Caroline's+Design

 So I'm still working out some of the details, but this is my general idea:
 * 1) Pass out a copy of the poem for the students to reread (ideally, they should have read the poem before class).
 * 2) Have the students work on a free write for five minutes (can also be part of the assessment), asking them to reflect on their understanding of the poem and to list anything that stood out to them. Let them know that they can also write about anything that seemed confusing.
 * 3) Divide students into small groups (3 or 4 people) and ask that at least one member read the poem to the other members. Ask the groups to discuss what they wrote during the free write and to consider whether any of their ideas have changed since hearing the poem out loud. Finally, a member from each group (preferably someone who didn't read the poem to the other members) should present the findings to the class.
 * 4) Relate the groups' findings to the formal qualities of poetry. For example, if someone mentions the presence of nature, let the class know that it is an example of “imagery,” a formal quality. Fill in any necessary gaps with other terms that can enhance their understanding of poetry.
 * 5) After reviewing the different poetic forms, break students into larger groups and hand each group an index card with a possible interpretation of the poem on it. Their task will be to find evidence supporting the assigned interpretation, focusing particularly on the formal characteristics. The time spent on this will depend on the length of the class. Each group will then argue the interpretation they were assigned to the rest of the class.
 * 6) Finish the class by explaining that each card has a different interpretation because poetry has multiple readings. Stress the advantage of using formal qualities to support one’s interpretation. Follow up with an assignment asking them whether they agreed or disagreed with their group’s card; they should also include their own personal interpretation.