A Common Core lesson gone wrong

In A Common Core Lesson Gone Wrong, Diana Senechal looks at a lesson — featured on LearnZillion – on Wordsworth’s I Wandered Lonely as a Cloud. (It’s the one with the daffodils.)

The lesson has “little or nothing to do with Wordsworth’s poem,” writes Senechal. It could apply to any of a thousand poems.

It also gives bad advice: Students are told to read a difficult poem one stanza at a time, restating each stanza in one’s own words and writing the summary on a sticky note.

That takes students “away from the language of the poem,” writes Senechal. “To restate a stanza is to stop it at the border and say, ‘You may not cross over into my mind with your own goods; you must exchange them for mine’.”

The teacher tells students the poem uses imagery, which lets readers “see the images playing in their minds like a movie.”

Images can “be puzzling, even confounding,” Senechal writes. “They do not make things pat for us, nor do they have to do with sight alone.”

I would have the students take in the language of the poem—without turning it into anything else. Have them listen to it several times, and maybe, on the third time, make note of things they found striking. Some might point to “I wandered lonely as a cloud”; others, to “a crowd, / A host, of golden daffodils.” Some might be drawn to the lines, “The waves beside them danced; but they / Out-did the sparkling waves in glee.”

Many, I think, would find something in the final stanza, maybe in “that inward eye / Which is the bliss of solitude.” After they had brought up specific things that struck them, we could start to look at how the poem fits together as a whole, listening to it again along the way. In particular, we would look at the shift to the “inward eye” in the final stanza.

The lesson is targeting a standard that calls for attention to specific texts, writes Senechal. It reads: “Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.”

However, the standards “are worded generically and thus encourage generic approaches to literature,” she writes. Beyond the Core, there’s a tendency for teachers to teach strategies rather than subject matter. 

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