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Book Talks Book Club Reflections Book Club Presentations Using Poetry to Teach Content

3-21-13. Book Talks Book Club Reflections Book Club Presentations Using Poetry to Teach Content Looking at “Units”. Book Talks. Book Club Reflections. What was your prior experience with book clubs? What did you think about the idea before the first session?

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Book Talks Book Club Reflections Book Club Presentations Using Poetry to Teach Content

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  1. 3-21-13 Book Talks Book Club Reflections Book Club Presentations Using Poetry to Teach Content Looking at “Units”

  2. Book Talks

  3. Book Club Reflections • What was your prior experience with book clubs? • What did you think about the idea before the first session? • How did your particular group function? highlights lowlights • How might you use this concept in your class? • What questions/concerns do you still have?

  4. Book Club Presentations

  5. Poetry Beyond ELA? Of Course! Enhancing Student Learning Through Verse + = Christy Wegmann 7th grade ELA and SS Daniel Island School jameschristine@bcsdschools.net

  6. What the Governor Didn’t Know: “Poetry asks us to pay attention- to the world inside of us as well as the world outside of ourselves. Bringing poetry into the class-the writing and reading of it- ensures that the imagination has a role in students’ education.” ~ Jim Burke, Writing Reminders “Poetry has forever reminded us what it means to be human.” ~ Parker Palmer, Tom Vander Ark, Teaching With Fire

  7. Using Poetry as a Write to Learn Strategy Writing poetry in content areas is part of the processof learning, as well as a product of learning.

  8. Telephone Poems: • Write significant numbers down the side of paper ~ telephone numbers ~ birth dates ~ historic dates ~ formulas ~ equations • Explain that each number represents the number or syllables or words to be written for that line • Provide a topic to guide the writing 1 3 4 8 1 3 5 1 THE BLACK DEATH~ BUBONIC PLAGUE

  9. Black Death 1 Fleas. 3 Unknown filthy culprits 4 decimating the European population. 8 Bodies ringed and rosy before the inevitable decay. 1 Everywhere 3 false cures spread. 5 Priests preached plague as punishment 1 Death.

  10. The Great Depression 1 Depression9 Many homeless and starving with no money or job2 Dust Bowl9 Wind like a tornado destroying everything in its path1 California9 People moving to look for jobs and new lives3 The New Deal9 Things get better, allowing people to live with hope

  11. Poetry and Standards~ SC South Carolina Social Studies Literacy Standards 2011

  12. Poetry and Standards~ CCSS Common Core State Standards~ Reading and Writing Literacy in History/Social Studies, Science and Technical Subjects 6-12 (2011)

  13. “Writing requires knowledge and focuses thought. In order to write students must have something to say. Students do not merely express knowledge by writing, they also discover knowledge. Writing is an inherently integrative process, combining the total intellectual capacities of the writer.” ~C.F. Risinger “Improving Writing Skills Through Social Studies”

  14. Effort Poems: • Respond briefly to content information ~ primary documents ~ art, pictures ~ character’s actions ~ lab results ~ diagrams “The use of the senses in art is a cognitive event… the eye is part of the mind.” ~ C. Cornett, The Arts as Meaning Makers: Integrating Literature and the Arts Throughout the Curriculum. • Share responses with partner • Identify one key line in response • Choose 2 lines from each table to share on sentence strips • Rearrange lines into a poem, adding repetition & poetic devices

  15. Try it now… • Read your article with your group. • Each person writes 1 or 2 lines from article.(Can quote, paraphrase, or summarize.) • Arrange the lines as a poem. • Add poetic devices as appropriate • Write lines on sentence strips.(Rediscover the joy of sentence strips!) • Post your poem on the wall.

  16. Try it a different way… • Read your article with your group • Summarize your article as a haiku 5 – 7 – 5 (words or syllables) • Read your haiku to the class

  17. Where I’m From: • based on George Ella Lyon’s poem • can write about own life • use format to incorporate biographical info • explain causes of events • describe motivations

  18. Where I'm From G. E. Lyon I am from clothespins, from Clorox and carbon-tetrachloride. I am from the dirt under the back porch.(Black, glistening, it tasted like beets.) I am from the forsythia bushthe Dutch elmwhose long-gone limbs I rememberas if they were my own. I'm from fudge and eyeglasses,           from Imogene and Alafair. I'm from the know-it-alls          and the pass-it-ons, from Perk up! and Pipe down! I'm from He restoreth my soul          with a cottonball lamb          and ten verses I can say myself. I'm from Artemus and Billie's Branch, fried corn and strong coffee. From the finger my grandfather lost           to the auger, the eye my father shut to keep his sight. Under my bed was a dress boxspilling old pictures, a sift of lost facesto drift beneath my dreams. I am from those moments--snapped before I budded --leaf-fall from the family tree Idea: Use “Where I’m From” poem to show understanding of key characters in a novel or play, or to show understanding of key historical figures

