The
Many Different
Faces of Poetry by Sixth Grade
Students
Chestnut
Accelerated Middle School for the Visual and Performing Arts
Language Arts/Reading Teacher – Renay Jihad, M.Ed., C.A.G.S.
National
Board Certified Teacher
Describe
your lesson plan or thematic unit. Please include the curriculum
objectives for students, resources to be used, targeted
students, instructional approach, and academic content.
Lesson Plan - This
unit continues to wholeheartedly involve 100% of my 6th grade
reading class students in the enriching activity of creative writing,
specifically poetry. Five instructional
sequences customarily lead up to this
activity. Every step is a building block emphasizing self-awareness,
self-expression, and self-exploration. POWER, (Pre-write, Organize,
Write, Edit, Revise and Read), writing helps students monitor their own
process and progress because it provides a systematic procedure for
creating a piece of writing.
P=Pre-write:
These are brainstorming activities. They provide a wealth of ideas for
students to draw from. I use creative visualization techniques, read-aloud
prompts, games, proverbs, previous student’s poetry, and anecdotes. An
example of a read-aloud would be a reading from a chapter of Michael
Jordan’s book, “I Can’t Accept Not Trying” which has been used
during the first month of school for the last few years, as a motivational
and orientation tool. Students write their ideas in their personally
designed journal entry booklets. The question is then asked – “What do
these words and the messages they imply remind you of or “trigger” in
your mind? Can you cite examples from your own life? Can you share those
examples with the class?” The ideas that are discussed are written on
large newsprint, hung in the classroom to serve as an idea bank that
students’ can draw upon on an as needed basis during the writing
process. Students then write their own brainstorming sheet with the option
to use some of the ideas written on the newsprint, add their own ideas or
write entirely different ones. In other words, they should personalize
their brainstorming sheet. It is important for them to now vocalize their
ideas so a Think! Pair! Share! activity is initiated here. This allows
each of them to obtain immediate feedback from another classmate. Because
of these discussions, often-new ideas are added. This activity helps
foster a healthy self-image and an appreciation for a diverse yet safe
class culture. Students are communicating by sharing their thoughts thus
breaking through unfamiliar cultural and gender barriers.
Organize
– Now it is time to have them organize their writing. I give them a
theme to frame their original ideas. One idea, presented in the beginning
of the year, is a poem about personal change and development. This “poem
blasts” (as I call these frames or burst of inspirations) titled “I
seem to be…but really I am”. Another poem blast is called
“If I were king or queen of the universe”. I have collected or
originated about one hundred different ways to draw students into the
craft of creative poetry writing. Again, ideas come from a variety of
sources such as books, listening to students and as I have said, my own
original ideas learned over the years. The student’s ideas are always
fresh, lively, and useful.
Write –
Now the students are given the opportunity to spend the time quietly
writing their poems. Their personal expressions can be as long or as short
as they want. They have learned, through practice, what the magnificent
qualities of poetry are. Unlike prose, they can say a whole lot with just
a few words, however, if they need as much as two pages, they can go for
it. Again, a Think! Pair! Share! activity supports the editing process
because students naturally enjoy talking and socializing. This form of
socializing is what we call “accountable talk” because it results in a
constructive end. This peer sharing further allows each student to hear
their poem being read in their own voice to another person. It gives them
the confidence to later share aloud.
Edit
– Now they are ready to share their poem with me, during a one-on-one
session. Because it is important to give every single child, time to be
heard, I meet with him or her, at my desk. We discuss their writing, I
offer suggestions and hear their ideas. They get to sit in a softly
cushioned “special” chair so, in addition to the one-on-one attention;
they also enjoy that simple pleasure.
Revise
– Students return to their desk, make necessary revisions then type
their poems on the computer, which is located in the back of the
classroom, using a Macintosh “Claris Works” program.
Read
– Occasionally, I conduct a whole group editing session, similar to my
own teacher-as-writer’s experience, by having students sit in a circle
and as volunteers read their poems, one at a time, others listen intently.
Students then volunteer to comment on what they have heard by offering
their comments constructively, with sincere intentions. “I liked the way
you expressed your idea about your pet dog, Grizzly. The words you used to
describe him made me able to picture him well” or, “your opening line
grabbed my attention. How did you come up with that?” They state
specific and positive comments, only because this allows students to
improve their poems from a perspective of the strong, not weak attributes
and qualities.
