Read the Prereading information on page 603 and the author biography on page 607. In your notebook, copy the Words for Everyday Use and their definitions. Also, copy the footnoted words and their definitions. Work with your group to familiarize yourselves with the words. Then, follow your teacher’s instructions as you play the vocabulary game.
1. Follow along in the text as your teacher reads aloud the first four stanzas. Jot down any difficult words that you encounter in your reading. When your teacher has finished reading, share the words you listed with the rest of the class. Then, work together to tackle the difficult words, using context clues, word parts, and dictionaries if necessary. When you have defined all the difficult words, discuss as a class the content of the poem. What has happened so far? Also, discuss the diction and word order. Does the poem seem dated?
2. Take turns with two or three other students reading the remainder of the poem aloud. Designate stanzas for reading, and stop at the end of each stanza to identify and define difficult and unfamiliar words. Use context clues, word parts, and any other strategies you find useful in tackling difficult vocabulary. Record difficult words and their definitions in your notebook.
If you have difficulty remembering definitions of difficult words, create mnemonic devices to help you remember. Work with your group members to come up with these devices. Remember that your mnemonic devices can be visualizations or acronyms or word plays. Be as creative as possible, and work to find the device that is most effective for you.
Now that you have finished the selection and familiarized yourself with many new words, practice using the words in a writing of your own. You can write a story, a reaction to the text, a poem, a song, or a letter. Be sure to use at least five new words in ways that show you understand their meanings. Share your writing with your group and discuss how this activity has helped you expand your vocabulary.