Artifact # 10
Context: This poetry unit was inspired by Dr. Linda Kucan's courses RE5130 Teaching the Language Arts and RE5730 Reading and Writing for Intermediate and Advanced Learners, Connie Ulmer's RERE5140, Advanced Study of Children's Literature AND Randy Seldomridge, a co-student with whom I had the privilege to take several graduate courses.
The cadence and lyrical beauty of poetry is the rhythm of our hearts. I often begin this unit by asking students to place their hands over their hearts as we recite favorite poems. I tell them of reading poetry to my children before they were born and of them clapping with joy as they requested well-loved verses such as "One misty moisty morning when cloudy was the weather, I chanced to meet an old man clothed all in leather...." We cover every wall and surface with collections of poetry. We spend several days reading choral poems shared on the overhead projector. Poems such as Alligator Pie by Dennis Lee. I share my collection of poems that I created in Dr. Ulmer's class as a guiding 'model' for their own collections.
Initially, students are given an introductory brochure that lays out expectations and a guiding rubric (modeled after Randy's) for a collection that they will ultimately compile. A new poet is introduced each day (via overhead) with simple bulleted points and several poems. A favorite was Carl Sandburg who lived nearby at Connemara in Flat Rock. This helps to not only familiarize the students with the poets, but also provides a model for detailing information when they went to write their own biographies.
Students were incredibly motivated and created inspirational collections that they will hopefully always treasure. A wonderful moment was when one student presented her mother's own collection that her mom had created in sixth grade. We carefully handled the treasured notebook (with a slightly tattered cover) and were further inspired! Beyond crafting original poetry, the students gained experience in compiling a Table of Contents, following a checklist (organizational skills) and writing reflections.
The unit culminated with a poetry slam where students presented a biography of their poet (key points culled from their written biography) and a poetry performance of several Shel Silverstein poems (to parents and other middle school classes). This works beautifully because the students only have to memorize two lines in each poem and this frees them up to FULLY dramatize.
Poetry is also a wonderful vehicle as a response to literature or a creative way to interpret an expository topic. In connection with a study of the Appalachian mountains in their Social Studies class, several of my Language Tutorial students wrote a lovely collaborative "I" poem. They initially chose a topic such as Geology or folk tales and had to do fairly thorough research in order to translate it to this format.
Alignment A. Instructional
Expertise: The candidate demonstrates instructional expertise by applying the
theoretical, philosophical, and research bases for educational practice in
P-12 settings to improve student learning.
Alignment B. Knowledge of Learners: The candidate incorporates knowledge of the nature of the learner, learning processes, variations in learning abilities and learning styles, and strategies for evaluating learning into the planning, delivery, and evaluation of instruction. Poetry by its very organic nature is responsive to differences among student learners. Choral readings and poetry performance promotes a collaborative and mutually supportive classroom environment.
Alignment D. Content Knowledge:
The candidate demonstrated advanced depth and breadth of knowledge and skills
in the academic discipline and education.
Alignment E. Professional Development and Leadership: The candidate engages in continued professional development and provides leadership at the classroom, school and community levels, and within the profession. Poetry can truly bring a community of students, teachers, administrators and parents together. Poems can be posted in the hallways, distributed in the book jackets of library books, written with chalk in the parking lot and shared in a Poetry Coffee House. By their very nature poetry invite inquiry, dialogue and reflection.