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Grade 6 Poetry SPPS Writer’s Workshop January 23, 2013 1

POETRY

Unit Overview __________________________________________________________________________________________

Poetswritefromtheheart.…Inthisunitwefocusontheworkthatpoetsdointheworld,thewaypoetslovetheworldthroughwords,thewaypoetssustainusinhardtimes,thewaypoetsexpressoutrage

andgriefandjoy.”

LucyCalkins,ACurricularPlanfortheWritingWorkshop,Grade6,p.175

The6thgradePoetryunitfollowstheworkofLucyCalkinsaspublishedinACurricularPlanfortheWritingWorkshop,Grade6andANoteSlippedUndertheDoorbyNickFlynnandShirleyMcPhillips.BothoftheseresourceshavebeenmadeavailabletoGrade6teachersofwriting.(AwakeningtheHeartbyGeorgiaHeardisaalsogoodsourcefordiscussionandlessonsonthecraftofwritingpoetry.Thistexthasbeenprovidedtoall2nd‐5thgradeteachersofwriting).TheCommonCoreStateStandardsincludewritinganchorstandardsrelatingtoarguments,informative/explanatorytexts,and“narrativesandothercreativetexts.”Althoughthislistincludesnostandardspecificallydedicatedtowritingpoetry,thestudyofpoetrysupportsanykindofwriting.Inparticular,writingpoetryasksstudentstoconsidercloselynotonlywhattheyaresaying,butalsohowtheyaresayingit.Poetryinvitesstudentstothinkmoredeeplyaboutmeaningandabouthowcraftchoicesgivepowertoideas.Thestudyofpoetrywithstudentsfosters:

• Deepconnectionsbetweenreadingandwritingasstudentswritewithmentorpoemsplacedalongsidetheirown;

• Meaningmaking—bothinsidetheirownwritingandwiththetextstheyread;• Readingandwritingwithanearforappreciatingthepaceandrhythmofwords;• Deliberatecraftingoflanguagetoexpressthoughtsandfeelings,whichcanbeappliedtoothergenres;• Anunderstandingoftheauthor’smessage,andseeingtheintentionbehindwhatpoetsdowithwords;• Developmentofacademicvocabularyforreading,writingandthinkingaboutpoetry;• Commitmenttorepeatedrevision,andrevisingastheygo;• Writingvolumes(writingmanyshortpoems,andmanydraftsofpoems).

—Calkins,pg.168‐171Thesixthgradepoetryunitbuildsuponthepoetrywritingstudentshavedoneinfourthandfifthgrade.Infourthgradestudentsidentifiedthemesandtopicsintheirpoemstocreateanthologies.Thefifthgradeunitdeepenedunderstandingofhowpoemscanrepresentdifferentpointsofviewofananthology’stheme.In

6

Essential Questions 1. Wheredopoetsfindideas

forpoemsandchapbooks(anthologies)?

2. Howdopoetsuserevisiontorethinkapoem?

3. Howdopoetsusethefeaturesandcraftofpoetrytocommunicatetheirmessages?

4. Howdopoetsuseandorganizechapbooks(anthologies)tocommunicatetheirmessageonatopicortheme?


sixthgrade,studentscontinueintheirstudyoftopic,theme,andpointofviewaspoets,andexpandthislearningbyanalyzingtheworkofonepoetindepth.TheSPPSResponsetoLiterature:PoetMentorAuthorStudytaughtintheReadersWorkshophelpsstudentsunderstandtheroleofwritingmentors:mentorshelpusidentifywhoweareandwhatweare,andthatourvoicesarelargerthanweare..Inselectingpoemstostudyanduseasmentortexts,teachersshouldconsiderthepoemsstudiedintheSPPSResponsetoLiterature:PoetMentorAuthorStudyaswellastheCommonCorereadingstandardinregardstotextcomplexity,requiringstudentstobeabletoreadpoemsinthegrade6‐8bandofcomplexity.ExamplesofpoemsatthislevelofcomplexityareincludedintheAppendix.

Learning Activity Summary Students will:

• Completeon‐demandwritingforassessmentatthebeginningandendoftheunit• WriteentriesdailyintheirWriter’sNotebooks:gatheringentries,liftingoutseedideasofpoems,and

tryingoutforms,techniquesandstrategiesforwritingpoems• Co‐createaclass“PoetsSometimes…”chart• Explorepoetrylinkedbycommontopic,commontheme,anddifferentpointsofview(perspective)• CreateaClassPoetryAnthologybasedonathemeortopicfromtheMentorPoetStudy.• Gatherideasforapersonalanthologyandtryoutseveralpoemstogowiththosetopicsorthemes• Selectandrevise3‐5poemswrittenfromdifferentpointsofview,addingnewonesifneeded• Prepareachapbook(oranthology)forpublication,editing,addingillustrationsthatdeepenthe

messagesofthepoems,andconsideringhowthepoemsarearranged• Rehearseperformances(ifdoinganoralrecitation)• Share,celebrate

Appendix

• Books,weblinks,andlistsofsuggestedpoemsandsongs• ExcerptsonreadingandwritingpoetrywithchildrenfromGeorgiaHeard,AwakeningtheHeart,For

theGoodoftheEarthandtheSun• PoetrysamplesrepresentingtheCommonCoreGrade6‐8textcomplexityband• Examplesanddirectionsforcreatingachapbook(asmallbookletofpoemsaroundacentraltopicor

theme)

Stage I. Desired Results __________________________________________________________________________________________ Standards SPPSunderliningdenotesrigoraddedforthisgradetowardmeetinganchorstandard.

# Benchmark SPPSLearningTargetsSpecifictoPoetry Prim

ary

Also

Reading: Literature

6.4.2.2 Determineathemeorcentralideaofatextandhowit • Icandeterminethethemeorcentralideaofa X


isconveyedthroughparticulardetails;provideasummaryofthetextdistinctfrompersonalopinionsorjudgments.

poem

• Icandeterminehowthethemeorcentralideais

shownthroughdetails

6.4.4.4 Determinethemeaningofwordsandphrasesastheyareusedinatext,includingfigurativeandconnotativemeanings;analyzetheimpactofaspecificwordchoiceonmeaningandtone.

• Icandeterminingwhatwordsandphrasesmeaninapoem

• Icanidentifythemeaningoffigurativelanguage• Icananalyzetheimpactofwordchoiceon

meaningandtone

X

6.4.5.5 Analyzehowaparticularsentence,chapter,scene,orstanzafitsintotheoverallstructureofatextandcontributestothedevelopmentofthetheme,setting,orplot.

• Icananalyzehowalineorstanzafitsintotheoverallstructureofapoem

• Icananalyzehowalineorstanzacontributestothethemeofapoem

X

6.4.6.6 Explainhowanauthordevelopsthepointofviewofthenarratororspeakerinatext.

• Icanexplainhowapoetdevelopsthepointofviewofthespeakerinthepoem

X

6.4.7.7 Compareandcontrasttheexperienceofreadingastory,drama,orpoemtolisteningtoorviewinganaudio,video,orliveversionofthetext,includingcontrastingwhatthey“see”and“hear”whenreadingthetexttowhattheyperceivewhentheylistenorwatch.

• Icancompareandcontrasttheexperienceof

readingapoemwithotherformsorgenresin

howtheyapproachthesamethemeortopic,includingpoemsbyMinnesotaAmerican

Indians.

X

Writing

6.7.3.3 Writenarrativesandothercreativetextstodeveloprealorimaginedexperiencesoreventsusingeffectivetechnique,relevantdescriptivedetails,andwell‐structuredeventsequences:

a. Engageandorientthereaderbyestablishingacontextandintroducinganarratorand/orcharacters;organizeaneventsequencethatunfoldsnaturallyandlogically.

b. Useliteraryandnarrativetechniques,suchasdialogue,pacing,rhythmanddescription,todevelopexperiences,events,and/orcharacters.

c. Useavarietyoftransitionwords,phrases,andclausestoconveysequenceandsignalshiftsfromonetimeframeorsettingtoanother.

d. Useprecisewordsandphrases,relevantdescriptivedetails,figurativeandsensorylanguagetoconveyexperiencesandevents.

e. Provideaconclusion(whenappropriatetothegenre)thatfollowsfromthenarratedexperiencesorevents.

• Icandevelopideasandfeelingsabouttopicsorthemesandexpresstheminpoetry.

• Icanorganizeapoemsothatideasunfoldnaturallyandlogically

• Icanusecraftelementssuchasrhythm,meter,wordchoiceandpunctuationtosupportmeaninginapoem.

• Icanuseprecisewordsandphrases,relevantdescriptivedetails,figurativeandsensorylanguagetocreatemeaningorsetatoneinmypoem

• Icanwriteanendingthatleavesanimage,containsthepoet’sbigideaormakesacommentonthepoem

X

6.7.4.4 Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,andaudience.