Publishing
– In the past, students have ended up with two products: One school-made
group book that included two poems from every student, and their
own individual book that included fifteen to twenty of their own
poems. This school year I was able to purchase white, hardbound journal
books that contained thirty white, unlined pages in each book. The
students decorated the outside of the books with geometric, multicultural
patterns, typed, cut out, and glued their poems into the book. They
included an author’s page and copyright page in order to learn what
information is required in actual book publishing. The result was an
impressive finished product. They came out so beautiful that previous
students, who often visit me and are now seventh graders, asked, “Mrs.
Jihad, why didn’t we get to do it this way?” I replied, “The books
were not available then. You all are still the best!!!” The group book
(for this year) was the same as previous years - pages stapled together
using a heavy-duty collator. The difference with the project that I am
proposing is that students will be able to have a more professional
product next year. I would like to have the group book be a perfect-bound
book because over the years the poetry project has become a popularly
anticipated one, school-wide. The assistant principal has even mentioned
an idea of having the sixth grade be the “poetry grade” in terms of
preparing for state mandated exams that include open-response essay poetry
prompts.
Culminating Activities
- will include an Authors’ Day Celebration. Every public and
school library in the city would receive one donated copy of this volume
of inspirational and motivational poems. This special
keepsake will be donated to school and community libraries and include two
poems from every child and selected photos.
Curriculum Objective
- Poetry writing is an important part of language acquisition and
language arts instruction. It represents another tool for emphasizing
self-development and self-discovery. This creative writing activity is
perfect for sixth graders who are emerging adolescents learning to cope in
a middle school environment. They engage in powerful learning in a natural
inclusive setting strengthen by writing, reading, speaking, and listening
skills. Authentic audiences (peers, family, community) make the project
meaningful and learning real. All who partake benefit either directly or
indirectly from the efforts of these talented youngsters.
Instructional Approach
- This instructional process highlights the creative strength and
individual voice of each student. Every student ends the year with a
minimum of twenty original poems. More importantly, they learn to love
writing. Classes include a study of their own personal and cultural
identity. The “PEACE” activity helps students analyze who they are
from a physically, emotional,
academic, communal
(social), and ethnic perspective. “Poem
Blasts” are poem inspirations that help frame their ideas. When students
hear the message, “Time for a new poem blast”, they usually become
excited and engaged. They have learned to respond to the inspirational
prompts by thinking and writing original, self-gratifying, and
thought-provoking poems.
Targeted Students
– This school enrolls 1,350 pupils in grades six through eight. There
are three teams of core and encore teachers in each grade. There are one
hundred and twenty-five sixth grade students on my team with the average
number of students in each of my five classes being fifteen to twenty-two.
Each group receives one hundred and eighty minutes of instruction weekly.
Approximately 70% of my students are of African-American and Hispanic
decent with the other third being Caucasian. Chestnut Accelerated Middle
School for the Visual and Performing Arts is located in the North End of a
community that is predominantly comprised of Hispanic people. The city
population is 80,000 with a mixture of whites, 55%, Black 20% and the rest
Hispanics, Asians and Russians. Most students will blossom under teaching,
which addresses the whole child. These students thrive under teaching that
addresses the whole child in a humane, sensitive, sincere, and conscious
manner.
How
will you measure the student learning that results from your lesson or
thematic unit? Please be specific.
Assessment – The grading system looks at four levels of participation: Engagement,
Process, Product, and Contribution. All four levels are graded according
to Advanced, Proficient, Needs
Improvement, or Failing.
Engagement
– Students will show evidence that they have followed the POWER
writing steps in order to complete multiple drafts of their poems, keep
track of poems and drafts as they write (in an organized manner). Student
will exhibit pride in their work and their accomplishments. Student will
exhibit an attitude and spirit of effort. This is most important.
Process
–
Students will participate in group discussions, peer edits, (think, pair
and share), creative visualization sessions, listen to poem blasts, take
notes, and record journal entries.
Product –
Students will write 15 – 20 original poems and compile them into a
personal book that includes an author page, publication page, and
illustrations (optional). A colorful self-designed cover will be included.
Contributions
–
Students will contribute two of their best poems to the group poem book
for publishing purposes. Students will work on a publishing team that
includes editors, typists, collators, distributors, photographers,
artists, and readers for the group’s published book. Others will serve
as hosts and hostesses for Authors’ Day. In checking the poems students
will look at the title, clarity, completeness, form, sound, the way the
poem ends, capitalization and basic punctuation.
How
will you spend the $2,500.00 grant to enable students to successfully
accomplish the goal of this work? (Include other sources of funding in
your budget).
