See Guide for the Instructor (in Media Support Materials) for information on preparing for this lesson.
Session 1
1. Ask students who has heard of form poetry. What about a biopoem? Hand out the biopoem format and go over how one is written. Read personal biopoem about oneself to give example and to peak students' interest by sharing information about YOU! Give students 5 minutes to write their own biopoem. (Alternative: Have students interview a class mate and write a biopoem about that person). This will serve as an attention getter; a fun way to introduce a form poem.
2. Name a zodiac sign. Have students with that sign share their biopoems with the class. Continue through all the signs so everyone has a chance to share.
3. Discuss form poems. What did they like about the biopoem? What are some other kinds of form poems? (See Powerpoint on form poems).
4. Instead of writing about themselves in their task, students will be writing about someone of their choosing who is a writer. This can be an individual they admire, someone whose poetry they really relate to, or a writer they've heard about briefly and wish to know more about. This will help increase relevance as students get to choose who they do their research on.
5. For the next class, have students think about and decide on which writer they will choose.
Session 2
1. Read a sample poem that demonstrates what they themselves will do. This is a poem written about a famous writer using a simple form. Possibly give another example, using a more difficult form. This will help increase confidence as they get to see an example of what they will create.
2. Hand out task clarification and job aid to students and go over, step by step, what will be expected of them so as to increase their confidence in the assignment. Have someone knock on the door with a package to be delivered to the class. Place at the front of the classroom and state that they will open it at the end of class. This will serve as an attention getter and increase their curiosity.
3. Pass out handouts: Supplemental Handout, Questions. Discuss the purpose of these items. The Supplemental Handout is to be used for encouragement during the process and things to think about, along with possible resources that students might find useful. The Questions handout provides possible questions that students can use to narrow their research and aid in note-taking.
4. Return to the sample poem read at the beginning of class. (Casually mention the delivered package from time to time, but always push opening it to the end of class).
a. Have students identify the writer in the poem presented.
b. Review the use of the OPAC and Internet searching by locating resources on this writer in front of students. Also review citation format for writing their works cited page and pass out works cited job aid.
d. Let students know they will be the experts on their writer and can choose what information to include in their poems. The Questions handout is just an idea trigger.
e. Display sample poem on an overhead, having students point out ways in which facts about the writer were used in the poem presented.
4. Turn attention to the form poetry job aid and explain its purpose. It should serve as a resource, aiding them in 1) selecting the form poem they will write and 2) writing their poetic biography. Choose one as an example and go through, step by step, how it is written. (Option: Use, for example, the Pantoum. Walk students through writing their own Pantoum, on any topic, by reading aloud each step of the poem (two stanzas only; more depending on time) and giving students time to write each line before moving to the next.
5. Ask students what they think could possibly be in the package that was delivered for THEM! Shake it, inspect it, and finally allow one student of your choosing to open it. Allow another student to read aloud the letter that is found inside. Show excitement that THEY were chosen to provide entertainment for the school community and brainstorm ideas for how they can provide the entertainment. Bring conversation around to a poetry reading, where they will showcase the poems they write for this task.
Session 3
1. Introduce the class and begin by having at least one student share the poem they wrote during the previous class. This can serve as a way to focus students on the task at hand without overwhelming them.
2. Review, briefly, the assignment requirements of 3 resources, their task, and possible places for them to begin their research. Allow students to begin work and tell students you'll be available if they have any questions or need assistance.
Session 4
1. Introduce the class by giving the students a chance to share something interesting they learned about their writer or to share the poem they wrote on day 2. This will serve as the attention getter for the beginning of the class and allow students to slip easily into the required mindset for completing this task.
2. Reemphasize task requirements and touch on the progress of their research. Have students finish their research and begin writing their poems.
3. Before the end of class, brainstorm ideas with the class about their poetry reading: invitations (perhaps P.A. announcement), decorations, props, and a possible musical guest (i.e. a peer who is a guitar player), etc.
4. Encourage students to continue work on their poems and be prepared next class for peer advising. Also encourage them to brainstorm on their own other ideas for the poetry reading.
Session 5
1. Welcome the class and pair students up to share and give feedback on each others' poems.
2. Walk around and assess students' progress, providing encouragement and feedback. This will help build students' confidence.
3. Make a plan of attack for how to accomplish their ideas for the poetry reading. Create groups to decorate the venue, create and send the invitations or make the P.A. announcement, organize refreshments, and book the musical guest. This increases relevance in the task since they are in control of their final product (the poetry reading).
Session 6
1. Welcome students and review task requirements and purpose and answer any questions that students might have. Allow groups to work on their tasks for the poetry reading or individuals to finish up their poems.
Session 7 - Day of poetry reading
1. Greet students with excitement that it's the "big day." Give students the task of paying attention to their classmates' poems and encourage them to jot down comments they wish to make next class.
2. Go over what needs to get done before the guests arrive. Set students on their tasks in accomplishing these goals such as preparing the set, setting up refreshments and preparing themselves for their reading. Choose a student to be photographer and another student to take pictures during the photographers reading.
3. HAVE FUN!
Session 8
1. Congratulate students on their success with the poetry reading and share slide show of photographs taken at the poetry reading. This will serve to give students a sense of satisfaction in their job well done.
2. Use this day to debrief and start discussion about what students liked about the poetry reading and how it might be improved in the future. Open the floor to all comments, including student comments about their classmates' poems.
3. Ask students to take out a piece of paper and write a personal evaluation. Ask them to share what they liked best about the research process, what they will do differently next time they conduct research, and how much effort they put into writing their poem. Also ask for any other comments they wish to share about the task they just completed.
4. Collect copies of poems and works cited pages, as well as their self evaluations. Congratulate students on the successful completion of their task and a fun and enjoyable poetry reading. Hopefully this experience will have encouraged intellectual curiosity and lifelong learning, as they will have seen that 1) they can use their research skills for any purpose in life and to research any topic and 2) there are rewards that come from having a sense of curiosity and putting forth effort in a task, whatever it may be.