• Icanunderstandmywritingtask

• Icanunderstandthepurposeformywriting

• Icanidentifytheaudienceformywriting

• Icandevelopandorganizemyideasinawaythatfitsmytask,mypurposeandaudience

• Icanwritemyideasclearlysothattheymakesense

• Icanwritemyideasinastylethatfitsmytask,purposeandaudience

X


6.7.5.5 Withsomeguidanceandsupportfrompeersandadults,useawritingprocesstodevelopandstrengthenwritingasneededbyplanning,drafting,revising,editing,rewriting,ortryinganewapproach.(EditingforconventionsshoulddemonstratecommandofLanguagestandards1‐3uptoandincludinggrade6.)

• Icanusethewritingprocesstodevelopandimprovemywriting:collectideas,plan,draft,revise,edit,rewrite,andpublish

• Icandevelopandimprovemywritingbytryingnewapproaches

• Icaneditmywritingusinggrade6languageconventions

• Icanworkwithpeersandadultstoimprovemywriting

X

Language

6.11.1.1 DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking.

a. Ensurethatpronounsareinthepropercase(subjective,objective,possessive).

b. Useintensivepronouns(e.g.,myself,ourselves).

c. Recognizeandcorrectinappropriateshiftsinpronounnumberandperson.

d. Recognizeandcorrectvaguepronouns(i.e.,oneswithunclearorambiguousantecedents).

e. Recognizevariationsfromstandardf. Englishintheirownandothers'writing

andspeaking,andidentifyandusestrategiestoimproveexpressioninconventionallanguage.

• Icanuseormodifygrade6grammarandusageconventionstosupportmypurposeandmeaningwhenwritingpoetry.

X

6.11.2.2 DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting.

a. Usepunctuation(commas,parentheses,dashes)tosetoffnonrestrictive/parentheticalelements.

• Spellcorrectly.

• Icanuseormodifygrade6capitalization,punctuation,andspellingconventionstosupportmypurposeandmeaningwhenwritingpoetry.

X

6.11.3.3 Useknowledgeoflanguageanditsconventionswhenwriting,speaking,reading,orlistening.

1. Varysentencepatternsformeaning,reader/listenerinterest,andstyle.

2. Maintainconsistencyinstyleandtone.

• Icanvarythepatternofphrasestosupportthemeaningandstyleofmypoetry.

• Icankeepthestyleandtoneconsistent.

X

Enduring Understandings • Poetswritefromtheheart;theirpoemsgrowoutofobservationsoremotions,memoriesorimages,a

phrasethatisseenoroverheard,issuesandconcernsimportanttothepoet.• Poetscarefullychoosewordsandphrasestosharefeelings,thoughts,anddiscoveriesaboutthemesor

bigideas.• Poetsusetheirpoemstotellastory,shareafeeling,helpusunderstandpeople,orsendmessages

aboutsocialissuesandinjusticesoftheworld.


• Poetsreviseon‐the‐run,usingmanyofthesamerevisionstrategiesusedinothergenrestobringnewandmorepowerfulideas:startinginthemoment,addingadetailfromthesetting,describinganimage.

• Poetsconveyideasvisually‐‐‐lengthsoflines,stanzasornot,playingwithpunctuationandcapitalization.

• Poetsmaketheirmessagespublic,throughchapbooks,anthologies,and/orperformance.Essential Questions

1. Wheredopoetsfindideasforpoemsandanthologies?2. Howdopoetsuserevisiontorethinkapoem?3. Howdopoetsusethefeaturesandcraftofpoetrytocommunicatetheirmessages?4. Howdopoetsuseandorganizeanthologiestocommunicatetheirmessageonatopicortheme?

Stage II. Assessment Evidence __________________________________________________________________________________________ Performance Tasks

• Ondemandwritingassessmentatthebeginningandendoftheunit• Draft,revise,andeditseveralpoemsguidedbymentortextsandmini‐lessons• Assembleapoetrychapbook(smallbooklet)including3‐5piecesoforiginalworkthatconnectstoa

themeand/ortopicandrepresentsdifferentpointsofvieworrevealswhatisimportanttothepoet

Other Evidence

• Notesfromstudentwritingconferences• Anecdotalnotes• Draftsofpoems• Crafttry‐its• Writer’snotebook/folders• Post‐itnoteswithinformationgathered• Studentself‐assessmentsandreflections

Resources in Support of Assessment


Learning Target Checklist Grade 6 Poetry

Name: Date:

Icantitlemypoemtoenhancethemeaning

Icanwriteapoemwherethemeaningisclearandthepoemmakessense

Icanuselinebreaksandspaceonpagetosupportmeaning

Icanuseprecisewordsandphrasestoexpressthoughtsandfeelings

Icanuseothercraftelementssuchasrhythm,meter,similesandmetaphorstoexpressmeaning

Icanwriteanendingtomypoemthatcontainsthebigideaorcommentsabouteverythingwrittenbeforeit

Icanuseormodifygrade6grammarandusageconventionsconsistently

Icanuseormodifygrade6capitalization,punctuation,andspellingconventionsconsistently


Product or Performance Rubric Grade 6 Poetry Name: Date:

Beginning Developing Proficient Exceptional

Conten

t

__Doesnothaveatitle__Meaningofpoem(s)

maybevagueorconfusing

__Noattempttowritefromdifferentpointsofview

__Haveatitle__Meaningtomostof

poemsisfairlyclear,pointmaybevagueoralittleconfusing

__Someattemptatwritingfromdifferentpointsofview

__Titlereflectsthetopicortheme

__Poemshaveclearmeaning,makesense

__Poemspresentdifferentpointsofviewonthetopicortheme

__Titlereflectsthetheme__Poemshaveclearmeaning,

makesense__Poemsconveyamessage__Poemsshowstronger

understandingofpointsofview

Organ

ization

___Nolinebreaksorlinebreaksarerandom

___Noattempttousespaceonpagetosupportmeaning

___Attemptslinebreaksthatsupportmeaning

___Attemptstousespaceonpagetosupportmeaning

___Linebreakssupportmeaning

___Useofspaceonpagesupportsmeaning

___Linebreaksusedwithparticularcreativitytosupportmeaning

___Useofspaceonpagesupportsmeaningwithparticularcreativity.

Craft

___Doesnotuseprecisewordsandphrases

___Doesnotusecraftelements

___Usessomeprecisewordsandphrasestoexpressmeaning

___Usessomeothercraftelementssuchasrhythm,meter,similesandmetaphors

___Usesprecisewordsandphrasestoexpressmeaning

___Usesothercraftelementssuchasrhythm,meter,similesandmetaphors

___Usesprecisewordsandphrasestoexpressmeaningwithmorecreativity

___Usesseveralothercraftelementssuchasrhythm,meter,similesandmetaphors

Mecha

nics

___Doesnotuseormodifygrade6grammarandusageconventions

___Doesnotusesormodifygrade6capitalization,punctuation,andspellingconventions

___Usesormodifiesgrade4grammarandusageconventions,maybeinconsistent

___Usesormodifiesgrade6capitalization,punctuation,andspellingconventionsconsistently,maybeinconsistent

___Usesormodifiesgrade6grammarandusageconventionsconsistently

___Usesormodifiesgrade6capitalization,punctuation,andspellingconventionsconsistently

___Usesormodifiesgrade6grammarandusageconventionsconsistently,withgreatereffect

___Usesormodifiesgrade6capitalization,punctuation,andspellingconventionsconsistently,withgreatereffect


Product or Performance Rubric: Grade 6 Poetry Anthology or Chapbook Name: Date: Beginning Developing Proficient Exceptional

Conten

t

__Hasoneortwopoems

__Poemsareunrelated

__Doesnothaveatitle

__Hasatopic,mostpoemsfit

__Hasatitle__Includesafewpoems

__Hascleartopicorthemeandpoemschosenfit

__Titlereflectsthetopicortheme

__Includes3‐5poems__Poemspresent

differentpointsofviewonthetopicortheme

__Hasclearthemeandpoemschosenfit

__Titlereflectsthetheme__Includesseveralpoems__Containsmentorpoem,

poemsfromotherauthors,and/orprosethatfittheme

Organ

ization

___Unrelatedpoems __Poemsorganizedaroundthesamethemeortopic

__Poemsareplacedinanorderwithattentiontohowonepoemlooksorsoundswhennexttotheothers.

__Contentsareorganizedtohelpthereaderdeepentheirunderstandingofthepoet’smessage


Poetry Anthology Partner Revision and Editing Checklist

Didwe…. Partner1: Partner2:

Makeananthologybywritingandcollectingseveralpoemsonthesametopicortheme,representingdifferentpointsofview?

