Here is a brief description of the learning activities on Poetry we presented at NCTE09

2. “Between Walls” by William Carlos Williams

3. “When I heard the Learn’d Astronomer” by Walt Whitman

5. Glue Sticks

6. Internet enabled computers (or magazines)

7. Tone chart worksheet

9. Assign each group a different poem

10. Have a representative from each group to read their poem aloud.

11. Direct students to reread their poems and “free write” for three to five minutes.

12. Introduce tone through a quotation from Donald Murray (2005, p. 50)

13. Students then receive “tone charts” on which they list 10-12 words or phrases that they felt contributed to the overall tone of their poem.

14. Students use tone chart words and phrases as online search terms to find images

15. Teacher models the process of placing images on tableau(i.e., choosing, placing, overlapping the images), and students asked questions.

16. Working individually at group tables, students create “image tableaus” on newsprint.

17. Students choose five or six “best images,” they arranged pictures in a manner that might help them understand and represent the meaning—in particular, the tone— of the poem

18. In groups, students discuss tableaus with regard to expectation, choice, surprise elicited through Internet searches, and reasons for placement and arrangement.

20. Searching for images on the Internet

21. Assembling your image tableau

23. Read prompts aloud one by one.

24. Have each student respond to the prompt on a strip of paper

25. Provide scissors, markers, glue sticks, chart paper for poetry-creations.

26. Pairs of students arrange strips.

27. Students can add words to the poem on the chart paper.

28. Add title and names of two students.

29. After Strip poetry activity, students hang chart paper creations on the wall.

31. After each reading, individuals refer to the colored strips to tell one important detail about their life that “made it” into the poem… Did it get transformed?

32. Compare student poem tp Collin’s list of rules.Discuss sarcasm in Collin’s poems about rules of poetry Strip Poetry one of your strengths something you’re wearing what it’s like where you go to be alone something about the kind of person you like noise you make a word like “velvety” something you wish why you are taking this course a phrase like: “brown hens standing in the rain” how you felt last night something you see during your favorite season (include season) a place you like to go with others one thing you did fun you did last week something you see, right now, that interests or intrigues you something do you do on a regular basis something about people that makes you angry Extended Metaphor Lesson Plan Goal:The overall goal is for the students to explore how identity is reflected in writing, specifically through the use of imagery. The students will also understand how multimodal characteristics of writing contribute through meaning through the creation of their own extended metaphor poems. Essential Questions: What do I notice when reading this text? How is my interpretation affected by what other people think? by my past experience? How do I say what I mean? What is my purpose for writing, and how does this affect the words and images I choose? Enduring Understandings: The legitimacy of an interpretation is grounded in the text. What we read affects how we make sense of the world. A writer chooses words, imagery, and information to solicit a response in the reader. Connecticut Language Arts Standards: 1.2 Students interpret, analyze and evaluate text in order to extend understanding and appreciation. 1.4 Students communicate with others to create interpretations of written, oral, and visual texts. 2.1 Students recognize how literary devices and conventions engage the reader. 2.4 Students recognize that readers and authors are influenced by individual, social, cultural, and historical context. 3.1 Students use descriptive, narrative, expository, persuasive and poetic modes. 3.2 Students will prepare, publish and/or present work appropriate to audience, task and purpose. The students will know: That an author’s writing captures his or her sense of identity. That meaning is negotiated using words, symbols, and images. That design features should add and not detract from the attended message. The students will be able to: Define an extended metaphor, source, target and imagery. Analyze an extended metaphor poem in order to identify use of imagery. Analyze an author’s identity through response to an extended metaphor poem. Createa multimodal extended metaphor poem. Vocabulary: Target Source Extended Metaphor Imagery Materials Copies of the poem “Identity” by Luis Polanco “Identity” Graphic Organizer “My Metaphor” Graphic Organizer Access to computer lab. Assessment: Learning Activities: Day One: Break students into small groups. Pass out “identity” by Julio Polanco. Have students read the poem in small groups. Then have students complete the “Identity” graphic organizer. Then have students respond to literature by either developing their own response or using these questions: Why do you think the author would want to be a weed? Can you give an example of Polanco using imagery? How did Polanco use imagery to build his sense of identity? How do you think Julio Noboa Polanco feels about himself? About society? What is Julio Noboa Polanco saying about himself by comparing himself to a weed? Discuss group responses as a class. Define target and source. Have students choose a source they feel best captures their sense of identity. Have students create a metaphor linking the target (themselves) to the source. Have students brainstorm how to extend the metaphor using the “My Metaphor” graphic organizer. Assign writing the poem for homework preferably saved as a .doc file Day Two (Computer Lab) Have students break into partners or small groups to revise poems. The goal is to have students read each others’ poem with an eye on imagery Where is imagery used effectively? How does the author use imagery to describe his or her identity? the extended metaphor? Where can the author use imagery more effectively? Then have students make any suggested revisions to there poem. Have students search for images from http://www.photoshopsupport.com/resources/stock-photos-royalty-free.html that reflect their extended metaphor. Students should download the photo. Then students can create a multimedia poem using powerpoint or publisher. Directions for Making Multimedia Poem using PowerPoint Open powerpoint. Under the file menu choose Page set-up Have students choose US letter page from the the slide size for down menu. Students can choose the orientation of slide. Then have students import their picture to the slide. They should choose Insert>Picture>From File Navigate to the picture and select it. Then have students resize the picture so it fits the slide. Next have students create a textbox for their poem. Then students should copy and paste their poem from Microsoft Word. Have the students adjust the color and font of the text to reflect their meaning. Students may have to adjust brightness, transparency, and/or contrast of picture to make text legible. First right click on picture and select “format picture” Format pictureTransparency level To change transparancey of picture students can adjust levels fro 0% to 100% To change the brightness and contrast students select picture Students should adjust the picture so it adds to the meaning and does not detract from their message. Then have students peer review one more time. this time they should focus on the role of the image and font in making meaning. If you choose students could then print poems or we could publish them online.