Edu 530-01 The
Pleasure of Words: Poetry, Play and Learning
Jeff Gundy
Individual
creativity and discovery
Group
collaboration
Use
of the Writing Process (pre-writing, rough draft, revision, final copy)
Use
of locator words (prepositions) (8th grade language arts content
objective) e.g.- above, around, beyond, from, on, through, with
Addressing
a specific audience (performance)
·
Don’t
Borrow, Steal! Exercise
·
I
will pass around a few copies or excerpts with interesting language or imagery.
The students glance at them, and they write down the first phrase or word that
catches their eye. After a minute, we
swap the copies until the students have gathered enough information from the
various excerpts to create a storehouse of information (pre-writing
exercise). The students must then weave
their attained knowledge into a poem that has some form of coherence and structure. The students will then have ten minutes to
create their poem (rough draft).
·
The
students will then have three minutes to make any necessary revisions
(revision).
·
The
students then have five minutes to re-write their poem for presentation (final
copy).
·
We
will then have the students share their poems with the rest of the class
(performance).
·
A
Poem with Complications Exercise
·
The
students will write the title of a poem of their choice and a phrase from a
movie or song that pops into their head (pre-writing exercise).
·
I
will collect the two pieces of paper, shuffle them, and pass them out to the
students. They cannot have their
initial title or phrase. The students
will then be responsible for incorporating those two pieces of information into
a poem that they must create (rough draft).
The students must also include a sentence in their poem that has a
locator word at the beginning and in the middle of the sentence (language arts
content skill).
·
The
students will then have three minutes to make any necessary revisions on their
poem (revision).
·
The
students then have five minutes to re-write their poem for presentation (final
copy).
·
We
will then have the students share their poems with the rest of the class
(performance).
·
I
will read my three poems {see appendix A} to the students, and we will discuss
possible themes for each poem. Upon
analysis, we will have the students break into three groups. I will assign each of the groups a theme
based on the three poems I read.
·
The
students will then brainstorm anything that comes to their mind concerning
their theme, and they will compile a list of terms or ideas associated with
their theme (pre-writing).
·
The
students will then write their own poem using the terms and ideas that their
group created (rough draft). The poem
must also have a locator word at the beginning and in the middle of the
sentence (language arts content skill).
·
They
will exchange their poems with one of their group members, and they will have
three minutes to make any types of revisions that they feel are necessary. When the student receives their paper back,
they will have three minutes to make any necessary revisions (revision).
·
The
students will have ten minutes to re-write their poem (final copy).
·
The
students will be handed a piece of poster board, and they will be instructed to
make a collage of their compiled poems (3 groups, 8 poems in each group).
·
The
students will then present their collage (performance).
·
The
students will then hand-in their daily product list and rubric {see appendix
B}.
imagination
or real,
a
true memory or dream,
contemplation
and meditation seem to sharpen my mind,
knowledge
and virtue lend power to my soul,
control,
collision, correct it I must,
intellectual
or irrational,
an
illusion I presume
clear
water around,
it’s
out of a dream,
tropical
wind on my face,
a
moment so still, yet so serene.
Anguish!
bills
await on that monthly timer,
voice
mail jammed full, a daily reminder.
focus
on the palm that grows from the land,
lay
on the beach,
the
sun’s warmth and the sand,
the
future holds dear, my personal routine,
I
choose this day, and this road that drives me
Parents
they
try to help, it seems like they push,
I
like it my way, they have a different view-
I
can’t help but wonder, if they truly understand,
what
I’m trying to say, it’s written on their hand.
their
words are harsh, I’m so torn,
I
try to move on, and I need some help.
I’m
too scared to ask, their expectations are too high,
it’s
too difficult a task.
I
don’t know it all, but I know a lot
I
wish you’d listen to the words I say-
it’s
like you don’t hear them, but you always respond,
I
don’t like your answer, but I have too accept it-
it’s
not fair, and I need your help,
I
know you’re the parent, you don’t have to tell me,
I
know I’m the child, I just wish you’d see.
1.
Don’t
Borrow, Steal! Exercise
·
Pre-writing _____
·
Rough
draft _____
·
Revisions _____
·
Final
copy _____
2.
A
Poem with Complications Exercise
·
Pre-writing _____
·
Rough
draft _____
·
Revisions _____
·
Final
copy _____
·
Use
of locator word _____
3.
Chosen
theme _____
4.
Compiled
list of group terms and ideas (pre-writing) _____
·
Rough
draft _____
·
Peer
revision _____
·
Self
revision _____
·
Final
copy _____
·
Use
of locator word _____
5. Collage _____
·
Coherence _____
·
Structure _____
·
Aesthetic
appealing _____
·
Cooperation _____
Compile
and Hand-in Due Date: __________
Grade: __________