Procedure
- Sustained Silent Reading: Provide each Literature Circle group with a variety of anthologies and other sources of poetry. Instruct them to read several poems or song lyrics, silently and aloud, and to discuss them when necessary.
- Help each group select at least two poems in which the poet expresses ideas and opinions about growing up experiences. Have the group reflect upon and discuss the similarities/differences between the poems and their novels. Each group should record the titles, authors, and sources of these poems for future reference. (20-30 min.)
- Writing Process: Poetry (15-20 min.)
- Pre-writing: Encourage students to talk to a partner, read more poetry, look at visuals, or jot down ideas and words for the poems that they will write.
- Drafting: Allow students to begin drafting their poems.
- Circulate to assist and observe students during their writing processes.
Some Questions for Teacher Reflection
- Have I provided useful and adequate resources from which students can select poetry examples? Have I provided for diversity in my poetry selections? Have I provided poems that reflect the backgrounds and cultures of my students?
- Are there students who are finding reading poetry difficult? If so, why, and how can I help these students begin to explore and enjoy this genre?
Possible Mini-lesson Topics
- Discuss poetry writing and provide examples of one or two forms of poetry (e.g., haiku, ballad, found poetry, traditional poetry, songs, chants, translations). Encourage students, who find writing poetry difficult, to use poems they have read and enjoyed as models when they write their own poems.
- Review or introduce figures of speech and descriptive language (e.g., simile, personification, imagery).
- Help students select effective words that create vivid images. By using a chart similar to the one that follows, students can explore the sensory details in their poetry.
| Sensory Detail | Sight | Touch | Sound | Smell | Taste |
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