Poetry Unit: Daily Lesson Plans by RBiJ4vQ4


									                                     Poetry Unit: Daily Lesson Plans

Class: Creative Writing, an academic elective. Runs for full year.

Student information: 24 students in the class, mainly grades 10-12 (with one 9th grader). Mixed ability,
including AP English students, students who are learning English as a foreign language, and students who
have learning disabilities. Approximately one-third students of color.

Class time: There are three sections of this class (2nd period: 9:00-9:47 A.M., 3rd period: 9:50-10:37 A.M.,
and 8th period: 2:00-2:52 P.M.). Class periods last approximately 47 minutes.

Classroom set-up: The classroom is one of the smallest in the school, but there are windows along one full
wall. Students sit at six clusters containing four desks each. There is a computer and printer at the back of
the room, as well as bookshelves. The teacher’s desk is at the front of the room. There is a basket with
looseleaf paper at the front of the room, as well as an overhead projector. The room has one white board at
the front of the room, which is also used as an overhead screen. Two smaller white boards can be propped
in front of the larger board as needed. The side bulletin board is primarily devoted to advertising various
writing contests.

Christine Dawson: Highland Park High School                                            2003-2004
Wednesday, September 10, 2003
Objective: To launch writer’s notebooks!; to play around with language, using sensory detail to create
unusual and powerful images to ordinary things

1. Begin by sharing our responses from last night (homework was to write about something you collect).
2. Pass out and read Ralph Fletcher’s excerpts (from A Writer’s Notebook and Breathing in and Breathing
    Out). Highlight key parts.
3. Share my excitement over a writer’s notebook – get advanced students to share their experiences - what
    a difference it made in my own writing and my enjoyment of writing. Carry it around! It is not a diary
    (make the distinction)
4. Synesthesia:
    1) students write down several words/phrases in response to following:
             a. what does passing bell sound like?
             b. what does the bark of a tree feel like?
             c. what does laughter taste like? (requires combining two senses)
    2) other questions to answer (students decide in what order to respond):
             a. what does the color green feel like?
             b. what does pain look like?
             c. what does a wish look like?
             d. what does sadness smell like?
             e. what does anger taste like?
             f. what does thunder look like?
    3) share responses
    4) questions that call for comparisons between two seemingly disparate things, one of which is normal
        and expected, the other abstract:
             a. which is softer, silk or a whisper?
             b. which is deeper, a hole or a secret?
             c. which is quieter, an eye-blink or a humiliation?
             d. which is happier, a feather or a stick of gum?
h/w read Fletcher articles, write 15 minutes [and bring favorite poem to class Friday]

Thursday, September 11th
     SW reflect on Ralph Fletcher’s observations about a writer’s notebook, contrasting the use of a WN with
a journal or English notebook; SW select a strong synesthesia response and transition it into a poem

    1. reminder about finding poem for tomorrow
    2. discuss Fletcher articles – about writer’s notebook – connect to yesterday’s discussion
    3. Go over general thoughts about writer’s notebook. Mention public/private aspect. Mention my
       responsibility to connect some students with services if I am concerned about health/safety
    4. Share synesthesia writing from yesterday – like a Quaker share - discuss images vs. image blanks
    5. Take one synesthesia response and move it into a poem – model on overhead with someone’s work
       from last night – look for ways to play with line breaks and to extend it into a poem
    6. If time – share some poems

    h/w work on finishing draft of your synesthesia poem; remember to bring favorite poem for tomorrow

Christine Dawson: Highland Park High School                                           2003-2004
Friday, September 12th
obj: SW practice listening attentively and giving specific feedback to peer writing; SW start to identify
elements they enjoy in poetry (developing an understanding of their personal taste)

    1. share time for synesthesia poems – practice first level of responses (pointing - everyone write down
       one thing that sticks with them about the poem – then share these after each person reads)
    2. Read over the poem you brought to class today. Then in WN (writer’s notebook), write about why
       you chose this poem. What draws you to it? Are there any lines or parts that stand out in
       particular? What does the poem mean to you?
    3. Get students into groups of four. Random groups. Start numbering with advanced students.
    4. Each student reads poem two times through. (can get someone else to read second time.)
           a. Group responds to the poem – what do you notice, what stands out, what lines stick with
               you, etc.
           b. Person who brought the poem reads what he/she wrote about it

h/w write 15-20 minutes this weekend; revise synesthesia poem

Monday, September 15, 2003
Obj: continue; SW share their connections to a poem in class; SW practice giving responses to poems of
others; SW contribute to building a community of trust in the classroom Reading poems helps us connect
to our own images, and reading other people’s poetry sparks our own writing.

