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Poetry... do i dare pccr de guzman
This document outlines a lesson plan for teaching poetry writing to high school students. The objectives are for students to recall elements of poetry, examine techniques in sample poems, and demonstrate genre knowledge in their own poems. Activities include identifying elements in a "snake" game, analyzing techniques in poems, and creating seed, erasure, ekphrasis and personification poems. Tips are provided on studying genre, being sensitive to language, thinking divergently, making writing time, and using a poetic journal. Groups will present and critique poems using a rubric. The follow up assignment uses a "poetry pentad" process to observe, describe and experiment with a subject in different poetic forms.
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- 1. do I Dare? WritingPoetry for Senior High School - Creative Writing Prepared by: de Guzman, Mia …
- 2. Objectives • At theend of the lesson the students will be able to: recall the elements of poetry through the ‘You Don’t Sssssssay’snake activity; examine the salient techniques and literary devices found in local and foreign poems with the help of the I Can Do That! activity; and to demonstrate genre-based knowledge of the elements, techniques and literary devices in poetry via ‘Do I Dare?’poetry cube.
- 3. Subject Matter • Writingand Poetry • TEXT/s: e.e. cummings, l(a) Ezra Pound, In a Station of the Metro Robert Frost, Stopping by Woods on a Snowy Evening T.S. Elliot, The Wasteland
- 4. STRATEGIES and Materials •‘You Don’t Sssssssay’ snake, • I Can Do That!, • ‘Do I Dare? poetry’ cube - Seed Poem, Erasure Poem, Ekphrasis, and “Personify!” Challenge, • Poetry Pentad • ppt slide presentation • cartolina • marker • other various art materials
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- 6. Pre-Writing • Motivation –The teacherpresents a group of poems to the class. S/he then emphasizes the first poem and later instructs a volunteer to read the first two poems that will be shown to them, along with the last, longer example.
- 10. Pre-Writing –These poems arethen used to tell the learners that poetry comes in many forms and shapes. With this the teacher transitions to recall the previous topic on elements of the poetry genre
- 11. Pre-Writing • ‘You Don’tSssssssay’snake –A set of words (elements) will be flashed to participants. These words must clustered within their corresponding heading.
- 12. ‘You Don’t Sssssssay’snake • Directions: Place the following terms inside their corresponding basket. They might be either an ESSENTIAL ELEMENT, element for CONVENTIONAL FORMS, or element for FREE VERSE.
- 13. ELEMENTS OF POETRY CONVENTIONALFORMS ESSENTIAL ELEMENTS FREE VERSE
- 14. Pre-Writing • Motive Question •Upon unravelling examples of poetry from some of the greatest modernists as well as romantics and recollecting the various basic elements, s/he throws the question: – These authors were able to express themselves with the help of the creative and unique voice of poetry. Now you might be wondering, how about me? A humble creative writing student, a humble civilian without any poetic training. How can I express myself through poetry…do I dare?
- 15. Pre-Writing • Unlocking ofDifficulties –The teacher follows the I Can! activity with a short vocabulary activity to give the learners an idea about a few of the many techniques and literary devices. As the students homework last meeting, have them answer the puzzle below (next slide):
- 17. I Can DoThat! • Directions: – Divide the class into four groups. – The goal is to rearrange the following words according to their respective classification. – Each group will be given a chance to select their classification via the I Can! steps (where they have to outrun the rest to be able to get the classification they wanted to work on), whether the SOUNDS of words, the MEANINGS of words, ARRANGING the words, or the IMAGES of words. – Points will be added to the group whose I Can! Volunteers who will not just be able to arrange the words but could also give the meaning of the terms.
- 18. the SOUNDS of words the MEANINGS of words ARRANGING thewords the IMAGES of words
- 19. Writing • Comprehending theGenre and Enrichment –The teacher will introduce The Poet’s Dare Cube to the class. Before proceeding with the group work, s/he makes sure to give them tips and reminders in writing their own Faction poems.
- 21. Tips and Reminders (liftedand adapted from dummies.com): • Study the genre. No harm could come to you if you arm yourself with the basics of the poetic genre, or of any genre in that case.
- 22. Tips and Reminders (liftedand adapted from dummies.com): • Become as sensitive as you can, both to life and to language. Figure out your personal sense of what is beautiful — both in life and in poetry.
- 23. Tips and Reminders (liftedand adapted from dummies.com): • Think divergently (that is, keep your mind open and nimble, and be willing to think in different ways and new directions). You never know when, where, or how inspiration will come to you, but you can prepare the way for it.
- 24. Tips and Reminders (liftedand adapted from dummies.com): • Make time for yourself to write. After all, if you don’t write, you’re not a writer.
- 25. Tips and Reminders (liftedand adapted from dummies.com): • Be disciplined. Rewrite your poetry again and again. Don’t settle for using clichés or other people’s language. The idea is to find out what kind of poetry only you can write. (e.g. keep a POETIC JOURNAL)
- 27. Today’s the chanceto be…
- 28. ‘Do I Dare?’poetry cube • Directions: The class shall be divided into four factions namely Abnegation, Amity, Candor, and Erudite. Each group will need to release their inner Dauntless to be able to become the game’s Champions. • The Poet’s Dare Cube shall be rolled and whatever comes up, the teams must hurry done the I Can! steps to get the poetry activity they would like to perform, along with the corresponding element or poetic devices you need to focus on:
- 29.