____yes____revisedit


Chooseatitlethatreflectsthetopicortheme? ____yes____revisedit


Writepoemswherethemeaningisclearandmakessense?



Uselinebreaksandwhitespacetosupportthemeaning?



Useapoet’scraft(precisewordsandphrases,rhythm,interestingtitle,endings,meter,similesandmetaphors)tomakemeaningcleartothereader?



Usecapitallettersandpunctuationinwaythatsupportsmeaning,thesamewayforthewholepoem?

____yes____editedit

____yes____editedit

Spellwordssoourreadercanunderstandthem? ____yes____editedit

____yes____editedit


III. Learning Plan ________________________________________________________________________________________________

Mini-lesson Pacing Revisepacingoflessonstomeettheneedsofyourclass.See“Mini‐lessonOptionsandNotes”belowformoredetailedinformation.

Week1Essentialquestions:1,3,4

On‐DemandWritingforAssessment

MentorClassAnthology:WritingtoaTheme

MentorClassAnthology:WritingtoaThemewithQuickwrites

GeneratingIdeasforPoems

GeneratingIdeasforPoems:QuestionsandWonderings

Week2EQ:1,2,3,4

GeneratingPoems:ProseintoPoetry

DraftingandRevising:Wordchoice

DraftingandRevising:Metaphors

DraftingandRevising:UsingaPoeticForm

DraftingandRevising:Punctuation

Week3EQ:2,3,4

Revision:TitlesandEndings

Partner–EditingandRevising

AssemblingChapbooks,AnthologiesforPublication

SharingandCelebrating

On‐demandWritingforAssessment

Before the unit begins TeachtheSPPSResponsetoLiterature:PoetMentorAuthorStudy,Grade6duringtheReader’sWorkshop.

• Havestudentsidentifyandcollect2‐4poemstheyhavereadand/orstudiedthatwillserveasmentorpoemsforthemduringtheWriter’sWorkshop.(SeeLesson2,Week4intheSPPSResponsetoLiterature:PoetMentorAuthorStudy,Grade6).

• Identify2‐4poemsfromthePoetMentorAuthorStudythatwillserveasmentorpoemsforyouinyourdemonstrations.

•Enlargeorduplicatecopiesofpoemsaround1topicorthemefromthementorpoetstudiedintheReader’sWorkshop.IfyoustudiedNaomiShihabNye,someofthethemesareemotions(i.e.loneliness,TheRider),character(Kindness,Famous),cultures(Food,Adios),family(SuppleCord),people,places,objectsandwords(seeonlinecopyofFuel).Considerpostingthesepoemsonthewalltocreatea“ClassWallAnthology”forreferenceintheWriter’sWorkshopmini‐lessons.

Gatherpoemstobeusedduringtheunit• Haveavailabledifferentkindsofpoetryanthologiesasmodelsforchildrenincreatingtheirown.Look

forexamplesthatarefocusedonacommonthemeortopic.(SeeAppendixforsuggestions)• Youcouldalsocreatesamplefoldersofconnectedpoems.Studentscouldhelplocatepoemstoaddto

thefoldersasaReader’sWorkshopindependentreadingactivity.• Beginwritingsamplepoemsaroundathemeortopicthatisimportanttoyoutosharewithstudents

laterasyoudemonstratedraftingandrevisionstrategies.

Createanenvironmentwherechildrenread,hear,andspeakpoetry.• Readandre‐readfavoritepoemsduringtheday(morningmeeting,transitiontimes,etc.).


• SeeappendixforsuggestionsfromGeorgiaHeardonsharingpoetrywithchildren.• Helpstudentsunderstandthattheirtalkisalreadyfullofpoems.• Sharevideosandrecordingsofpoetssharingandtalkingabouttheirpoetry.(SeeChildren’sPoetry

Archive)• Havevisitors(students,librarians,etc.)sharefavoritepoems.

Pre‐determinetheformatforsharingtheanthologiesattheendofthestudyandweaveinreferencetothisastheunitprogresses.Possibilitiesinclude:• Individualanthologiestobesharedatacelebrationorwithanotherclass• Oralrecitationsora“poetryslam”• Videooraudiorecordingspostedtotheclasswebsite,followingthemodelofthePoetryArchive

Mini-lesson Options and Suggestions Usetheopeningon‐demandwritingforassessmenttochooseamongthefollowinglessonstofitthetimeavailableandthestudents’priorknowledgeforwritingpoetry.RefertothecopyofANoteSlippedUndertheDoorforalternativemini‐lessonideas.Somegroupsmayneedmoresupportgeneratingideasforpoems,othersmaybereadyformoresophisticateddiscussionsofcraftelements.Throughouttheunit,continuesamplingtheworkofmentorpoetstohelpstudentsinternalizehowpoemssoundandfeel,noticingthemessagethatthewriteristryingtoconvey.

Referencescite• LucyCalkins,ACurricularPlanfortheWritingWorkshop,Grade6(2011)• NickFlynnandShirleyMcPhillips,ANoteSlippedUndertheDoor(2000)

Week1GeneratingIdeasandPoemsforaPersonalChapbookorAnthology LearningTargets

NotesongeneratingideasandpoemsfromCalkins(2011,p.170‐171)

1.Throughoutthisweek,continuelookingatpoemstogetherwithyourstudentsandgivingthemtimetowanderinpoetrybooksandpoemcollections.• UsethepoemdiscussiongraphicorganizerintheAppendixifneededtohelp

structureconversationsbetweenpartners.• Selectavarietyofpoemstosharesothatyoudonotreinforceyourkids’ideas

thatpoetryhastolookorsoundacertainway.2.Intheidea‐gatheringphase,helpstudentsgeneratelotsofsmallblurbsandfirsttriesin

theirWriter’sNotebooks,allwaitingtobecomemorewell‐craftedpoems.• Theymaylooklikestoryblurbsfromnarrativecollectingorsmallpatchesof

thoughtlikeduringessaywriting.• Theseentriesareinitialfodderforpowerfulpoemsandtheywillnotarriveintheir

finalandperfectedform• What’simportantisthatchildrenlearntogenerateideasthathavepowerand

resonanceforthem.• Ideasforpoemsmaycomefromthinkingaboutwhatpoemsdo:tellstories,share

feelings,helpusunderstandpeople,andcommunicatemessagesaboutsocialissues.

3. Asstudentsmoveoutsideoftheirnotebookstodraftpoemsmoreformally:


• Emphasizefree‐versepoetrysincerhymingisadifficultskill.• Aimfirstformeaningandforfindingawaytodescribewhatmatterswithwords

thatwillmakethereaderseetheworldinabrand‐newway.Neartheendoftheunityoumaychoosetointroduceastandardpoeticformsuchashaikuasameanstostrengthenthemessagebeingconveyed.

On‐DemandWritingforAssessment(Calkins,2011p.218)

• Say,“Writers,weareabouttomakeanimportantshiftinourwritinglives.Weareabouttomovefrombeingessaywriterstobeing...poets!Aspoets,wearegoingtosee and think andwrite differently because poets noticewhat other peoplemiss,poets see the world with wide awake eyes. So when I walked into our room thismorning, I lookedwithmy poet’s eyes and I realized thatwe have an emergencyright here, right now in this room.We need poems!And not just any poems!Weneedthepoemsthatonlyyoucanwrite.Solet’staketoday’swritingworkshoptofillourroomwithourpoems.”

• Youmaywanttoprovidepaperchoice foryourwriters—longandnarrow,shortandfat,withlines,withoutlines.Youmightalsowanttoprovidecoloredpencilssothatafterdrafting,writerscanmaketheirpoemsbeautiful.

• When studying these on‐demand poems, you will want to notice, above all else,meaning—whatisthemessagethewriteristryingtoconvey?

Homework

• Askstudentstoreadandtalkaboutapoemwithafamilymemberorfriend.o Talkaboutthefeelingsthepoemevokesoraboutmagesthepoemcreates.o UseyourconversationtowriteanentryinyourWriter’sNotebook.

ClassMentorPoemAnthology:topic/theme/pointofview

Notes• InWeek4ofthe“SPPSResponsetoLiterature:PoetMentorAuthorStudy,”students

createdaClassAnthologyofpoemswrittenbytheclassmentorpoet.Theanthologyincludedtheirwrittenresponsesshowcasingtheirabilityasreaderstothinkcriticallyaboutapoem.Inthisprojectthesamepoetwillserveasamentorforstudentsaswritersofpoetry.