    1. students enter the room, poem folders are on the desks – copy of poem is taped on a folder holding
        multiple copies of that poem
    2. students instructed to walk around the room, reading the different poems quietly, find a poem that
        speaks to you – that you feel some connection to - perhaps only a portion of the poem connects –
        sit down by that poem (extra copies inside the folder)
    3. give some time – let them really read around the room, then when all are settled, start the sharing.
        As people share, tell them to listen for poems you want a copy of (can get copies at end of class by
        taking one from folder):
             a. I start – to model making personal connections to a poem
             b. one by one, popcorn style
             c. student reads poem or lines of poem
             d. share why connect to it
             e. if couldn’t connect to any, say that
    4. introduce self-portrait anthology – hand out assignment – will provide several days in class to
        explore poetry books – also lots of poetry books are on reserve in library – can bring in your own
        books too [ask advanced students to bring in their self-portrait anthologies from last year as models]
    h/w start working on self-portrait anthology

Christine Dawson: Highland Park High School                                            2003-2004
Tuesday, September 16, 2003
Obj: SW immerse themselves in poetry, looking for poems that speak to familiar experiences or outlooks
or emotions; SW begin to form a personal relationship with poems; SW explore the variety of poetic form
and expression

    1.  Review self-portrait anthology assignment
    2.  I check weekend writing and synesthesia revision
    3.  show the poetry resources we have in the room – including packets, student-selected, and books
    4.  25 minutes – students reading through poetry books in groups and individually – looking for and
        sharing poems they like
    5. end of period – share poems that you find – explain connection you feel
    h/w work on self-portrait anthology

Wednesday, September 17, 2003
Obj: SW come up with new word combinations that create unexpected and surprising images; SW practice
using strong nouns and verbs to create image

Note on purpose: to generate words and word combinations you didn’t plan, that surprise you and come
from a part of you not always available; to help you stand out of the way and turn your inner critic around;
to take the element of what is write and wrong off your shoulders; to develop openness to the unexpected

    1. set the stage for what we are doing, using the above italics as notes
    2. students divide a piece of looseleaf in half
    3. make a list of 10 nouns on one side (get class help to generate definition of nouns, as well as some
        examples – walk around to be sure students are engaged and able to do this) – model this on
    4. other side: think of a profession. put it at the top of the paper. list 20 verbs that go with that
        profession (again, class help on what a verb is) – model this part on overhead, using “chef” as
        profession – verbs can be mince, chop, sauté, marinate, etc.
    5. now, combine several nouns and verbs to create a 3-4 line poem. you can add extra words as
        necessary, but pay attention to the strength of the nouns and verbs as the foundation of your poem.
        give your poem a title (model this with my example)
    6. give a little time to work
    7. share – look at the use of strong verbs
    h/w 15 minutes of open writing

Christine Dawson: Highland Park High School                                           2003-2004
Thursday, September 18, 2003
obj: SW use lessons on strong nouns/verbs and synesthesia to practice showing and not telling (using
strong imagery and language to show); SW start to begin a writing inventory of ideas/seeds for writing

    1. discuss the combinations you found yesterday (maybe start with a few examples) –look at ways
        verbs interact with nouns to create strong images
    2. Use excerpt from “The Bike” to again highlight use of strong verbs (or can use a different poem or
    3. review writing inventory – flip notebook upside down – start a list there of writing ideas – things
        you know well – ideas you want to explore– brainstorm anything and everything you care enough
        to write about – in any genre – then share some at table groups
    4. introduce acrostic poem – the old way in 2nd grade with the names – now try with greater meaning –
        wrap lines around – show models on the overhead
    5. goal: use strong verbs/nouns and use synesthesia to build image
    6. pick something from your writing inventory as a topic – introduce idea of showing and not telling –
        try turning your idea into an acrostic poem, showing image without telling what it is directly – wrap
        the lines around
    7. if time, share a few out loud at end of period
    h/w finish draft of acrostic poem