- 30. Seed Poem –Imagery and Rhyme • Write one word at the top of your group’s paper – this will be your “seed” for the poem. (Examples: Family, Pets, Friends, Basketball, Halloween.) • Write the first line of your poem. (Example: Halloween) Our jack-o-lantern kept watch on the porch all night… • When the teacher calls “Time,” pass the poem to the person to your right. They read over what you’ve written, then add a line or more to your poem. Keep going until the poems make a full circle. • When the leader gets the original paper back, s/he can add a final line to complete the poem before sharing it.
- 31. Erasure Poem –Enjambments and Line • Flip through the magazines until you find an article that appeals to you. Choosing a topic you’re unfamiliar with may lead to exciting possibilities. • Tear out an entire page of the article. Skim over it with a black marker, crossing out words and phrases that don’t particularly interest you, and leaving the ones that do. Don’t worry too much about how they fit together. • If desired, copy over the remaining words and phrases to a fresh sheet of paper, preserving their original layout on the page. Credit the original article and author by writing down the source. • Collage magazine cutouts into the background of the poem. It works well to choose a common color that you think fits with the emotional theme of your poem.
- 32. Ekphrasis – Tone/Moodand Theme • You’ll be given a photo of some random time, object, event, person, thing: – Write anything you can think of about this photograph. Does it remind you of anything from your own life? You can write about what you see in the photo. You could pretend to be a person in a the image. Where do you live, where are you going, what are you thinking about? Or pretend you are watching that thing/person on the image; have you met them before? What are you doing there? • Don’t worry too much about the form of your poem; let the writing flow out naturally. • If you are stuck, start with “I am…”
- 33. “Personify!” Challenge –Personification and Rhyme • Remember that in a personification poem, you’re writing from the perspective of something that is not a person. In each turn, the first person will give the name of a non-human thing. The second person will say something that is happening. The third person will say something in that non-human narrator’s voice. For example: – First person: A teakettle – Second person: Boiling on the stove – Third person: I’ve always wanted to sing opera but I never got very good at it. I don’t think the cook likes it either because she turns me off every time I get a good high note going. • Now it’s another person’s turn to personify
- 34. Post-Writing • Evaluation – Everyfaction will be given 10-15 minutes to prepare and a chance for them to showcase their works for a maximum of 5 minutes each. The others will grade them based on the rubric found along with this plan. Their grade will be added and averaged along with the teacher’s own grading. Each poem will be revised by the teacher if the team wishes it to be edited for posting on the classroom bulletin or to be added to their individual portfolios.
- 35. Assignment • FOLLOW UP •Poetry Pentad – Here’s how it works: 1. Write down a very mundane, straightforward prose statement about the outside world. • You could write about a cut on your hand, a kiss, awkward silences, or a cash machine that won’t give you any money. Write something as simple as, “Sure is a nice sunset.” 2. Now pay closer attention to the thing you just wrote about. • Write down what you notice. Brainstorm. List as many aspects as you can — for example, “The color of the sunset is red in some places and a flat grayish-blue in others. The sky nearer to the sun is pretty, but farther away some of it is already dark and colorless.”
- 36. Assignment • FOLLOW UP •Poetry Pentad – Here’s how it works: 3. Concentrate on your subject and come up with a few new ways of presenting or describing the thing your original statement was about. • Try using some metaphors, images, turns of phrase. Don’t write down anything you’ve ever heard or read before. Reject anything that seems familiar or secondhand. Using the sunset as your subject, you could write, “The sunset is like a bruise; it’s like spilled stew on a rug; it’s a molten core with a hard outer crust.”
- 37. Assignment • FOLLOW UP •Poetry Pentad – Here’s how it works: 4. Write at least two passages of poetry on this subject, experimenting with different forms. • Choose very different forms (say, two lines that rhyme with each other, or a passage of free verse, which doesn’t have any rhyme). Use some of the material you generated under Step 3. For example, two rhyming lines about the sunset could be: Blood-red, flat grey, the sunset colors fuse, Spreading and growing dull green, like a bruise • And free verse may be: The sunset spilled over the rug of the sky seeped into its fabric A stain spread, a ravishing mess will leave a mark No way I can cleanse it from my absorbent brain. It’s running down the corners, lava hardening, darkening, losing light. It’s nighttime.
- 38. Assignment • FOLLOW UP •Poetry Pentad – Here’s how it works: 5. Now rewrite one of the passages in as few words as you can. • Go for maximum meaning and emotion. For example: Sunset spilled on the rug, stained the fabric, can’t get it out of my brain. It’s lava, hardening to darkness.
- 39. Assignment • FOR NEXTMEETING’S LESSON –Read up on the following terms and jot down the meanings of each: • Typography • Prose Poem • Performance Poetry
- 40. References • K to12 Basic Education Curriculum Senior High School – Academic Track (2016). Creative Writing/Malikhaing Pagsulat. Retrieved from http://www.deped.gov.ph/sites/default/files/page/2016/HUMSS_ Creative%20Writing%20CG.pdf on April 29, 2017 • Poetry Lesson Plans For Elementary, Middle, and High School Students. "Exploring our own Amazement: Learning the Language of Poetry" Conference for Educators and Writers (2015). Retrieved from poetry.rcah.msu.edu/assets/lesson-plans- for-conference.pdf on April 29, 2017 • Timpane, John (2017). Poetry for Dummies. Writing Poetry. Retrieved from http://www.dummies.com/education/language- arts/poetry/writing-poetry/ on April 29, 2017