Teach

• ChooseapoemfromtheMentorPoetAuthorStudycompletedintheReader’sWorkshop,orananthologythathasatopic,theme,andpointofviewofinteresttoyourstudents

o Example:KindnessbyNaomiShihabNye<http://www.panhala.net/archive/kindness.html>.

o Havingtraveledandseentheviolence,hungerandinjustice,oneofNye’sthemesinpoetryisthateveryoneisworthyofrespectandinneedofkindness;thatsimpleactsofkindnesscarrygreatpower.

• Focusadiscussionofthepoemontopic/theme/pointofview.o Whatdoesitmeantoknowkindness?o Isthepoemwrittenfromthepointofviewofsomeoneofferingkindness,ora

• Icandevelopideasandfeelingsabouttopicsorthemesandexpresstheminpoetry6.7.3.3(adaptedforpoetrybySPPS)


personwishingforkindness?o Whatmessagedoespoemsgiveaboutkindness?

• Modelbydraftingapoemaboutasimpleactofkindnessinfrontofyourstudents.Haveyourmentorpoembesideyouasyouwriteandthinkaloudasyouwriteyourpoem.

o WhenIlookatthelaststanzaoftheNaomiNye’spoemsheremindsmethatkindnesshappensinthesmallmomentsofeveryday.Ithinkofwhenlexperiencedkindness…andzoominononesmallmoment.Iseeabusyclassroomaskidscometoschool.Iheareveryonetalking—checkinginwitheachother,yetIfeelalone.Andthenmyfriend’slaughtercanbeheard‐‐‐notthelaughingatyoukindoflaugh,butthelaughingwithyou‐‐‐thekindoflaughthatreachesouttoyouanddrawsyouintothegroup.

Kindness

Isitatmydesk

aloneCheckingmyhomeworkTurningpagesinabook

“Howwasthegame?”

“Didyouhavefunatyourgrandma’s”“Lookatthispicture‐‐canyoubelieveit?”

Myfriendcatchesmyeye

ShesmilesShelaughs

Ibelong

• Challengestudentstowritetheirownpoemaboutkindness.

o Thinkaboutwhatmakespeoplefeelbetterwhenkindnessisextendedinthefaceoflossorsorrow?

o Whoareyouinyourimagination—yourself,amemberofyourfamily,ananimal?

o Whatdoyousee?Whatdoyouhear?Whatdoyoutouch?Whatfeelingsdoyouhave?–

o Writethepoem.o Tellstudentsnottoworryforthemomentabouttheformofthepoems,to

focusonideasandmeaning.o Havestudentssharetheirpoemswithpartners.

Homework• AskstudentstopickathemetotryoutfromtheMentorPoetAuthorStudy.• HavethemusetheirWriter’sNotebooktowriteoutthoughtsandfeelingsaboutthe

topicrelatingtothetheme.

ClassMentorPoemAnthology:PoetryQuickwrites

• ModelwritingpoemsbasedontheMentorPoetAuthorStudyandoneofthethemes

• Icandevelopideasandfeelingsabouttopicsor


o Thefocusisongettingacrossmeaning,notonaparticularformatforapoemo Thinkaloudasyouwrite,pointingoutthatpoemso Havelinebreakso Zoominonsmallmomentsandvividimageso Aren’trequiredtorhyme

• Havesamplepoemspostedaroundtheroomandrefertothemasmodelsinwritingyourownpoemso Studentsdraftsmaybepostedonthewallalongsidethementorpoems,creating

a“WallClassAnthology”• Setstudentstotryingouttheirownpoemsononeofthethemes• Askforfast,furiouswritingthatisfullofpurpose,settingasideoneideaandmoving

ontothenext• Emphasizetheideasandgettingatmeaningmorethantheformat• Remindthemthatthepolishingcomeslater—forexample,ifyouarestuckforaword,

putinXXXandmoveonHomework

• Writerstendtowriteaboutsimilarthemes.RereadtheentriesinyourWritersNotebooks.Lookforthemesthatyoumostlywriteabout.Marktheseentrieswithastickynote.

themesandexpresstheminpoetry6.7.3.3(adaptedforpoetrybySPPS)

FindingPoems

• Inthenexttwoweeks,youaregoingtomakeapoetryanthologyofyourown,basedonathemethatyouchoose.Tohelpyouthinkaboutatopic,Iamgoingtoteachyoumoreabouthowpoetscomeupwithideasfortheirpoems.Sometimespoetsgettheirideasbythinkingaboutwhatpoemsdo.

o Poemsoftensharefeelings.• Havestudentswritewithmomentsandmemoriesthathavestrong

feeling:pride,regret,joyorlosso Poemshelpusunderstandpeople.

• Teachstudentstobeginapoemaboutaspecificpersonimportanttothem.

o Poemsoftentellastory.• HavestudentsrereadtheirwritersnotebookstofindSmallMoment

storiesthatcouldberewrittenasapoemo Poemssendmessagesaboutsocialissuesandinjusticesoftheworld.

• Havestudentswritepoemsaboutissuesoffairness,bullyingandbelonging.

• Makeaclasschartlistingsourceslikenotebookentries,observations,emotions,memories,images,stories,otherpoems,acleverturnofphrase,aconcernaboutanissue,oraneedtomakeadifference

o Usesomeoftheideasonourcharttohelpyouthinkabouttopicsandthemesforyouranthology

o Tryoutsomepoemsaboutsomeofthem.

• AnotherapproachistobaseconversationsaboutthesourceofpoemsonGeorgiaHeard’s“5DoorsofPoetry”(seeAppendix)orNickFlynn’s,ANoteSlippedUndertheDoor(imagespp.25‐32,eavesdroppingpp43‐53,andaskingquestionspp.111‐116)

• Icandevelopideasandfeelingsabouttopicsorthemesandexpresstheminpoetry.6.7.3.3(adaptedforpoetrybySPPS)


Homework

• RereadyourWriter’sNotebook.Rewrite2entriesaspoems.

FindingPoems—WonderingsandAskingquestions(Seepp.110InANoteSlippedUndertheDoor)

Connect• SomethingwelearnedformNaomiNyeisthatsheasksquestionsandsometimes

thinksaboutpossibleanswers.• Have“TheRider”posted.

Teach

• TodayIamgoingtoteachyouhowtouseyourwonderingsandquestionstodraftapoemortwoorthree.

• Inherpoem“TheRider”Naomibeginsstanza3with“WhatIwondertonight…”Thinkofyourthemeortopic.Writeitatthetopofyournotebookentry.Nowlistsomequestionsorwonderingsthatyouhave‐‐‐youdon’tneedtoknowtheanswers.Let’sborrowNaomi’sline“WhatIwonder(today)is…”

• Nowchooseoneofyourwonderingsandwriteaboutit—youmightdescribeasmallmomentlikeNaomididin“TheRider”(http://www.loc.gov/poetry/180/165.html)

• Lookatthechart,WhatInotice/WhythepoetdoesitcreatedinourSPPSResponsetoLiterature:PoetMentorAuthorStudy”.

o Trytakingyourquestionandwonderingandturnintoapoem.• Havestudentschoosetwomorequestionsandrepeat.

• Anotherapproachistoteachstudentshowtowriteoff“Eavesdropping”SeeANote

SlippedUndertheDoor,p43‐46.Use“Time”byNaomiShihabNyeasamentortext.Homework

• InyourWriter’sNotebookcreatealistofsayingsyouhaveheardorseen.• Chooseoneandwriteapoem.Repeatwithtwomore.

• Icandevelopideasandfeelingsabouttopicsorthemesandexpresstheminpoetry6.7.3.3(adaptedforpoetrybySPPS)

• IcanorganizewordsandphrasesinapoeminawaythatsupportsthemeaningIwanttocommunicate6.7.3.3(adaptedforpoetrybySPPS)

Week2:DraftingPoemsandRevisingwithCraftLessons

Notes

Theunitcalendarsuggests3daysofmini‐lessonsaboutthecraftofwritingpoetry(draftingandrevising).Teachersmaychoosewhattoemphasizefortheselessonsbasedoncraftdiscussionsfrompreviousunitsandcurrentstudentwork.

TheCraftofPoetry

• ConsultCalkinspp172‐173fordiscussionofthefollowingconcepts,choosingelementsthatfittheneedsofyourstudents.

• Refertothe“WhatInotice/Whythepoetdoesit”chartcreatedintheSPPSResponsetoLiterature:PoetMentorAuthorStudyorco‐createwithyourstudentsaPoetsSometimes…includingthefollowingasstudentsprovideexamples.

o Addanimageordetailo Toneandwordchoice(AdiosByNaomiShihabNye)o Figurativelanguage,inparticularmetaphorsandsimiles

• Icanusecraftelementssuchasrhythm,meter,wordchoiceandpunctuationtosupportmeaninginapoem.

