Fun with Punctuation in Poetry
Lesson 9 of 12
Objective: SWBAT use punctuation creatively to add meaning to their poem
In my lesson openers I always have a "connect" in which I connect students' thinking about yesterday's lesson to today's lesson. I then have a "teach" in which I model for students the lesson of the day and also have them try it out. When I think about my modeling, I use three categories; skill, strategy, and process. I model by stating the skill to the students, then giving them a strategy in which to use the skill, followed by the process to try out the strategy.
Connect: I will say, “We have crafted at least five poems now, we are going to revisit these poem today and add more meaning to them through punctuation.”
Teach: I will say, “In order to revise our poems for a deeper meaning we are going to practice the skill of adding deeper meaning to poetry and the strategy of using punctuation creatively. The process I will use is as follows:
1) Review the meaning behind punctuation
2) Read poems that use punctuation creatively
3) Revise at least two poems by creatively adding punctuation
I will show the students how I read through E.E Cummings, “in time of daffodils,” and annotate about his use of punctuation. For example I will annotate, “I infer E.E Cummings puts in parentheses (who know the goal of living is to grow) in order to give a clue to readers that he is not just talking about the flower, but using them as a metaphor for growth.
I will then show them how I go back and revise one of my poems to have a deeper meaning.
Active Engagement: I will say, “Now with a partner you are going to take another poem of E.E Cummings and annotate about why he used certain punctuation in order to help you think through how you could use it. I will listen in to student’s conversation, then have the whole class share out by asking at least 3 students what they came up with (at least 3 students-one who is at standard, one is approaching standard, and one who is above standard).
I then ask students to turn and talk about which poem they will start off revising for punctuation and which punctuation mark they will think about using.
Closing of Active Engagement: I will say, “In order to add meaning to your poem through punctuation, poets use examples from other poets and revise their poems, then try it out again by revising another poem they have already crafted.”
Independent Practice: I will say, “Now you are going to revise one of the poems you crafted with creative use of punctuation. If you get done with one poem, try out revising another for punctuation. As they write I will put on writing music (smooth jazz on Pandora) and conference with students using Possible Conferences for Revising with Punctuation.
Partner Work: Students will be directed to turn and share their revised poem with their partner. I will say, “I want you to share your poem by giving it to a partner since they need to read it to see how you creatively used punctuation. Then decide who will give feedback first on how your partner used punctuation. If you don’t understand how they used punctuation, give them feedback; tell them an idea of what they could add or let them know the meaning you understood from their poem.” I will then give students time to revise, or have them make notes and revise for homework.
I believe that the end of the lesson should be an assessment of the days’ learning; therefore it should be independent work. I always end class with an exit ticket in which students write down the response to a question.
Closing: Students and I will go over their requirements of all the five poems they should have completed. If they do not have them completed, it becomes homework so that they are ready for peer editing tomorrow.