Friday, September 19, 2003
Obj: continue; continue Tuesday

    1. share some of the acrostic poems from yesterday – read twice – students pick out strong images and
        what the acrostic was [share in small group while I check h/w – continue to practice good responses
        (each person write down a response to each poem read – then share responses – this practices good
        listening – all positive, specific feedback right now)]
    2. return to poetry books – continue searching for poems to include in self-portrait anthology – discuss
        use of internet to locate poems again
    h/w write 15-20 minutes; work on self-portrait anthology;

Monday, September 22, 2003
Obj: SW practice using appositives to tighten language and aid in description; SW use form (line breaks
and white space) to create effect

    1. ML on appositives: examine uses of appositive to tighten language and aid in description
       (examples from Noden book?)
           a. The volcano, a ravenous God of fire, spewed forth lava and ash across the mountain. --Ben
           b. The old Navajo woman, a weak and withered lady, stared blankly. -- Jon Vadnal
           c. The waterfall, a tilted pitcher, poured the fresh, pure spray into the creek. The essence of
               natural beauty, tranquil and majestic, it seemed to enchant the forest with a mystical rush
               that echoed throughout the untouched virgin paradise. --- Allie Archer
           d. The fish, a slimy mass of flesh, felt the alligator’s giant teeth sink into his scales as he
               struggled to get away. --- Lindsey Kannen
    2. ML on form: share e e cummings poems and Nikki Giovanni’s poems – look at line breaks and
       white space – talk through writing decisions we can borrow or try in our own work
    3. pick something you have written – play with the line breaks and white space – can play with
       tightening by adding an appositive – finish for h/w (and make a quick note about how you feel
       about your changes)

Christine Dawson: Highland Park High School                                           2003-2004
Tuesday, September 23, 2003
Obj: SW practice assuming different points of view to explore a topic and enter into poetry

    1. introduce a six room image poem (from Georgia Heard) – literally walk into different rooms of a
       poem as you explore the ideas – we will be going outside for this so you can find an item outside to
       write about (or can find an item in the class or in their backpack/pocket/purse)
    2. on overhead, draw a box (two columns, three rows) – explain each prompt below and have students
       jot notes in their WN’s so they can refer to these outside – they can just write their notes inside
       these boxes they create, or they can respond to the prompts in any order they want
            a. draw the item, then describe it in detail – try to capture it in words as in sketch – think light,
                 color, shadows – can use poetic license
            b. does it remind you of anything (introduce metaphor/simile)? what feelings does it create in
            c. compare it to a member of your family
            d. ask questions about it
            e. write from the persona of the object (pretend you are that object)
            f. read over the writing from other rooms – find a word or phrase and repeat it three times
    3. Send students outside to do this exercise – give limited period of time (25 minutes) – then regather
       to work into poems
    4. talk through how we can move these notes into a poem - reminder about past lessons – sensory
       detail, strong verbs, form, show-don’t tell, appositives (try an appositive in at least one draft)
h/w work into a poem – get 2 volunteers to bring in a poem to fishbowl tomorrow

Wednesday, September 24th
obj: SW practice their roles as conference partners; SW identify strong use of language and imagery and
rhythm (etc) in peer writing; SW practice drawing out peer authors through use of probing questions

    1. share some of the six-room poems out loud – feedback on lines we like
    2. discuss techniques used – and other uses (can use for memory or images – to unlock detail)
    3. fishbowl a poem on overhead (if time, two poems) - poet stays out of it at first – start with strengths
        – then talk about how we interpret the poem - then use of questions for poet “I wonder” and
        observations “here is the effect on me as a reader” (modeling tomorrow’s group work) – poet also
        talks with us about his/her intentions and wishes
H/W – work on at least one poem tonight – bring it in for tomorrow to work with small revision group –
bring three copies (a must!!! can bring it to me in homeroom if necessary – cannot copy during class
because you need to be fully present for group participation)

Christine Dawson: Highland Park High School                                               2003-2004
Thursday, September 25th
obj: continue; SW practice seeking and using feedback on their poetry