  19. “Because it captures powerful emotions in distilled responses I have found poetry is a particularly useful and engaging vehicle for revealing the complexities of a historical moment.” ~ D.M. Meadows, “African-American Poetry and History: Making the Connection”

  20. Make It Now Poems: • Read a type of poem or lyrics typically written during a specific time period • Brainstorm key ideas from poem that show the era’s values • Rewrite the poem with ideas that show today’s values ~ change point of view ~ change setting ~ change meaning or tone

  21. “Onques mes ne fu souprisDe nule amour, ne destroiz,Mais or m'ont dou tot conquisSes sens et sa bone foi.Cors a gent et cler le vis,Blanches mains et longuez doiz, Douz semblant et simple ris:Bien est faite en touz endroiz.Pou la voi…” (Gontier de Soignies) Never was I so overcomeBy any love, nor in distress,But now I'm conquered totallyBy her good sense and honesty.Fair is her body, clear her face,White her hands, and her fingers long.Gentle bearing, tender smile: Well-formed she is, yes, everywhere.I rarely see her… Excerpt and translation from untitled 14th century French Troubadour song

  22. They used to tell me I was building a dream, and so I followed the mob, When there was earth to plow, or guns to bear, I was always there right on the job. They used to tell me I was building a dream, with peace and glory ahead, Why should I be standing in line, just waiting for bread? Once I built a railroad, I made it run, made it race against time. Once I built a railroad; now it's done. Brother, can you spare a dime? Once I built a tower, up to the sun, brick, and rivet, and lime; Once I built a tower, now it's done. Brother, can you spare a dime? Once in khaki suits, gee we looked swell, Full of that Yankee Doodly Dum, Half a million boots went slogging through Hell, And I was the kid with the drum! Say, don't you remember, they called me Al; It was Al all the time. Why don't you remember, I'm your pal? Buddy, can you spare a dime? Once in khaki suits, gee we looked swell, Full of that Yankee Doodly Dum, Half a million boots went slogging through Hell, And I was the kid with the drum! Say, don't you remember, they called me Al; it was Al all the time. Say, don't you remember, I'm your pal? Buddy, can you spare a dime? Bing Crosby sings it on Youtube with Dorthea Lange Pictures: http://youtu.be/MZHEkU__Ijw

  23. “Students need a chance to assimilate information,make connections, and face whatever may still confuse them. This kind of writing is a way into or a means of learning, a way into understanding through articulating.” ~S. Sorenson, “Encouraging Writing Achievement: Writing Across the Curriculum”

  24. Poems for Two Voices: • Decide on two items to compare ~ people ~ animals ~ elements ~emotions ~ values ~ mathematical properties ~ countries ~ reactions/consequences • Create a Venn diagram to organize similarities and differences • Write a part of the poem for each item to show its unique qualities, one on the left side of the paper, the other on the right • Write parts of the poem together to show the items’ similarities on both sides of the paper

  25. Try it now… • Choose a partner • Choose two characters from a novel you’ve both read • Write a two-voiced poem, letting those characters reveal a key dilemma or theme in the novel • Read your poem to the class

  26. More Poems to Use Six Room Poems Or As Many As You Want I AM Poems ~countries ~inventions ~landmarks ~ inanimate objects ~ formulas/ values Person Place Event Emotion • Adjust format to meet needs of content • Use personification Future Warning • Brainstorm ideas for each room • Take key words, ideas to make poem • Add figurative language

  27. I am the Church I see my wealth throughout Europe I feel powerful and sometimes a bit corrupt I stand at the center of everyone’s life I control the king, the knights, the nobles, the nobodies I help the poor after myself I hope the Holy Land will be regained I’ll never stop collecting my tithes I’ll be remembered with buildings, sculptures, windows, pain I am the Church

  28. Joan Soldier of God Leader of French men Woman of own passion Fury burning her heart Hotter than fire licking her toes Generations of bloody war All in God’s name Her battles now finished Her bravery only begun Sacrificing life for right God’s eyes will recall

  29. Poem As a Door If you expect it to be bolted, it will be. There is only one opening: yourself as the key. ~Eve Merriam

  30. Questions on Using Poetry to Teach (or Assess) Content?

  31. Sample 11-day “Unit” Part 2: Major “Content” of the Workbeing Studied Part 3: ConcludingActivities & Final Assessment Part 1: Introductory Activities Daily Lesson: Goals, Strategies, Assessments Daily Lesson: Goals, Strategies, Assessments Daily Lesson: Goals, Strategies, Assessments Daily Lesson: Goals, Strategies, Assessments Daily Lesson: Goals, Strategies, Assessments Daily Lesson: Goals, Strategies, Assessments Daily Lesson: Goals, Strategies, Assessments Daily Lesson: Goals, Strategies, Assessments Presentation of Projects and/or Exam Daily Lesson: Goals, Strategies, Assessments Daily Lesson: Goals, Strategies, Assessments

  32. Next week: Kizzy Ann Stamps Other civil-rights books More on “units” that use YA Lit

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