Poets+and+Poetry

Poetry and Poets Lee Ann Uecker

// "An important task for the teacher of information literacy is not so much to teach students how to learn, but to motivate them to learn at times that may not seem immediately rewarding to the student. Motivation helps to increase the chances that students will learn what is needed even when they may initially classify the activity as being overly demanding or of no interest." - Daniel Callison p. 437 //

Let's be honest teachers! Our instruction is so much better when **we** are motivated by the topic or activities to be covered in class; our enthusiasm permeates throughout the classroom to encourage learning. I chose to create lesson plans that include poetry and song, because the students can relate to music and poetry. In my experience, I've found that reluctant writers are more likely to write poetry (if given the proper guidance) before they will write an essay or research paper. Even more likely, they will READ or listen to poetry and song because the content seems to be more authentic than some of the reading they are assigned. Stephen Krashen states that "we do not learn to write by writing; writing style comes from reading." Approximately five years ago, I attended a conference where [|Tim Ransinski] was the keynote speaker. His presentation focused on reading fluency and vocabulary building. In reflection, I began to realize the importance of using [|songs and poems] when striving to motivate students to read, which would in turn help them become better writers.We are neglecting our students if we do not give them the tools to communicate effectively. Please visit my [|google site] to see the two separate lesson plans (one for first grade and the other for fifth grade) that involve poetry, poets, and poetry slams. I plan to use similar plans to help me lead staff and students in a school wide poetry contest. A cumulative activity may envolve a real live poet coming to our school to do a [|Poetry Slam] with the students who win a poetry contest. Winning poems will be compiled into a book of poems that will be published and distributed within the building. Students will be encouraged, with parent support, to submit their poems in nation wide poetry contests and or publishing.

**How the two lessons are alike:** Both fifth and first grade students explore poetry and then learn biographical information of their favorite poet or artist Both fifth and first grade students are expected utilize a wiki to store their information Both fifth grade and first grade students will perform their poetry or song with others
 * Levels of Learning:** I consider the level of inquiry with first graders to be more controlled; introduction to researching and modeling how to synthesize what the learn and store it electronically. The level of inquiry for fifth graders in this lesson plan would be a mixture of guided and modeled. Most average students in the fifth grade are not ready for the free inquiry level.

 The first grade students will listen to information about the different poets from an adult; they will not be doing the research Fifth graders research the biographical information on their own Fifth grade students are encouraged to use databases such as Grolier Online, World Book, or Inspire and discouraged from using Google Fifth grade Indiana Academic standards focus more on the literary devices used in poetry than in first grade The teacher does the wiki with first grade students contributing information orally The fifth grade students contribute to the wiki unassisted using the information they researched on their own versus have adults share information with them
 * How the two lessons are different:**

As students grow in the inquiry process, I feel as though they will be better prepared to practice free inquiry.


 * Strenghths:** The lessons were a lot of fun to plan. I felt that I could incorporate a lot of technology that could interest students.


 * Weaknesses:** I've worked very little with first graders. It was hard for me to evaluate whether or not they could complete the tasks outlined in my lesson plan. I had to interview several primary teachers to help me make these decisions.


 * Opportunities:**I was able to learn more about using a wiki to store information. I look forward to learning how to contribute to a wiki.

**References:** American Association of School Librarians. __Standards for the 21st Century Learner__. Chicago: American Association of School Librarians, 2007. [].
 * Threats:** I was so interested in creating the lesson plans, I couldn't seem to finish this activity. I kept wanting to add more to it.

Callison, Daniel, and Leslie Preddy. __The Blue Book on Information Age Inquiry, Instruction, and Literacy__. Westport, Conn: Libraries Unlimited, 2006. Indiana. __Indiana's Academic Standards__. Indianapolis, Ind: Indiana Dept. of Education, 2004. International Society for Technology in Education. __Nets for students 2007.__ []  Krashen, S. D. (2004). //The power of reading: Insights from the research//. Westport, Conn: Libraries Unlimited.

