They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).Ĥ. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. Among these texts are fiction and nonfiction, classic and contemporary works.ģ. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world to acquire new information to respond to the needs and demands of society and the workplace and for personal fulfillment. This lesson allows students to harness the power of visual images to inspire their own poetry.ġ. extending what is often an immediate response into something more lasting and reflective." (4). She notes that "What the poet sees in art and puts into words can transform an image. Georgia Heard calls language 'the poet's paint' (65), and many other writers and artists have commented on the parallels between these two modes of expression." (46-47) In Heart to Heart: New Poems Inspired by Twentieth-Century American Art, Jan Greenberg explains her belief in "the power of art to inspire language" (4). In the Phaedrus, Plato observes that when paintings and poems are put together, they 'seem to talk to you as if they were intelligent' (qtd. Honor Moorman notes: "William Blake said that poetry and art are 'ways to converse with paradise' (Farrell 6). John Keats' "Ode on a Grecian Urn" is one famous example, but even ancient poets such as Homer have turned to artwork as a source of stimulation for their writing. Poets have used art as inspiration for centuries.
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