IMAGINE JOANA RASPALL

Educational experience for students from 4th to 6th grade

       

1. STRATEGIES TO BE DEVELOPED

  • Do a dramatized reading of poems.
  • Make inferences and deductions.
  • Creative and collective interpretation of the poem with drawings
 

2. CONNECTION WITH THE ACTIVITY THAT WILL BE DONE

Many years ago I gave a poetry recital about Salvador Espriu in Barcelona. The play was called  "The cemetery of Sinera". This book actually talked about the cemetery of Arenys de Mar, Sinera read backwards is Arenis (Arenys). He had never read poems in public.

He thought it was harder than reading prose or short stories. She was used to performing theater, doing magic and giving voice to puppets. I felt nervous, but I found that they understood what he was saying and expressing how he felt was a lot of fun and the people listening to him had as much fun as I did.

Among the audience was a person who really liked Salvador Espriu and lived in Arenys de Mar. He invited me to see the cemetery and gave me a guided tour. I saw live the images that had inspired Espriu's work. He was very enriching and I understood his poetry much better.

You can also recite poetry in class. Joana Raspall is a writer who has written many poems for children. They are very beautiful.

You can pay a small tribute to him, understand and enjoy his poetry by working on some of his poems.

       

3. MODELING WITH STUDENTS

We will learn to do a dramatized reading of a poem and interpret it with pictures. First of all, I will read you a poem by Joana Raspall and pay attention to the intonation, interpretation and pauses I make so that the people who listen to us understand what we are saying.

   

THE WONDERFUL BOOK

"I have a book

with rose petals,

sea splashes

and strawberry smell.

To make golden letters,

a butterfly

it flutters its wings,

and the sun draws them.

The blue fingers of the sky

they write the fables

that no human eye

could read.

The wind tells me;

I know them by heart!

The wind tells me

or are they leaving me? ”

Now I will read it again and draw individually what inspires you in this poem.

       

4. ACTIVE PARTICIPATION OF STUDENTS

 

You will now read the poems aloud:

 

CAT AND DOG

He was a skinny kitten,

desnerit,

escarransit,

curled up

near the blazing fire.

Fire of badly stunted logs,

twisted, stacked,

smoked

under the spilling pot.

Not far away lay the dog,

by the ash

and filthy,

restless

for the teak I was waiting for.

They didn't trust each other

and they glanced at each other

while holding his appetite,

while the pot boils!

SURGERY

The butterfly has broken a wing;

it falls shattered at the foot of the rosebush.

-Oh, there is no doctor who can cure me!

the poor woman sighs. Now, what will I do?

"Don't cry, my friend," said the rose.

the most beautiful and fresh in the whole garden.

I will give you a petal that can make you a wing;

the spider has a trace and can sew it to you.

The spider, who is wise and always rows,

with love the job is ready soon.

… And the butterfly flies again

with a white wing and a pink petal.

   

THE LONELY TREE

For the lone tree

I will dream of a hundred birds

that they will nest there.

The tree will thank me,

and the branches,

they will flourish with joy!

   

THE BELLUGADÍS STAR

Inside the pond water

a star flickers

as if to be erased.

It's just that the wind is taking a bath;

when the water does not wrinkle

we can see it clearly.

 

While a student is reading the poem. The rest are drawn by three-handed trios. The teacher coordinates reading and drawing.

Then we choose who reads the poems and who draws in each case.

   

5. LET'S TALK ABOUT THE TEXT (SHARE AND REFLECT)

Now we have to think about what each poem says, how we should do it  reading aloud to make us feel better and more comfortable to get the best out of the audience.

 

What words do we not understand? What is the use of punctuation?

  • - Metaphors.
  • - Look up in the dictionary.

- Look at the different punctuation marks and think about whether they help us to read better and make it more comprehensible to the listener.

   

What does the author want to tell us?  and how do you tell us?

  • - If there are characters, and how are they?
  • - What situation are you talking about?
  • - Is it a real or invented situation?
  • - What emotions do you want to convey?
  • - Do the verses rhyme? Because ?
  • - Does a poem have to rhyme?
  • - Explain it in the first person? Because?
 

Which intonation is most correct in each part of the poem?

  • - Intentionality  dramatic of words and phrases
  • - Pauses and silences
  • - Voice changes according to the characters speaking
  • - What is the difference between  read poetry and prose?
 

5. LINK

Now that we know how to do it. We will set it to always do the same dramatized reading and the same drawings, in each poem.

I hope my experience serves you as well as me to make your students love poetry. Here is the result of the work done.

 
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