** High School Poetry Lesson – Kelly Hladek 3/6/09 **
Inquiry Skill ** In his chapter on Creative Thinking in __The Blue Book: On Information Age Inquiry, Instruction and Literacy__, Daniel Callison discusses the relationship between creative and critical thinking, two important inquiry skills. He suggests that exercising one’s creativity helps jumpstart his/her critical thinking. He also cites W.J. Gordon’s concept of “synectics,” a process that uses creative—and unrestricted—group interaction to generate new [and presumably critical] insights (351). Poetry lends itself well to the synectic model. Using figurative language (e.g., simile, metaphor, personification, etc.) to make comparisons between two typically unrelated objects or ideas exercises students’ creative thinking, and with regular practice, encourages students’ “elaborate responses beyond the obvious” (Callison 352). This poetry lesson facilitates such creative group interaction at the high school level.

In this lesson, students will 1) study examples of figurative language and explore themes in both classic and hip-hop poetry, and 2) compose their own figurative language in small groups, and 3) apply figurative language and themes to their own poetry that they will share with each other. By high school, students should be reasonably familiar with figurative language and its appearance within poetic forms, in particular. They should have had numerous experiences at the elementary and middle school levels reading, interpreting/analyzing, comparing/contrasting, and writing poetry. Every year in high school, the standards (below) reflect additional exposure to such literary devices in poetry.
 * Overview **

This lesson allows students to become reacquainted with figurative language through the poetry of their generation (hip-hop poetry), practice “playing” with words in a non-threatening, small group setting, and express themselves and/or various themes through poetry. Specifically, in this lesson, students will 1) acquire an appreciation for the role that figurative language has played in both poetry of “long ago” and in contemporary hip-hop poetry, 2) compose examples of their own figurative language, and 3) write and perform original poetry. //Indiana////’s Academic Standards: English/Language Arts// 9.3.7-Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory, and symbolism, and explain their appeal. 10.3.7-Evaluate the significance of various literary devices, including figurative language, imagery, allegory, and symbolism, and explain their appeal. 11.3.4-Analyze ways in which poets use imagery, personification, figures of speech, and sounds to evoke readers’ emotions. 12.3.4-Analyze ways in which poets use imagery, personification, figures of speech, and sounds to evoke readers’ emotions. // Standards for the 21st-Century Learner // 1.1.2-Use prior and background knowledge as context for new learning. 1.1.6-Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 2.1.6-Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 4.1.3-Respond to literature and creative expressions of ideas in various formats and genres. The high school maturation level is reflected in this lesson mostly through the poems selected for reading and analysis. The poems are more challenging, feature mature themes, and require more sophisticated levels of critical thinking in order to process ideas conveyed by the speaker of the poem. In this lesson the teacher selected the poems for discussion and analysis, but a teacher can opt to give students the opportunity to submit poems as well. Student-selected poems may need to be reviewed first for content.
 * Standards **
 * Teacher materials **
 * 1) This lesson begins with the assumption that students already have received a quick re-introduction to figurative language. By high school, terms such as simile, metaphor, personification should elicit familiar responses from students. The teacher will use Sitomer and Cirelli’s teaching resource __Hip-Hop Poetry and the Classics for the Classroom__ to begin comparing the figurative language that appears in classic poetry to the figurative language that appears in hip-hop poetry. //The book provides reading guide questions and activity and discussion suggestions for each exercise. Teachers get all the help they need to work with the poems.// Where appropriate and available, teachers also could play audio versions of the hip-hop selections. But teachers should listen to the selections first. Sitomer and Cirelli have made sure lyrics are appropriate for classrooms; commercial audio selections may not be appropriate for classrooms. Students also may want the opportunity to read poems out loud.
 * 2) To teach Simile and Imagery (language appealing to the five senses), teachers should use pages 22-27 and 79. These poems include: Langston Hughes’ “Harlem: A Dream Deferred,” Notorious B.I.G.’s “Juicy,” and a variety of hip-hop poetry snippets.
 * 3) To teach Metaphor, teachers should use pages 40-45. These poems include: “The Weaver” (Anonymous) and Mos Def’s “Respiration.”
 * 4) Finally to teach Personification, teachers should use pages 72-76. These poems include Sylvia Plath’s “Mirror” and Common’s “I Am Music.”
 * 5) After the large-group poetry discussion, probably on the second day (class session), the teacher should break students up into small groups, giving each group a Magnetic Poetry Kit © . The teacher will use the kits to lead students in a series of activities reinforcing the figurative language discussed the previous day.
 * 6) The easy-to-follow directions for the hands-on “Spawning a Simile,” “Manufacturing a Metaphor,” and “Producing Personification” activities appear on [|Magnetic Poetry Kit’s website] . Groups should attempt all three activities. The best examples should be recorded by the group to be shared with the entire class at the end of the period (if there’s time) or at the start of the next day.
 * 7) On the third day (class period), the teacher will begin by asking students to compile a list of themes frequently visited in hip-hop poetry. The list may include: violence, poverty, crime, determination, love, respect, survival, “making it” in the world, etc. The teacher can add to the list as well so that there is a generous sampling of topics listed. The teacher should remind students that hip-hop poets offer powerful perspectives on life.
 * 8) Next the teacher will introduce another example of figurative language, Hyperbole, to students using pages 20-21 in Sitomer and Cirelli’s book. Students appreciate exaggeration and should enjoy incorporating hyperbole into their poetry repertoire.
 * 9) The teacher will then announce that students will participate in an informal classroom poetry slam where their original compositions—exploring one of the themes the class compiled—will be performed or read. The teacher should decide on any required poem specifications in advance (presence of figurative language, poem length, rhyming requirement, etc.) via a rubric and clearly communicate those specifications to students. The teacher also should offer students the opportunity to work alone or with a partner in writing the poem. (Note: Groups larger than two may pose more complications). Students should have the option to write a traditional poem or a hip-hop poem. Teachers should give students the rest of the period to work on their poems.
 * 10) On the fourth day (class session), the teacher will allow students to continue working/collaborating. The class should have access to computers on which to create their poems. Students may begin adding their compositions to a class wiki at this point.
 * 11) On the fifth/last day (class session), the teacher will facilitate an oral interpretation of poems. A rubric (attached) will be used to assess the writing of the poem, the participating on the wiki, and the performance. [[file:Figurative Language in Original Poetry Rubric.doc]]
 * 12) Optional additional activity (time permitting): The teacher can decide to have students research and recommend their favorite (or a newly discovered) singer/songwriter/rap artist via a separate wiki, PowerPoint, or through some other media. The teacher would have to work out the particulars of this aspect of the activity in advance, but if time is available, the addition of popular artists adds another dimension to poetry exploration.
 * Student Materials **
 * A teacher’s copy of [|Hip-Hop Poetry and the Classics for the Classroom] by Alan Sitomer and Michael Cirelli for reproduction purposes
 * A visual presenter on which to display poems
 * Audio recordings of “Juicy” by Notorious B.I.G., “Respiration,” by Mos Def, and “I am Music” by Common
 * [|Magnetic Poetry Kits] (three to four kits per classroom)
 * Poetry Slam rubric
 * Computer/Internet access
 * Lesson Comparison **

