you ask, "What do you think the poet meant?" students can offer a variety of answers, as long as they can support their answers with the "WHY."
Perhaps as you continue your unit on poetry, you will use the poem I listed as #1 on my "Top Ten References to Nature by Emily Dickinson." You'll find it HERE.
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