I start class on the second day of this project by reviewing and responding to the appropriate questions and concerns that students addressed in the previous day of this two day lesson. Commonly, the questions relate to my thoughts on selecting the poems to be included in the Poetry Slam, nerves about sharing their poems, and concerns about accuracy and correctness of format and style. The students asked, in some form or variation, the following questions most commonly throughout all of my classes:
Students are then given the remainder of the class period to continue the writing process. I recommend that students share their poems with peers that they feel comfortable with, and who they feel confident will provide appropriate and constructive feedback. I find it is incredibly important that the students begin reaching out to one another throughout this process. This allows them to get a feel for stepping slightly outside of their comfort zones. It makes for a good transition as they prepare for the Poetry Slam.
I also make my way from table to table, providing my own feedback as well for the students. As I am doing so, I am making some determinations and taking some notes about some of the poems that I plan to select for the Poetry Slam. I do not use a rubric or anything of that nature for making these decisions. With the Poetry Slam, I am looking at making it something engaging and interesting for the kids. I want it to be something that might change some negative perceptions of poetry that the kids have in their minds. I want it to be fun, and powerful, and interesting. One great example that stood out to me was Bri's Poem.
I wrap up the class by reminding the students that they are expected to bring three completed and typed poems to class with them the next day. I also remind them that I will be selecting one, if I have not done so already, for them to present in our class Poetry Slam.