   1. Start by reviewing feedback process - give handout – split time evenly (spend whole time allotted
      on each poet – note we used 30 minutes on one poem yesterday, so 10 minutes should go by
   2. In groups of three or four – work on responses to each other’s writing
          a. purpose of response groups – discuss (to follow the writing and energy and intention of the
               writer – not necessarily to follow what you want as audience)
          b. process starts with someone else read the poem once – then poet reads it the second time
               (may note differences in reading)
          c. author sits and takes notes while the other two discuss
                    i. strengths/ what sticks to you (pointing)
                   ii. observations and interpretations as a reader (sayback)
                  iii. questions
                  iv. suggestions
          d. then author rejoins conversation – as participant to seek out suggestions
          e. then switch (10 minutes a person at least)
homework: one open writing session, work on revision of at least one poem

Friday, September 26, 2003
Obj: SW immerse themselves in poetry, looking for poems that speak to familiar experiences or outlooks
or emotions; SW begin to form a personal relationship with poems; SW explore the variety of poetic form
and expression

    1. Review self-portrait anthology assignment
    2. ML on writing in response to a poem: show an overhead of a former year’s response – emphasis on
        connecting specific things from poem to specific things about you
    3. go to library to use resources there (poetry books, computers, etc.)
    4. end of period – share poems that you find – explain connections you feel
    h/w work on self-portrait anthology

Monday, September 29, 2003
Obj: SW observe a poet’s use of parallel structure (specifically repetition) to achieve a certain effect; SW
use a poem as a model for writing their own poems
    1. Read “Where I’m From” by George Ella Lyon first –
            a. Discuss meaning – explore the poet’s intent
            b. Discuss techniques we see the poet using to achieve this intent –
            c. Put on overhead – underline use of repetition – how and when the poet does it
            d. Then look at Georgia Heard’s poem modeled after this one – as I read it, ask students to
                underline or mark where they see parallel structure (
    2. Students try this out – write their own “Where I’m From” poem – as loosely or tightly tied to the
        model as they want – just think about repetition and sensory detail - find somewhere comfortable to
        write and try it out
    3. share a little bit at end of class
    h/w work on this draft and on anthology

Christine Dawson: Highland Park High School                                           2003-2004
Tuesday, September 30, 2003
Obj.: cont’d; students will explore where poems “hide” for them, unlocking some stores for inspiration;
students will use sketching to help develop ideas and memories

        1. reminder about self-portrait anthologies – due a week from Tuesday – books here and on
            reserve in the library
        2. in threes – share your “Where I’m From” drafts – at least a few lines of them
        3. Read “Valentine for Ernest Mann” – tell the story behind it – then time to find where some of
            your poems hide
        4. in WN draw floor plan of your room or the house you live in now – or some other house where
            you have lived (or map of your neighborhood, camp, layout of school) [I check revision from
        5. As you draw, ideas and stories are triggered – make a list of stories that are triggered
            somewhere on the paper (show model on overhead)
        h/w work on anthology; need volunteers for fishbowl tomorrow

Wednesday, October 1, 2003
obj: continued; students will practice using questioning techniques to extend partner ideas

        1.  partner share maps and trigger ideas from yesterday
        2.  one trigger and do a free write (timed write – where you keep writing the whole 5 minutes) –
        3.  put in a poem for tomorrow (can be “where poems hide” - or don’t have to mention prompt)
        4.  fishbowl a poem on the overhead – practicing using question techniques to extend the writer’s
            ideas – I model jotting notes as the writer talks through a poem, so we can use the poet’s own
            words to help him/her extend or clarify the writing
        h/w anthology

Thursday, October 2, 2003
Obj: SW continue to locate poems that reflect personal meaning

    1. share where poems hide – look for what we like – encourage people to share at least one line with
        whole class
    2. workshop groups – working in groups of 3-4 – using protocol like last time
    h/w anthology

Friday, October 3, 2003
obj: students will observe Quincy Troupe’s process as a poet and discuss the power of the poet’s voice in
his/her poetry

        1. pass out Power of the Word handout – intro video (part of series on poets – inspired at least in
             part by Geraldine Dodge Poetry Festival)
        2. view video on Quincy Troupe (about 25 minutes) and take notes
        3. Discuss what we saw, in light of the notes – talk about connection between language and
             honesty and voice – talk about making language decisions (including dialect) in order to
             achieve an effect
h/w finish self-portrait anthology