• Icanuseprecisewordsandphrases,relevantdescriptivedetails,figurativeandsensory


o Shapeo Soundso Imagery

languagetocreatemeaningorsetatoneinmypoem6.7.3.3(adaptedforpoetrybySPPS)

TurningEntriesintoPoemswithLineBreaksandStanzas(Calkins,p.172‐173)

• Tellstudentsnowitistimetosortthroughtheircollectionandselectideasandtry‐itstodraftmoreformally,workingonthecraftofpoetry

• Modelsortingthroughacollectionofdraftsandfindingseveralpromisingstartsthatfitatopicandtheme,andalsorepresentdifferentpointsofviewonthetheme.

• Explainthatpoetsdonotslapwordsonthepagequicklyandsaytheyaredone,butcarefullycrafteventheshortestpoem,makingchangesfromtheverybeginning,andcontinuingtomakechanges.

o NowIwanttothinkabouthowtodraftthispoemsoitreallygetsacrosswhatIamtryingtosay.I’mthinkingfirstaboutthewaythatpoemslookonapage,howpoetsuselinebreaksandspacetosupportmeaningandtone.

• Takealineorsectionfromyourwritersnotebook.Askstudentstohelpyouturnthesectionintoapoembytryingoutlinebreaks(usingtextprojectedfromacomputerallowsforeasyexperimentation)andthearrangementofwordsonthepaper.(SeeCalkins2011,p.172‐173,foranexplanationofonewaytodothis.)

• Tryit:Studentschooseentriesfromtheirnotebooksorpoemsoftheirowntoinclude

inananthologyandwritethemaspoems,orrevisethembyconsideringlinebreaksandstanzas.

• IcanorganizethewordsinapoeminawaythatsupportswhatIwantthepoemtomean6.7.3.3(adaptedforpoetrybySPPS)

PoetryToolbox:RevisionforTone/WordChoicetoReflectPointofView

Teach• Modelrevisionfortone,andwordchoicethatreflectsthepointofviewofthespeaker.

Explainthatthe“speaker”ofthepoem,canreflectthepoet,oranotherindividual.(I.e.apoetusingachildspeakerwillchoosedifferentwordsthanapoetusingtheadultspeaker).Readpoemswithwordchoicesthatclearlyreflectapointofview.Addtheseexamplesofwordchoice/tone/pointofviewtothecraftanchorchart.

WorkTime

• Studentsworkwithpartnersorgroupstohelpeachotherrevisefordifferenttoneandwordchoicetomaketheirpoemclearlyreflectthepointofviewoftheselectedspeaker.

• Closing

• Groupssharetheirpoemswiththeclass,andtheclassquicklyreflectsonthepointsofview/wordchoice.

• Icanusecraftelementssuchasrhythm,meter,wordchoice,andpunctuationtohelpsupportmeaninginapoem6.7.3.3(adaptedforpoetrybySPPS)

• Icanuseprecisewordsandphrases,relevantdescriptivedetails,figurativeandsensorylanguagetocreatemeaningorsetatoneinmypoem6.7.3.3(adaptedforpoetrybySPPS)

RevisionforRhythm,Meter(Calkins,p.172;FlynnandMcPhillips,p.88‐96)

• Modelrevisionforrhythm,andmeter,byaddingwords,removingwords,orsubstitutingwords.o Teachstudentsthatitishelpfultoreadpoemsoutloud.o Showstudentsthenaturalstresswithinwordsandphrases,andhowaddingor

• Icanusecraftelementssuchasrhythm,meter,wordchoice,andpunctuationtohelpsupportmeaningina


eliminatinganunstressedwordcanhelpchangetherhythmofapoem.o Havestudentsclapthestressedsyllablesandwordsinrhythmicpoems.If

possible,highlightaslower,softerrhythm,andalsoamorepercussive,quickerrhythm.

o Showhowadifferentrhythmcanchangethetoneofthepoem.• Studentsmightalsoreviseforsoundswithrepetition,alliterationandpunctuation.

Addto“PoetsSometimes…”chart.Worktime

• Studentsrevisepoemsforrhythmandmeter,tryingtofindrhythmicpatternsthatfitthetoneoftheirpoem.Studentsmayalsodraftnewpoems,tryingthecraftsuggestions.

poem6.7.3.3(adaptedforpoetrybySPPS)


DraftingandRevising:MetaphorsandSimiles(Calkins,p.174)

• Poetschoosesimileandmetaphorwhentheywanttocomparetwothingsinasurprisingway.Wecancreateimagesthesamewayhavedoneotherunitsofstudy—byenvisioning.Inapoem,ametaphoriscentraltoitsmeaning‐‐‐animagethathelpsustounderstandthepoet’smessage.

o Asimileuseslikeorasinthecomparison:Hercheeksarelikepolishedapples;“Floatlikeabutterfly,stinglikeabee”.

o AmetaphorisacomparisonreferringtoonethingasanotherHercheeksarepolishedapples;“Nomanisanisland”.

• Sometimesapoetusesametaphorinonestanzaofapoem.Let’slookat“TheRider”again.NaomiNyecomparesnotbeinglonelytofloatinginacloudofflowers.

• Sometimesthewholepoemisametaphor.Read“LifeAin’tNoCrystalStaircase”byLangstonHugheshttp://www.poetryfoundation.org/poem/177021

• Thinkofthethemesyouandyourpartnerhavebeenwritingabout.Whatcouldyoucomparethefeelingofangerthatwouldhelpmepictureit?Joy?Courage?Belonging?

• Thinkabouthowyoucanuseametaphortoprovideaninterestingperspectiveonyourtheme.

o Atthetopofanewpageinyourwritersnotebookwrite_________isa_______________.

o Closeyoureyesandpicturetheimage.o Listoutwordsorphrasesthatdescribewhatyouhear,seeorfeel.o Draftapoemoutsideofyournotebook.

• Thinkabouthowyoucanusesimilesandmetaphorsinyourpoemstoprovideinterestingimagesforyourreaderthatshowanewperspectiveofyourtheme.

• Icanusecraftelementssuchasrhythm,meter,wordchoice,andpunctuationtohelpsupportmeaninginapoem6.7.3.3(adaptedforpoetrybySPPS)


RevisingbyChangingtheForm:Haiku

Notes• Calkinssuggeststhatonceourstudentshavelivedwiththeirentries,draftingand

revisingthem,wecaninvitethemtoexperimentwithhowanotherstandardformofpoetry.Forexample,Haikumightstrengthenthemessagetheyaretryingtoconvey.Teachingformslikethistowardtheendoftheunitmeansstudentsaremakingchoicesformeaning‐making,notjustfillingintheblanks.

• Icanuseprecisewordsandphrases,relevantdescriptivedetails,figurativeandsensorylanguagetocreatemeaningorsetatoneinmypoem6.7.3.3(adaptedfor


Teach• TodayIamgoingtoshowyouhowoncepoetshavelivedwiththeirentries,they

experimentwithdifferentformsofpoetrytohelpthemstrengthentheirmessage.Ahaikuisakindofverbalsnapshot‐.Itcontainsonly17syllablesinlinesof5,7,and5syllables.

oldandnewtechnology‐Haiku

YouusecomputersIPods,mobiles,camerasWhynotwriteletters?

• Projectandreadahaikuwithstudentsandhavethemcountthesyllables.• Haikuiswrittenaboutalimitedsceneorsmallmoment.Chooseapoemyouhave

written,oranentryorblurbfromyourwriter’snotebook.Picturethescene.Writedownacleardescription.Usethecharttohelp.

DetailstoCapture(5senses)

Sight:_______________________________________________

Sound:______________________________________________

Touch_______________________________________________

Smell________________________________________________

Taste________________________________________________

• Lookoveryourobservationsandnowusethesetodescribea‐‐‐inasinglesentence‐‐‐asceneorexperience.

• Checktoseethatyouhaveincludedsomesensoryimages.• Aretherewordsinyourdraftthatdonothelpcreateaclearimage?Crosstheseout.• Nowwriteyoursentenceasahaiku—in3lines.Countthesyllables.Practiceworking

withthesyllables,changingwordstofitlinesof5,7,5syllables.• Partnerwork:Sharetheirhaikus.DotherevisionsimprovetheHaiku?Whyorwhy

not?• Draftanotherhaiku.Chooseadifferentsceneorexperience,perhapscreatea

differentmoodwithyourchoiceofwords.Homework

poetrybySPPS)• IcanorganizethewordsinapoeminawaythatsupportswhatIwantthepoemtomean6.7.3.3(adaptedforpoetrybySPPS)


• Frameascene‐‐‐‐theblockyouliveon,thekitchentable,whereyousleep.WriteanotherHaikuathome

PoetsEditwiththeirReadersinMind

Teach• Wehavetalkedabouthowsometimespoetsbreaktherulesofwritingsentenceson

purpose,becausetheywantatheirwordstohaveacertainrhythmoreffect.Eventhoughpoetrycanbreaktherules,nopoembreaksalltherulesorpeoplewouldn’tunderstandwhatitmeans.Whenpoetsmakepurposefulchoicesaboutwhatkindsofgrammar,punctuation,andspellingrulestheyaregoingtofollow‐‐‐‐choicesthathelpconveytheirmessage.

