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Poetry Writing ModuleStudents often enjoy the personal and creative aspects of poetry but

can be intimidated by the analytical approach; therefore, the primary focusof this module should be on the students understanding of poetry as an

artistic, creative vehicle of self-expression. This module will introducestudents to different poetic forms, and will familiarize them with poeticelements to create and enhance their poetry.

Poetry is an echo asking a shadow to dance. Carl Sandburg

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POETRYWRITING MODULE1. Students will be expected to use writing and other ways ofrepresenting to explore, clarify, and reflect on their thoughts, feelings,experiences, and learnings; and to use their imagination.

Specific Outcomes understand the importance of context,audience, and purpose, and recognizedistinguishing features of poetry

recognize the diversity inherent in poeticcomposition recognize the devices/elements of poetry

Suggestions for Teaching andLearning read poems to introduce studena variety of poetic forms (narrativlyric, and dramatic) to help studerecognize the distinguishing featu(See RWSS S.T. p. 81)

identify and discuss the importaof context, audience, and purposevarious poems review poetic devices (See RWS

S.T. pp. 76-80) provide students with variousauditory (instrumental or popularmusic) and visual stimuli(reproductions of famous art workgenerate responses to poetry (booral and written)

record thoughts, feelings, andexperiences in response to varioupoems

begin/continue portfolios (See RT.G. pp. 15-17 and 160)

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2. Students will be expected to use writing and other ways of representing toexplore, clarify, and reflect on their thoughts, feelings, experiences, and learnings;and to use their imagination.

Suggestions for Assessment collect and examine poetry responses tocheck for understanding of context, audience,purpose, and distinguishing features (SeeRWSS S.T. pp. 76 and 276) maintain anecdotal records of classparticipation

examine student understanding of poeticdevices/elements through shared discussion

and/or group presentation monitor progress of writing portfolios (SeeRWSS T.G. pp. 15-17 and 168-169)

Poetry is a very concentrated form, andtherefore the explosiveness of each wordbecomes much greater.

Margaret Atwood

Notes and Suggested Resour RWSS Chapter 6 pp. 72-81: Poe RWSS Section 4 pp. 250-252

Oxford Canadian Students GuiLanguage, Literature, and MediaChapter 1 Any standard dictionary of quocan supply a wealth of thoughtfucommentary on poetry and poet

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2. Students will be expected to create texts collaboratively and

independently, using a variety of forms for a range of audiencesand purposes.

Specific Outcomes imitate models of different poetic formsindependently and collaboratively

write poetry independently and collaboratively understand the effects of purpose, audience,meaning, form, style, voice, tone, and mood

Suggestions for Teaching anLearning model poetry writing at the drastage of the writing process experiment with a variety of poforms through imitation of existiexamples, and/or through originwriting

establish small groups for collabopoetry writing

teach students how to: establishpurpose; discern audience, meaform, and style; incorporate voictone, and mood teach choral reading techniqueorganize choral reading groups (Canadian Students Guide to Lan

Literature, and Media pp. 30-31) establish the importance of ecoin poetry by presenting studentsprose passage to convert to poe(eliminate articles and vague wo

present students with randomlyselected words (magnetic or cutmagazines) that they arrange inoriginal poem

students can role-play charactea poem and as a result, create adramatic monologue

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2. Students will be expected to create texts collaborativelyand independently, using a variety of forms for a range ofaudiences and purposes.

Suggestions for Assessment conference with students to ensure applicationof purpose, meaning, form, style, audience,

voice, tone, and mood

monitor poetry portfolios (See RWSS T.G. p.168) observe and document collaborative andindependent work, as well as class participation(See RWSS T.G. p. 177)

Genuine poetry is conceived and composedin the soul.

Matthew Arnold

Notes and Suggested Resou RWSS Chapter 6 Tutorial 11Interpreting or Understanding a

Teachers should take advantaWriters in the Schools Programbookings are recommended)Oxford Canadian Students Guide toLiterature, and Media pp. 30-31 (cho

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4. Students will be expected to use a range of strategies todevelop effective writing, and to enhance clarity,precision, and effectiveness.

Suggestions for Assessment

collect and evaluate portfolios (See RWSS T.G.pp. 168-169) check for understanding of key concepts taughtin mini-lessons

maintain anecdotal records of class participationand conferencing

provide feedback on journal responses

check peer editing for use ofproofreading/editing/checklist (See RWSS T.G. p.

183)

I know a poem is finished when I dont findanother word to cut. Bobbi Katz

Notes and Suggested Resou

Make students aware of poetrcontests, poetry websites, studmagazines, etc. for possible pu Encourage students to experipoetry opportunities within thecommunity (public readings of authors, festivals, workshops, e

Oxford Canadian Students GuLanguage, Literature, and Medi30 (revising and editing poetry

SNN Student Magazine-