The students responded to the following written prompt:
After reading “Seventh Grade” by Gary Soto, how did his experiences in seventh grade compare to your experiences?
As a class we shared connections that were made.
I reminded students that yesterday they read the narrative, "Seventh Grade" and asked someone to identify the main incidents that occurred in the narrative to refresh our memories.
I explained that they would be transposing this narrative into a Found Poem which would be another form of a narrative poem.
We quickly viewed the "Found Poem" power point which explained the overall concept of Found Poems and example of “Fish Cheeks” transposed into a Found Poem. We read “Fish Cheeks” during the first semester.
After viewing the power point, students took out their copy of “Seventh Grade” from yesterday. I explained that together, we would write the Found Poem. When writing a Found Poem, one uses the exact words taken from an author's narrative. It should be from major incidents that occurred in the narrative so that the Found Poem retells the narrative in a poetic format.
I divided the narrative into sections; each group was responsible for creating a stanza. After students worked together, each group wrote their stanza on the board and VOILA – A FOUND Poem
Students observed how easy this was and that it was a quality poem. I explained that the style was similar to narrative poem that they would write in a few days.