• Projectpoemspreviouslyreadbytheclassthatrepresentdifferentapproachestolanguageconventions.Suggestionsinclude:

o “TheRider”,byNaomiNye(http://www.loc.gov/poetry/180/165.html)o “I,Too”byLangstonHughes(seeAppendix)o “APoemforMyLibrarian,MrsLong”byNikiGiovanni(seeAppendix)

• Turnandtalk:Studentsnoticehoweachpoetusedcapitalization,punctuation,rhyme,andspelling.

• MakeConventions/MechanicsChoicesanchorchart.

• Modelchoosingtheconventionchoicesforoneofyourpreviouslyrevisedpoems.o Explainwhyyouchosetousetheconventionsthatway(couldshowtwo

differentchoicesandhavestudentsnoticethedifferenceinhowthepoemisread/feels). Inthiskindnesspoem,Ichosetoleaveoutpunctuationattheendofmost

lines,butIdidusepunctuationwhenIwaswritingthestatementsIheardstudentsmake.Ithelpedtshowthedifferencefrombeingaloneandbelong.Iputcapitallettersatthebeginningofthelineseachtimetheactionchanged.Doesitmakesensetohaveendingpunctuationsometimesbutnotalways?Capitalletters?Howwouldmypoemchange

Conventions/MechanicChoicesforPoetsChart Nye Hughes Giovanni

• Capitalizenormally?

• Includepunctuation?

• Userhyme,rhymescheme?

• Spellallwordscorrectly?

• Beginningofthoughtsorsentences

• Formssentences

• Norhyme• Regular

spelling

• Beginningofeachline

• Attheendofmostlines‐

• Rarelyuserhyme

• Spellallwordscorrectly

• Beginningofeveryline,andonlysomenamesforemphasis

• Norhyming• No

punctuation• Spellssome

wordsinanunusualway

• Icanuseormodifygrade6grammarandusageconventionstosupportmypurposeandmeaningwhenwritingpoetry6.11.1.1(adaptedforpoetrybySPPS)

• Icanvarythepatternofphrasestosupportthemeaningandstyleofmypoetry6.11.3.3(adaptedforpoetrybySPPS)


ifIaddedcommasandperiods?

Kindness

Isitatmydeskalone

CheckingmyhomeworkTurningpagesinabook

“Howwasthegame?”

“Didyouhavefunatyourgrandma’s”“Lookatthispicture‐‐canyoubelieveit?”

Myfriendcatchesmyeye

ShesmilesShelaughs

Ibelong

Sendoff• Studentschoosesomeoftheirpoemstorewritewithdifferentpunctuation,capital

lettersand/orspelling.Share

• Readaloudyourpoem(s)toyourpartner.Whichversioncommunicatesyourmessagebest?Why?

Week3:Revising,editing,publishingandsharing

RevisionforTitles,Endings(Calkins,p.174)• Sharepoemswithclevertitlesandendings.Thensuggestanothertitleoranother

ending.• TurnandTalk:Howwouldmynewtitle/endingchangethemeaningortoneofthe

poem?• Atitlecanbemoreliteralthantherestofthepoem,ortrick/surprisethereaderwhen

thepoemisdifferentfromwhatwasexpected.Modeltryingthreetitles,thenselectingone.(AddnotesonaclevertitleontheCraftAnchorchart).

• Worktime:Studentstrythreedifferenttitlesforeachpoem,thenpick.(Option:studentscouldinviteapeer’sopinionintheselectionofatitle).

• Mid‐workshoplessononendingso Anendingcanbringaboutclosurebyreferringtotheopeningline,can

surprisethereaderbycomingtoanewunderstandingornewdirection,orcanbeareflection.Modeltryingthreedifferentclosinglinesforyourpoem.

o Worktime:Studentstrythreedifferentendinglinesforeachpoem,poetselectsthebestendingline.(AddnotesonafittingendingtopoemsontheCraftAnchorChart).

• Closing:inpartners,studentsshowtheirpartnerwhichtitle,andwhichendingline

• Icanwriteanendingthatleavesanimage,containsthepoet’sbigideaormakesacommentonthepoem6.7.3.3(adaptedforpoetrybySPPS)


theypickedforeachpoem,andexplainwhytheypickedit.

PartnerRevisionandEditingwithaChecklist

• Withtheclass,brainstormafinalchecklistofelementsstudentsneedtoconsiderinorderfortheiranthologiestobedone.

• Havestudentsworkinpairsforfinalrevisionandediting.“RefertotheGuideforRevision”intheAppendix.

• Icaneditmywritingusinggrade6languageconventions

• Icanworkwithpeersandadultstoimprovemywriting6.7.5.5

AssemblingChapbooksorAnthologies

• Possibleteachingpoints:o Poetschoosepoemsthatthatfittogetherinsomeway,maybethrough

commonthemesortopics.o Poetssometimesincludeacopyofthementorpoemsused,orotherpublished

poemsthatfittheirthemeo Poetsdecideonthebestorderforthepoemsintheiranthologies,thinking

abouthowonepoemsoundsorlookswhennexttoothers.o Thoughtfulillustrationsthatdepictthecentralimagecantakethemessageof

apoemevendeeper.o Poetsoftenreadtheirworkaloudtobesurethepoemssoundthewaythey

want.• ConsiderusingflexdaysintheWriter’sWorkshopCalendartohavestudentsuse

book‐makingtechniquestocreateachapbook.SeetheAppendixfordirections.

• Icandevelopandorganizemyideasinawaythatfitsmytask,mypurposeandaudience

6.7.4.4

SharingandCelebration

• Considerincludingaperformanceorpoetryreading,sincepoemsaremeanttobemultisensory.

o Studentstopickapoemoftheirownoramentorauthortomemorizeandperformaloud

• Icanpresentapoem,speakingclearlyatanunderstandablepace(adaptedbySPPS)

On‐demandWritingforAssessment

• Students,youhaveworkedhardatthecraftofpoetry!Youhavelearnedalotaboutusingpoetrytogivereadersamessageaboutyourthoughtsandfeelingsonatopicortheme.TodayIwouldlikeyoutolookbackthroughyournotebooksandideasandchooseoneortwomoretoturnintopoems.Showmeallthatyouhavelearnedabouthowpoetryisaspecialwaytoshareideas.

Additional Unit Options: ● Useflexdaystohavestudentsmakechapbooksforpublishingtheirpoems.● Haveapoetryslam—providestudentswithopportunitiestopracticeandperformapoemforthe

celebration● Blendpoetryandprose(OutoftheDustbyKarenHesse,AmberasBrave,EssiewasSmartbyVeraB.

Williams)● Studentscouldincorporatenon‐fictionintopoetry(ToadbytheRoadbyJoannaRyder,JoyceSidman’s

DarkEmperorandOtherPoemsoftheNight.


Appendix __________________________________________________________________________________

Resources

Inordertorespectcopyright,poemtextshavenotbeenincludedinthisdocument.Manyofthepoemslistedherearepublishedon‐line,aswellasexcerptsfromsomeoftheanthologies.Tolocatethem,copyandpastethetitleintoawebbrowserwindow.Professional Resources

• ANoteSlippedUndertheDoor:TeachingPoemsWeLovebyNickFlynn• AwakeningtheHear:ExploringPoetryinElementaryandMiddleSchoolbyGeorgiaHeard• GettingtheKnack:20PoetryWritingExercisesbyStephenDunningandWilliamStafford• Teaching10FabulousFormsofPoetrybyPaulJaneczko

Web Resources

• InternationalReadingAssociationon‐linestudentinteractivesinsupportofwritingpoetryhttp://www.readwritethink.org/search/?resource

• Children’sPoetryArchivehttp://poetryarchive.org/childrensarchive/home.do• NoWaterRiverblog,videosofchildren’spoetsreadingtheirpoems

http://www.nowaterriver.com/portfolio/poetry‐videos/• PoemHunter.com,<http://www.poemhunter.com/>• FamousPoems.comthemecollection<http://famouspoetsandpoems.com/thematic_poems.html>

Poetry Collections

• HipHopSpeakstoChildren:ACelebrationofPoetryWithaBeatEditedbyNikkiGiovanniWithCD• PoetrySpeakstoChildreneditedbyElisePaschen• TheDreamKeeperbyLangstonHughes• Families:PoemsCelebratingtheAfricanAmericanExperience• ThisSameSky:ACollectionofPoemsfromAroundtheWorldSelectedbyNaomiShihabNye• CoolSalsa:BilingualPoemsonGrowingupLatinointheUnitedStates• TheTreeisOlderThanYouAre:ABilingualGatheringofPoemsandStoriesfromMexicoSelectedby

NaomiShihabNye• CantoFamiliarbyGarySoto• Wáchale:PoetryandProseaboutGrowingUpLatinoinAmericaEditedbyIlanStavans• FearlessFernie:HangingOutWithFernieandMebyGarySoto• ThisPlaceIKnow:PoemsofComfort,selectedbyGeorgiaHeard• HereinHarlem:PoemsinManyVoicesbyWalterDeanMyers• HoneyILovebyEloiseGreenfield• PaintMeLikeIAmeditedbyWritersCorps

Poems with Similar Themes Death/Loss

• IrishWakebyLangstonHughes• MissingMamabyEloiseGreenfield(FromFamiliesByStricklandandStrickland)

Bullying


• ClassBullybyNikkiGrimes(fromMyManBlue)• WordsbyBobbiKatz(fromCouldWebeFriends?)

