Page 40 - @ccess 3 Teacher´s Book

Activity 20
• This is a matter-of-fact activity
with which your students may
already be acquainted. If you
need extra help, show examples
of verses and stanzas using the
poems at the beginning of this
practice. Songs, in a strict
sense, do not have stanzas
(well, they do, but that’s not what
they’re called), so they are not
good examples.
• This is also done to ease the
transition to writing the structure
of the poem a little later.
Activity 21
• The main idea of a poem is akin
to the general meaning of other
types of text. This is because
poems tend to be shorter than
other texts (at least the kind of
poems we have you work with in
class with your students).
• Allow each member of a team
have a go at proposing the main
idea and registering it, then tell
your students to compose a
version, streamlining the ideas
their team members had.

Activity 22
• You could expand this activity by asking students which silhouette best represents the poems they have
read up to this point or if they can come up with something better.
• The purpose of this activity is to give a different perception of the poem, instead of the plain text, as a
means of focusing on the main idea.

Teacher’s Book / Practice 2 39