Christine Dawson: Highland Park High School                                           2003-2004
Monday, October 6th
obj: SW share poems that are personally meaningful; SW observe peer reflections to poetry; [advanced
students: SW begin to plan a lesson targeting their peers’ areas of need in poetry unit]

        1. each student choose one page of anthology to share – open to that page on your desk – place a
            piece of blank paper next to this (with your name on it)
        2. Explain library share – we comment on each one we read, using the blank paper – we are
            “publishing”, so we are focusing on what we like – specific comments are best – sign your
        3. library share – walk around the room – comment on papers [try to have two or three extra
            “stations” – either by having some students share more than one page or by using work
            volunteered from another writing class – makes it so there is always a free paper to read]
        4. I collect anthologies – students keep comment sheets
        h/w bring in a piece of prose you like – can be something you wrote or something from a published
        writer – suggest considering your writer’s memoir; read revision strategies article (Georgia Heard)
        for Thursday

Tuesday, October 7th
Obj: SW continue to form concept of poetry; SW recognize connection between prose and poetry,
practicing moving a freewrite or journal or personal essay into a poem; SW discuss revision in poetry,
observing techniques from a reading on revision; SW identify a revision technique they will try

       1. introduce found poetry - introduce other use of found language – found poems – show Annie
           Dillard’s book – demonstrate how to do a found poem on overhead
       2. Students write own found poem – first read through notebook or text and generate a list of
           words and phrases (powerful language – images) they find – then move some of this found
           language into a poem
       3. Share some examples – then discuss use of WN as place to gather found language – as a way to
           jot ideas and thoughts in prose and turn it into poetry (filling out images as you see fit)
       4. take out packet on revision – read sections aloud, pausing to discuss (students take notes on
           their packets)
       5. QW on revision technique you will try tonight
 h/w work on found poem; work on revising at least one poem using revision technique (can revise found

Wednesday, October 8, 2003
SW observe effect of using parallel structure to enhance rhythm; SW examine different techniques to use
parallel structure

    1. pass out WN list – due starting next Monday – collecting ten total per day (approx three per class –
       volunteers first, then drawing names – if you are not prepared when I draw your name, then it
       counts as “late” from Monday)
    2. pass out portfolio requirements – more poems will follow – go over due date ________________ –
       all portfolios are due on that date
    3. discuss parallel structure article – highlight key points - discuss effect and techniques for parallel

Christine Dawson: Highland Park High School                                            2003-2004
Thursday, October 9, 2003
Obj: SW engage in guided writing, using verbal suggestion to open up the flow of ideas and to use for an
original poem; Students will observe models of poems that connect to the topics of guided writes. Students
will use ideas from guided writes and from mentor texts to write an original poem.

         1. reminder WN’s due Monday – turn in at end of period – reminder all are due Monday (only
             portion to be collected)
         2. review portfolio rubric and requirements
         3. intro guided write – doing three
                 a. piece of clothing – pick a piece of clothing that has meaning to you – describe it in
                     detail – what does it reveal about you – why is it important to you – write from the
                     point of view of the piece of clothing
                 b. part of your body – pick a physical part of yourself that you in some way identify with
                     – why did you choose that part of you (satisfied/like/want to change or
                     celebrate/represents you in some way) – speak directly to that part of your body – what
                     useful for– criticize it – celebrate that part of you/brag about it
                 c. person in your life – pick someone important to you in some way – what is your
                     relationship with this person – how long have you known the person – why is the
                     person important to you – what would you like relationship to be – what would you say
                     to person (speak directly to them)
         4. view Lucille Clifton video clip - read poems to/about body parts and to/about a person
         5. pick one writing from the guided writes to move into a poem
         h/w finish poem draft; look over WN and make sure it is complete; begin revisions for portfolio

Friday, October 10, 2003
Obj: SW collaborate to give directed feedback on peer’s poem; SW use peer feedback to revise own poems