Budget and Spending –
Estimated costs for printing, duplicating, and distributing the
student-created perfect bound poetry books with a culminating
activity and teaching materials is as follows: ITIMIZED BUDGET
170
perfect bound poetry books @ $10.00 each to publish
= $1700.00
200
Authors’ Day Celebration Invitations = $25.00
Refreshments
= $120.00
Authors’
Day Certificates = $50.00;
Local
Guest Author Speaker Honorarium = $150.00
120
Hardbound Journal Books ($1.00 each) = $100.00
Film and
Developing for student photos (film is $7.00 per role and Developing is $10.00 per role = $50.00) =
$85.00
Teaching
materials ordered
from the Academy of American Poets and other book and media sources
= $270.00.
Grand
Total = $2500.00
Quote the local or
state content standards and/or section of the school improvement plan that
this lesson plan or thematic unit addresses.
Local and State
Standards – Guiding
Principal Four states that an effective language arts curriculum
emphasizes writing as an essential way to develop, clarify, and
communicate ideas in persuasive, expository, literary, and expressive
discourse. Guiding Principal Six states that an effective language arts
curriculum embeds skills instruction in meaningful learning. Guided
Principal Eight states that an effective language arts curriculum builds
on language, experiences, and interests that students bring to school.
Progress Indicators as considered by local and state standards - Students
would revise their writing to improve organization and diction after
checking the logic underlying their ideas and the precision of their
vocabulary. Students will learn to write effectively through the practice
of such strategies as first draft, rethinking, revising, improving, and
reflection.
Estimated costs for
printing, duplicating, and distributing the student-created perfect
bound poetry books with a culminating activity and teaching materials
is as follows:
170 perfect bound poetry
books @ $10.00 each to publish =
$1700.00
200 Authors’ Day
Celebration Invitations = $25.00
Refreshments = $120.00
Authors’ Day
Certificates = $50.00;
Local Guest Author Speaker
Honorarium = $150.00
120 Hardbound Journal
Books ($1.00 each) = $100.00
Film and Developing for
student photos (film
is $7.00 per role and Developing is $10.00 per role = $50.00) =
$85.00
Teaching materials ordered
from the Academy of American Poets and other book and media sources
= $270.00.
Grand Total = $2500.00
Describe
your lesson plan or thematic unit. Please include the curriculum
objectives for students, resources to be used, targeted
students, instructional approach, and academic content.
Lesson
Plan - This unit continues to
wholeheartedly involve 100% of my 6th grade reading class
students in the enriching activity of creative writing, specifically
poetry. Five instructional sequences
are normally included in this lesson. Every step function as a building
block emphasizing self-awareness, self-expression, and self-exploration.
These self-awareness and community-building activities start during the
first month of the school year. Former NBA basketball star Michael Jordan’s
book entitled,” I Can’t Accept Not Trying”, is initially read aloud,
discussed, and used as writing prompts for journal entries. The Jordan
Fundamentals has short motivational anecdotes about achievement, fears,
and goals setting. This book sets the tone for the year. Every
public and school library in the city will receive one donated copy of
this volume of inspirational and motivational poems inspired
by Michael Jordan’s book, “I Can’t Accept Not Trying”. The
special keepsake will be donated to school and community libraries and
include two poems from every child.
Curriculum
Objective - Poetry writing is an important part of language arts
instruction and represents another tool for emphasizing self-development
and self-discovery. This creative writing activity is perfect for sixth
graders who are emerging adolescents learning to cope in a middle school
environment. They engage in powerful learning in a natural inclusive
setting strengthen by writing, reading, speaking, and listening skills.
Authentic audiences (peers, family, community) will benefit.
Instructional
Approach - This instructional
process highlights the creative strength and individual voice of each
student. Every student ends the year with a minimum of twenty original
poems. More importantly, they learn to love writing. Classes include a
study of their own personal and cultural identity. The “PEACE”
activity helps students analyze who they are from a physically,
emotional, academic,
communal (social), and ethnic
perspective. “Poetry Blasts” are poetry inspirations that help frame
their ideas. When students hear the message, “Time for a new poetry
blast”, they usually become excited and engaged. They have learned
to respond to the inspirational prompts by thinking and writing original
and thought-provoking poems.
Academic
Content - Students also learn
how to read and edit their poems, how to access and utilize Macintosh
Claris Works word processing program and how to layout a school-made book.
Missing from this three year venture is a chance to publish their poems
and distribute them widely, in our community. - What is unique
about this activity is that the poetry that I have my students express
helps them with self-exploration, self-expression, self-discovery and
self-mastery. This is also a community service-learning unit because
student share what they have created with the larger school community
during our visual and performing arts celebration and author’ day.