In addition students may choose to address matures themes within their own written poetry. Students also should be accessing more challenging vocabulary for their compositions. Ideally they should need little assistance maneuvering the wikispace. In terms of their presentation, students should aim for a polished performance of an original piece. ** Works Cited: ** Callison, Daniel, and Leslie Preddy. __The Blue Book: On Information Age Inquiry, Instruction__ __and Literacy__. Westport, Connecticut: Libraries Unlimited, 2006. __Indiana’s Academic Standards for English/Language Arts__. Indiana State Board of Education. __Standards for the 21st-Century Learner__. American Association of School Librarians. Chicago: American Library Association, 2007 Flocabulary: Hip-Hop in the Classroom (teacher resources) [] Hip-Hop Poetry and the Classics for the Classroom by Alan Sitomer and Michael Cirelli [] “The ABCs of Hip Hop,” Teaching Tolerance: A Project of the Poverty Law Center [] Magnetic Poetry Kits [] “The Poetics of Hip-Hop,” The Kennedy Center ArtsEdge []
 * Helpful Resources **

"Poetry Stuff" --- Great Poetry Links for Kids and Teens []

Education World: Stage a Poetry Slam [] Poetry Slam, Inc. Poetry Slam – General FAQ (Frequently Asked Questions) []
 * Poetry Slam information sites: **