    1.  Share some drafts from yesterday
    2.  Review poetry portfolio expectations
    3.  Review peer revision strategies (see handout)
    4.  In WN – quickwrite on what you want to get help on this period and why
    5.  Groups of three – work on revision
    6.  last 5 minutes: quickwrite in WN about what you got out of this revision work and what goals you
        are setting for the weekend
    h/w is a 30 minute writing/revision session

Christine Dawson: Highland Park High School                                           2003-2004
Monday, October 13, 2003
obj: SW review qualities of strong poetry (using assessment rubric); SW explore five doors or entry points
to poetry, observing models and ultimately choosing a door through which to enter and write a poem

        1.   select WN’s to collect – turn in at end of period – reminder all are counted as due today (only 3
            to be collected)
        2. review portfolio rubric and requirements
        3. Pablo Narudo says there are 2 kinds of poets – the closed room poets (explore self – internal)
            and the open window poets (explore natural world)
        4. Introduce doors to poetry – 5 doors (really many more) –intro the door and then read examples
            a. heart – most people enter here – often an urgency – lose someone, fall in love – read
            b. observation – what you notice in the world everyday or unusual beauty – nature (or not) -
                 read Jenny’s dragonfly poem
            c. concerns about the world – activism – Pablo Narudo “Crowds Would Come” or the poem
                 about ussr
            d. wondering – can start with list of questions – unresolved
            e. memory – more of adult / older student door
        5. pick a door through which to go – use writing inventory to help you – can start with a free
            write and then move it into a poem later – or can write as a poem now
        h/w – finish as a poem for tonight – pick one poem to revise for tomorrow – bring in Thursday one
        of your poems cut up into separate lines

Tuesday, October 14, 2003 [PSAT day – shortened periods]
Obj: Students will work on revision strategies, using sketching to see the images in their poetry

        1. select WN’s to collect at end of period – return graded WN’s
        2. last night’s h/w: choose a poem to work on today – ideally a poem that you need to work on –
            now number the lines of the poem
        3. pick a partner – ideally a partner who has not read that poem
        4. give the partner your poem – do not explain anything
        5. partners separate – on white paper sketch the images you see in each line or group of lines – if
            no images, sketch possible images – if finish early, try with one of your poems
        6. partners reconnect – share images – look for ways to heighten the images in the poems – look
            for places where there is no imagery yet (where the partner had to create imagery) - discuss
            images and image blanks – suggest image or sensory language opportunities – make sure that
            images fit the poem – conference to help the poem
        7. QW on how you will revise your poem
        h/w work on revising this poem in light of partner comments; pick a poem to revise in class

Christine Dawson: Highland Park High School                                            2003-2004
Wednesday, October 15, 2003
obj: SW observe ways to tighten language in poetry; SW practice effective use of workshop time

    1. share how yesterday went – what helped
    2. collect WN’s from each class
    3. ML on tightening language – use old poems as samples – go line by line – target passive voice,
        over use of prepositions – etc
    4. review use of workshop time – work individually in WN or on computers (drafting, writing process
        logs, organizing portfolio) – confer with me or with a partner (or even two partners) – assist
        someone else with his/her writing – must be working on poetry, must make effective use of the time
        – no more than three to ta table
    5. go to library – I confer with individuals as others work
    h/w work on portfolio; pick one poem to revise for tomorrow – cut the poem lines apart

Thursday, October 16, 2003
obj: SW play with the words and lines of their partners’ poems to re-envision order and to find
opportunities to eliminate unnecessary language

        1. collect WN’s
        2. Students should have cut up the lines of one of their poems – students should get with one
           a. give partner your poem and take his/hers – then move away from each other
           b. reorganize partner poems and glue onto other paper (no talking, asking questions, or
           c. can eliminate or add words/lines, can cut lines, can put in any order
           d. reunite with partner to show what you came up with
           e. use process to help you do a revision tonight

Friday, October 17, 2003
Obj: SW review portfolio expectations; SW collaborate to give directed feedback on peer’s poem; SW use
peer feedback to revise own poems

    1. quick review of portfolio expectations
    2. discuss revision expectations – discuss beginnings and endings
    3. get in groups of three – review group protocol for revision groups – go to library to work on
h/w is to spend two 30 minute writing sessions