Targeted
Students – This school
enrolls 1,350 pupils in grades six through eight. There are three teams of
core and encore teachers in each grade. Each team is responsible for about
120 students. There are 120 sixth grade students on my team with the
average number of students in each of my five classes being 15 to 22. Each
group receives 180 minutes of instruction weekly. Approximately 70% of my
students are of African-American and Hispanic decent with the other third
being Caucasian. Chestnut Middle School is located in the North End of a
community that is predominantly comprised of Hispanic people. The city
population is 80,000 with a mixture of whites, 55%, Black 20% and the rest
Hispanics, Asians and Russians
Assessment
– Skills
that lead up to the actual writing such as listening, note taking,
speaking, word processing, peer-editing and revising are assessed.
The “POWER” writing format provides a simple and
non-threatening method for assessing student involvement, effort, and
engagement in writing. POWER stands for Pre-write, Organize, Write, Edit
and Revise and Read. This simple checklist also includes an assessment of
students’ listening skills, especially during our Poem Blasts and
Creative Visualization sessions. They eventually become comfortable enough
to share orally their original poems with their peers in order to obtain
informal feedback on the quality, message, tone, and clarity of their poem
as well as syntax, grammar, punctuation and spelling. Student must keep
two copies a written one and a typed one.
Budget
and Spending – Estimated costs for printing, duplicating, and
distributing the student-created perfect bound poetry books will be
an estimated $12.50 per copy as determined by a local copy center. One
hundred and twenty 6th grade students will write an average of
20 original poems each over the course of one school year (September –
June). Five thousand (5000) sheets of 8 ½” by 10” unlined paper
(minus 200 for drafts) will produce 160 thirty (30) page books. ($2,080.00
total) Supplemental costs include: Authors’ Day Celebration (Invitations
= $25.00, refreshments $120.00, certificates = $50.00, Local Guest Author
Speaker = $150.00) and
Teaching materials ordered from the Academy of American Poets =
$375.00.00. Total Costs = $2800.00
Guiding Principal Four
– An effective language arts curriculum emphasizes writing as an
essential way to develop, clarify, and communicate ideas in persuasive,
expository, literary, and expressive discourse. Guiding Principal Six - An
effective language arts curriculum embeds skills instruction in meaningful
learning. Guided Principal Eight - An effective language arts curriculum
builds on language, experiences, and interests that students bring to
school. Progress Indicators as
THE
NATIONAL FOUNDATION FOR THE
IMPROVEMENT
OF EDUCATION
1201
SIXTEENTH STREET, NW
WASHINGTON,
DC 200036-3207
Estimated
costs for printing, duplicating, and distributing
the
student-created perfect bound poetry books with a culminating
activity
and teaching materials is as follows:
170
perfect bound poetry books @ $10.00 each to publish
= $1700.00
200
Authors’ Day Celebration Invitations = $25.00
Refreshments
= $120.00
Authors’
Day Certificates = $50.00;
Local
Guest Author Speaker Honorarium = $150.00
120
Hardbound Journal Books ($1.00 each) = $100.00
Film
and Developing for student photos (film
is $7.00 per role and Developing is $10.00 per role = $50.00) =
$85.00
Teaching
materials ordered
from the Academy of American Poets and other book and media sources
= $270.00.
Grand
Total = $2500.00
We will raise the
remainder of the money as we did this past year.
Jordan
Fundamentals Grant
Enclosed
please find a copy of the nearly 300 poems that my students wrote, edited,
typed and performed as a result of this very generous “Jordan
Fundamentals” grant.
The
money served us well. Over 160 students and 30 adults benefited from this
project. It ended up having an impact on everyone because the book was
very popularly received. Also, the poems were complimented by two Poetry
Alive programs. The first was held in conjunction with our music
department for African-America History month. My sixth grader recited,
choral performed and acted out messages related to diversity awareness,
tolerance and violence prevention. It was fantastic. The second was held
in my classroom. Please read the two news articles printed in the back of
the book about our Poetry Café - A one of a kind activity. Now other
teachers want to join with me in attempting to duplicate this activity
next year.
I
was able to have two-guest speaker visit the classroom. One, the
multicultural specialist for the city of Springfield came three times.
Another, Ishmael Ali, community activist, author, and historian and radio
personality spent an entire day with my students sharing rare books,
historical books and his own self-published books with my students. He
stressed the importance of writing and he said that students should begin
by writing about what they know the most about, themselves.