Using our Analysis to Brainstorm Poetry
Lesson 3 of 12
Objective: SWBAT use past brainstorming and their analysis in order to craft a 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, “Yesterday we wrote an analysis of the poem, “Still I Rise.” We are going to use that analysis to write a poem today.”
Teach: I will say, “In order to craft own poem, I am going to show you how to practice the skill of crafting our own poem strategy of using our writing to give us ideas. The process I will use is as follows:
1) Use my past brainstorming of People/Places and Things (used in memoir)
2) Read over my analysis of “Still I Rise” from yesterday
3) Pick words from my analysis that I could use in a poem about a person/place or thing
4) Craft a free form poem or use an outline
I will show students how I go through my analysis and circle words that I could use to make a poem about someone in my life (my father). I will then show them how I take those words and use an outline from my poetry resource sheet (they will be told free form is fine as well) in order to have a deeper meaning not a “hallmark card” or surface level meaning.
Active Engagement: I will say, “Using your past brainstorming on important people/places and things in your life, what is something or someone you could write a poem about?” I will listen in to student’s conversation (at least 3 students-one who is at standard, one is approaching standard, and one who is above standard).
Closing of Active Engagement: I will say, “In order to ensure their poems have a deep meaning, successful poets use past writing and brainstorming in order to get ideas for their poetry. They pick out words or phrases that they could use in their poem and then try one out.”
Independent Practice: I will say, “Now you can either keep brainstorming using the people, places and things brainstorm, write long about the person, place or thing to give you more ideas for your poem, or choose words from your analysis yesterday and start a poem. If you start a poem you can do a free form or use a Poetry Outlines.” I will confer with students as they a write using Possible Conferences for Crafting a First Poem.
Partner Work: Students will be directed to turn and share their poem or beginning of a poem with their partner. I will say, “Decide who will be partner A and who will be partner B. Partner A I want you to share your poem. Partner B, I want you to listen if Part A is showing deep meaning in their poem, or surface level meaning.
If not, give them feedback; tell them an idea of what they could add or let them know the meaning you heard in their poem. Then you will switch.” 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: I will have students jot down the first stanza of their poem and then complete their poem for homework.