Christine Dawson: Highland Park High School                                           2003-2004
    Monday, October 20, 2003
    Obj: SW observe and practice strategies to begin and end poems; SW explore strategies to titling

    1. review portfolio questions – emphasize opportunities for revision thus far – request a separate copy
       printed of each final poem - discuss change in due date - Monday
    2. explain process log (put on board key process log questions: emphasis on process you took in
       revising from first to second to third draft – what revision techniques did you try – what changes
       did you make - assess the effect of your efforts – how do you feel about the final effort?)
    3. show two poems for begin and ends: start by reading first line and last line of a poem – then show
       the poem on overhead (do Amaganset poem and “Lying in a Hammock..” poem
    4. pass out notes on line breaks, beginnings and endings, and titles
    5. collect some notebooks (3 each class – 9 total)
    6. homework – observe three poems from either your anthology or the poems we discussed in class –
       what do you notice about the beginnings and endings – what do you notice about the titles
    7. workshop time – set a goal first
h/w work on portfolio; bring in a poem to workshop tomorrow

Tuesday, October 21, 2003
Obj: SW give specific feedback on meaning, detail, and economy of language for a partner’s poem; SW
revise own poems based on peer feedback

    1. reminder about homework I will check for tomorrow (looking at beginnings and endings and titles
       of three poems) – extend this to looking at detail, meaning, and economy of language – have the
       poems and your notes ready for class tomorrow
    2. Students choose partner for revision – write a note (if desired) on what to look for at the top of the
       poem you are giving partner
    3. Students silently fill out response sheet for partner poem – also respond to partner questions
    4. Students rejoin partners to discuss suggestions and comments – then work on another poem or
       revise this one again
    5. homework is to work 30 minutes on revisions

Wednesday, October 22, 2003
Obj: SW examine model poems for title, beginnings, and endings; SW use these observations to help revise
own poetry

    1. reminder to print an extra copy of each final poem
    2. collect more notebooks (12 total)
    3. review yesterday – application of process on own
    4. get in small groups of three – discuss what you observed in the poems you examined – each person
       pick best examples to share
    5. debrief as a class – what did you observe – how does this instruct your own writing? – using other
       poems as models
    6. need fishbowl volunteer for tomorrow
    7. workshop time – set goal for your period – then to library
h/w 30 minutes time

Christine Dawson: Highland Park High School                                             2003-2004
Thursday, October 23, 2003
Obj: SW give directed feedback according to rubric for a peer’s poem; SW use observations from this
process to revise own poetry

    1. review what I will collect Monday (portfolio with cover, contents, 6 finals and at least 2 drafts each,
       2 process logs – also second copy of each final poem)
    2. collect more notebooks (12 total) – be sure to get all 8th period notebooks that remain
    3. review yesterday – review opportunities for revision
    4. fishbowl one poem – look at it according to rubric – what areas excel – what areas could improve
    5. set goal for workshop time and workshop
h/w 30 minutes time

Friday, October 24, 2003
Obj: SW clarify any confusion regarding portfolio; SW use last opportunity for peer feedback in class

    1. review what I will collect Monday (portfolio with cover, contents, 6 finals and at least 2 drafts each,
       2 process logs – also second copy of each final poem)
    2. students do QW on progress thus far – what is in good shape – what still needs to be done – set goal
       for class today and then for this weekend
    3. collect any remaining notebooks – must come back to get them later today
    4. final workshop time

Monday, October 27, 2003
Obj: SW celebrate the successes represented in their poetry portfolios; SW read a poem to an audience of
their peers; SW respond to the strengths in peer poetry

    1. Congratulations on the portfolios! You should have the portfolio as well as a separate stack of only
       your final poems
    2. Reminder that tomorrow is celebration again – bring stuff in (have it labeled with name and class)
    3. Turn in the portfolio but keep the final poems (if no portfolio, then turn in a missing work sheet)
    4. Explain process today – slips of paper on center of tables – everyone will share one poem you
       wrote with the full class – as you share, others write what they like about it – then share these
       positive feedbacks with the class and pass over the slips of paper
    5. explain Dead Center – mark the ones you want included “yes/no” - I collect the final poems in two
       piles – those who shared and those who didn’t – get list of who owes
    6. I close the class

Christine Dawson: Highland Park High School                                            2003-2004

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