Disappointment

• GroundedbyNikkiGrimes(fromMyManBlue)• HowtheCoachToldMeIDidn’tMaketheTeambyGarySoto(fromFearlessFernie)

OvercomingAdversity

• FearlessbyNikkiGrimes(fromMyManBlue)• OneOnOnebyNikkiGrimes(FromMyManBlue)• WhitebyJaneYolen(fromColorMeaRhyme)• FromUmiSaysbyMosDef(fromHipHopSpeakstoChildren)• TakingActionbyJamesBerry(FromHipHopSpeakstoChildren)• DreamVariationsbyLangstonHughes(fromHipHopSpeakstoChildren)

Dreams/Hope

• DreamsbyLangstonHughes• TheDreamKeeperbyLangstonHughes• AsIGrewOlderbyLangstonHughes• ListentotheMustn’tsbyShelSilverstein• HoldFasttoYourDreamsbyLouiseDriscoll(FromThisPlaceIKnow:PoemsofComfort,Selectedby

GeorgiaHeard)• HopeistheThingwithFeathersbyEmilyDickinson(FromThisPlaceIKnowSelectedbyGeorgiaHeard)• IAmCherryAlivebyDelmoreSchwartz(fromPoetrySpeakstoChildren)• DreamBoogiebyLangstonHughes(fromHipHopSpeakstoChildren)• LovePoemForMYPeoplebyPedroPietri(fromHipHopSpeakstoChildren)• TheRosethatGrewfromConcretebyTupacShakur(FromHipHopSpeakstoChildren)• DoubtlessbySteveEricsonbyNikkiGrimes(fromHipHopSpeakstoChildren)

Unfairness/injustice

• I,ToobyLangstonHughes• MothertoSonbyLangstonHughes• MerryGoRoundbyLangstonHughes• LadiesFirstbyQueenLatifah(fromHipHopSpeakstoChildren)• PeopleEqualbyJamesBerry(fromHipHopSpeakstoChildren)

Poems With Similar Topics School

• FirstDay,NewSchoolbyBobbiKatz(fromCouldWeBeFriends,PoemsforPals)• StarsbyGarySoto(fromCantoFamiliar)• EyeglassesbyGarySoto(fromCantoFamiliar)• MyTeacherintheMarketbyGarySoto(FromCantoFamiliar)• EraserandSchoolClockbyGarySoto(fromCantoFamiliar)• QuestionsfortheNewTeacherbyGarySoto(fromFearlessFernie)• HowtheCoachToldMeIDidn’tMaketheTeambyGarySoto(fromFearlessFernie)• OurSubstituteTeacherNamedAbrahambyGarySoto(fromFearlessFernie)• HowtoPaintaDonkeybyNaomiShihabNyefromPoetrySpeakstoChildren


• ArtClassbyX.J.Kennedy• FromThePrincipal’sOfficebyYoungMC(fromHipHopSpeakstoChildren)

Family

• Families:PoemsCelebratingtheAfricanAmericanSpiritSelectedbyDorothyS.StricklandandMichaelR.Strickland

• Lullaby(foraBlackMother)byLangstonHughes• MyManBluebyNikkiGrimes

Words/Poetry

• FeelingsAboutWordsbyMaryO’Neil*• ILovetheLookofWordsbyMayaAngelou*• InsideaPoembyEveMerriam*• ValentineforErnestManbyNaomiShihabNye*• AfterEnglishClassbyJeanLittle*• LearningEnglishbyLuisAlbertoAmbroggio(TranslatedbyLoriM.Carlson,fromCoolSalsa)• Natalia’sQuestionsbyMyriamMoscona(fromTheTreeisOlderThanYouAre)• GreenbyJaneYolen(fromColorMeaRhyme)

Sports

• LeeBennettHopkins’sBaseballCollection• HoopsbyRobertBurleigh*• OneonOnebyNikkiGrimes(FromMyManBlue)• AllowMetoIntroduceMyselfbyCharlesR.SmithJr.(fromHipHopSpeakstoChildren)

Music

• ILiveinMusicbyNotzakeShange*• TheWearyBluesbyLangstonHughes• BringontheBeatbyRachelIsadora• MusicforFunandProfitbyGarySoto(FromHipHopSpeakstoChildren)• AuditionbyHopeAnitaSmith(fromHipHopSpeakstoChildren)

Food

• Papi’sMenudobyGarySoto(FromCantoFamiliar)• TortillasLikeAfricabyGarySoto(fromCantoFamiliar)• Chop,Simmer,Season• JacintheBagbyRosauraSánchez(fromWáchale)• FrutasbyRicardoPau‐Llosa(fromWáchale)• Knoxville,TennesseebyNikkiGiovanni(FromPoetrySpeakstoChildren)• FromIt’sLovebyJillScott(FromHipHopSpeakstoChildren)

Nature

• MillionsofSnowflakesbyMaryMcKennaSiddals• ColormeaRhymebyJaneYolen• WildWingsbyJaneYolen• WaterMusicbyJaneYolen• OurBigHome:AnEarthPoembyLindaGlaser


• PartTwo“EarthandAnimals”ofTheTreeisOlderthanYouAre(SelectedbyNaomiShihabNye)• ThePeaceofWildThingsbyWendellBerry(FromThisPlaceIKnowSelectedbyGeorgiaHeard)

Poems with different points of view:

• LettertoBeebyEmilyDickinson(fromPoetrySpeakstoChildren)• TheQuarrelbyMaxineKumin(fromPoetrySpeakstoChildren)• HurtNoLivingThingbyChristinaRossetti(fromPoetrySpeakstoChildren)

• OurSubstituteTeacherNamedAbrahambyGarySoto(fromFearlessFernie)• HowtoPaintaDonkeybyNaomiShihabNyefromPoetrySpeakstoChildren• ArtClassbyX.J.KennedyFromPoetrySpeakstoChildren

• AllowMetoIntroduceMyselfbyCharlesR.SmithJr.(fromHipHopSpeakstoChildren)• MebyElizabethSwados(FromHipHopSpeakstoChildren)

Possible Poems for Language Academy Students

• HelloSchool!AClassroomFullofPoemsbyDeeLillegard• WakeUpHouse!RoomsfullofPoemsbyDeeLillegard• TheImportantBookbyMargaretWiseBrown• CaribbeanDreambyRachelIsadora• Chop,Simmer,SeasonbyAlexaBrandenberg• MillionsofSnowflakesbyMaryMcKennaSiddals• CouldWeBeFriends?PoemsforPalsbyBobbiKatz


“Writing Poetry: Where Does Poetry Hide”

GeorgiaHeardExcerptsfromAwakeningtheHeartp.47‐56

Findingwherepoemshideforusispartoftheprocessofbeingapoetandoflivingourlivesaspoets.Thesourcesofpoetryareendless.DavidIgnaowwritesaboutkeepingthiswindow,portal,otherdimension,orpoetrydooropen,“thedoorbetweenthepoetandthewords,sothatwordscancomethrough.”Whatarethesedoors?Howcanwehelpourstudentsstepinside?Iusuallybeginbydescribingfivedoorsthatwillinviteallstudentstostepoverthethreshold.TheHeartDoor

• Poetryisthegenreofinnerlife.• Encouragestudentstowritepoemsaboutwhattheyfeelistrue.• Giveinnerimages,longings,andfeelingsspacetobreathe.

TheObservationDoor

• Usethedoorofyoureyes.• Poetryisaboutwhatweobserve,whatwe’reamazedby,whatisbeautifulintheworld.• Poetrycelebratestheworldandwewritewithalongingtoknowtheworldmoredeeply

TheConcernsAbouttheWorldDoor

• PoemscanbeaboutwhatwereadinthenewspaperorseeonTV,whatweareconcernedabout.

• Poetryisabouttellingthewholetruthofwhatweseehappeningaroundus.TheWonderDoor

• Questionscanbealeverforapoem,questionsabouttheworld,theuniverse,ourlives,whatwestudyinschool—whateverinspirescuriosity.

• Kidsandpoetsarethemostcurioushumansalive.TheMemoryDoor

• Weeachhaveourownpoetlivinginourminds—ourmemory.• Memoriesdriftinandoutofourmindsalldaylongwhetherweareawareofthemornot.

InfinitePoetryDoor

• Anythingthatdoesn’tfittheotherdoors!Everyoneofuscanstepthroughatleastonedoortoentertheworldofpoetry.


Crafting Poetry: Poetry Toolboxes GeorgiaHeard

ExcerptsfromAwakeningtheHeartp.63‐65Iintroducethetoolsofpoetrynotsimplyastermswithdefinitionsbutasvehiclesthatserveamorefundamental,deep,andemotionalpurpose.Introducecraftusingthemetaphorofatoolbox.Acarpenter,likeapoet,carrieshisorhertoolstoeveryjob—nails,hammer,screwdriver—justasapoetcarriestoolstothewritingtable.Iseenotjustonetoolbox,buttwo—whichareequallyimportantandhavetwodifferentpurposesinthecourseofmakingonepoem.

• TheMeaningToolboxincludesvisualtoolsthatservetohelpthereaderimagine,visualize,andbringusclosertotheexperienceofthepoem.

• TheMusicToolboxconsistsofthosetoolsthathelpthereaderexperiencethepoemthroughsound,music,andrhythm.Thesetoolsfastenthepoemtogethermusically.

IMeaningExpressingfeelingsand

experiencesthroughvisualandsensorytools;revision

techniques

IIMusicExpressingfeelingsandexperiencesthroughauditory,musical,and

rhythmictools

ImageMetaphorSimilePersonificationWordsLine‐breaksBeginnings/endingsTitlesObservation

RhymeRepetition/PatternsRhythmAlliterationWords Line‐BreaksOnomatopoeiaAssonanceConsonance


Guides for Revising Your Own Poem, Peer Conferencing, and Response Groups

GeorgiaHeardAwakeningtheHeartp.119

1. Readthepoemoutloud.2. Asksomeonetoreadyourpoembacktoyou—ithelpstohearyourpoemreadinadifferent

voicesoyoucanlistentothepoemmoreobjectively.3. Asyoulistentoyourpoemaskyourselfsomeofthesequestions:

a. Arethereanywordsorlinesthatsoundawkward,thatclinkonthepage?b. Whatwordsorlinessoundstrong,pleasing,“poetic,”ormemorable?c. Arethereanywordsorlinesthatsoundstaleorclichéd?d. Doesthepoemmakeyoufeelanything?e. Whichwords,lines,orimagesmoveyouthemost?f. Doesthepoemfeelemotionallytrue?g. Arethereanywordsorimagesthatfeeluntrue?h. Isthepoemclearordoesitfeelconfused?i. Canyouseeimagesinthepoem?Aretheyclear,powerful,concrete,andvivid?j. Asyou’relisteningdoyouseeanyotherimagesinyourmindthatyoucouldadd?k. Isthepoemabstractinanyplaces—doesthisstrengthenorweakenthepoem?l. Doesthepoem“explain”—ratherthan“show”?m. Doesthe“energy”leakoutofthepoem?Doesyourmindbegintowander?n. Whatwords,images,rhythms,orthoughtscatchyoubysurprise—giveyouthatahhh!

feeling?


Selected Poetry Text Complexity Exemplars Grade Band 6-8 Common Core State Standards Appendix B

Navajotradition.“TwelfthSongofThunder.”TheMountainChant:ANavajoCeremony.(1887)

Thevoicethatbeautifiestheland!Thevoiceabove,ThevoiceofthunderWithinthedarkcloudAgainandagainitsounds,Thevoicethatbeautifiestheland.Thevoicethatbeautifiestheland!Thevoicebelow,ThevoiceofthegrasshopperAmongtheplantsAgainandagainitsounds,Thevoicethatbeautifiestheland.

I,TooByLangstonHughes(1902–1967)

I,too,singAmerica.

Iamthedarkerbrother.TheysendmetoeatinthekitchenWhencompanycomes,ButIlaugh,Andeatwell,Andgrowstrong.

Tomorrow,I’llbeatthetableWhencompanycomes.Nobody’lldareSaytome,“Eatinthekitchen,”Then.

Besides,They’llseehowbeautifulIamAndbeashamed—

I,too,amAmerica.


Giovanni,Nikki.“APoemforMyLibrarian,Mrs.Long.”Acolytes.NewYork:WilliamMorrow,2007.(2007)APoemforMyLibrarian,Mrs.Long(Youneverknowwhattroubledlittlegirlneedsabook)

Atatimewhentherewasnottvbefore3:00P.M.AndonSundaynoneuntil5:00WesatonthefrontporcheswatchingThejfgsigngoonandoffgreetingTheneighbors,discussionthepoliticalSituationcongratulatingthepreacherOnhissermonTherewasalwaystheradiowhichbroughtusSongsfromwlacinnashvilleandwhatwewouldnowcallEasylisteningorsmoothjazzbutwhenIlistenedLateatnightwithmyportable(thatIwassoproudof)TuckedundermypillowIheardnatkingcoleandmattdennis,junechristyandellafitzgeraldAndsometimessarahvaughansingblackcoffeeWhichInowdrinkItwasjustcalledmusicTherewasabookstoreuptownongaystreetWhichIvisitedandinhaledthatwonderfulodorOfnewbooksEventodayIreadhardcoverasapreferencepaperbackonlyAsalastresortAndupthehillonvinestreet(Themainblackcorridor)satourcarnegielibraryMrs.LongalwaysgladtoseeyouThestereoscopealwaysreadytoshowyoufarawayPlacestodreamaboutMrs.LongaskingwhatareyoulookingfortodayWhenIwantedLeavesofGrassoralfrednorthwhiteheadShewouldgotothebiglibraryuptownandInowknowHatinhandtoasktoborrowsothatImightborrowProbablytheysaidsomethinghumiliatingsincesouthernWhitesliketohumiliatesouthernblacks


ButshenonethelessbroughtthebooksBackandIheldthemtomychestClosetomyheartAndhappilyskippedbacktograndmother’shouseWhereIwouldsitonthefrontporchInagrayglideranddreamofaworldFarawayIlovetheworldwhereIwasIwassafeandwarmandgrandmothergavemeneckkissedWhenIwasonmywaytobedButtherewasaworldSomewhereOutthereAndMrs.LongopenedthatwardrobeButnolionsorwitchesscaredme


Analyzing Elements of Poetic Craft What I notice in the poem Why the poet does it Our name for it

Linebreaksdon’talwaysmatchwhereperiodsare.Mixtureoflonglinesandshortlines.Choosesunusualdetails.Driftsfromoneimageorideatoanother.Nosimileormetaphor.Doesnotrhyme.StrangejuxtapositionsThetitleistakenfromthefirstlineofthepoem,butthewordtimeisneverusedagain.Usesbitsofoverheadconversation

Putsemphasisincertainplaces.Changesthepaceofthepoem.Longlinemirrorsthetumblingriver.Shortlinesdrawattention.Makesapictureinyourhead.Getsyourattention.Soundslikeapersonthinking.Verysimplebutaboutbigideas.Soundslikethoughtsinyourhead.Focusisontheideas.Sheisinterestedinexpressingherthinking.Getsthereader’sattention

Linebreaks.Linebreaks.Imagery.Thinkingoutloud.Overheardconversation


Chapbooks

ImageSource: UniversityofSouthCarolinaRareBookCollection,http://library.sc.edu/spcoll/britlit/cbooks/cbook1.html

A chapbook is a short booklet collecting of poetry, songs, and other short texts, a few pages folded or sewn together. Historically, printers gathered collections often centering on a specific theme, and made them for people wanting inexpensive reading materials. With easy access to digital publishing, chapbooks are back as an art form. Consider having students explore resources such as the following and create their own chapbooks. Paper sizes can change depending on how much text needs to go inside.

Samples of modern chapbooks, http://www.uglyducklingpresse.org/catalog/online-reading/


How-to for a Simple Folded Book, used by permission. Match the starting paper size to the amount of text to be included.

© 2008 Susan Kapuscinski Gaylord/makingbooks.com

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