Lesson+Packet


 * //Found Poetry: Recastingthe Text //**

Afound poem takes existing writing and reshapes it, reorders it, and presents itas a poem. Like a collage created from words, found poetry is often made fromnewspaper articles, street signs, graffiti, speeches, letters, or even otherpoems. The writer decides how to break up the lines and arrange them on thepage.
 * Introto Found Poetry **

Traditionally, found poetry uses words fromnon-literary sources (newspapers, magazines, street signs, etc.) and refashionsthem into the poetic structure (Poets.org). I like to allow for additional words of the student’s choosing to beused in the poem and I like to use both literary and non-literary texts with mystudents. Found poetry is a wayfor students to capture the mood and tone of a literary (or non-literary) pieceby using their own imaginations and creativity. Creating found poetry out of prose will encourage them to read text moreclosely and be more conscious of the author’s intent. When students interactwith the text, they transact [use personal experiences to shape their personalunderstanding] with the text in order to comprehend (Rosenblatt.) There are two types of stances readers takewhen transacting with a text: aesthetic (emotional & personal perspective)and efferent (factual perspective). Readers move between the two stances, notrelying on one or the other solely. Thereflection encourages the students to look back on what they recast out of theauthor’s original text and decide how their poetry changed the emotion or moodof the author’s piece. **3.0 Literary Response and Analysis ** //Structural Features of Literature // 3.1Analyze characteristics of subgenres (e.g., satire, parody, allegory, pastoral)that are used in poetry, prose, plays, novels, short stories, essays, and otherbasic genres. 3.3 Analyze the ways inwhich irony, tone, mood, the author’s style, and the “sound” of languageachieve specific rhetorical or aesthetic purposes or both. 1.5Use language in natural, fresh, and vivid ways to establish a specific tone. //Reading Standard // 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) //Writing Standard // 3. d.Use precise words and phrases, telling details, and sensory language to conveya vivid picture of the experiences, events, setting, and/or characters.
 * <span style="font-family: "Book Antiqua","serif"; font-size: 21.33px;">LessonAgenda **
 * <span style="font-family: "Book Antiqua","serif"; font-size: 16px;">Group Read & Text Analysis
 * <span style="font-family: "Book Antiqua","serif"; font-size: 16px;">Group Word Bank Creation
 * <span style="font-family: "Book Antiqua","serif"; font-size: 16px;">Group Poem Construction
 * <span style="font-family: "Book Antiqua","serif"; font-size: 16px;">Small Group Word Bank Creation
 * <span style="font-family: "Book Antiqua","serif"; font-size: 16px;">Small Group Poem Construction
 * <span style="font-family: "Book Antiqua","serif"; font-size: 16px;">Author’s Chair
 * <span style="font-family: "Book Antiqua","serif"; font-size: 16px;">Reflection
 * <span style="font-family: "Book Antiqua","serif"; font-size: 16px;">Evaluation
 * <span style="font-family: "Book Antiqua","serif"; font-size: 21.33px;">Objective **<span style="font-family: "Book Antiqua","serif"; font-size: 16px;"> SWBAT reflect on the recasting of text bycreating a found poem.
 * <span style="font-family: "Book Antiqua","serif"; font-size: 21.33px;">Rationale **
 * <span style="font-family: "Book Antiqua","serif"; font-size: 21.33px;">CAContent Standards **
 * <span style="font-family: "Book Antiqua","serif"; font-size: 16px;">1.0 Writing Strategies **<span style="font-family: "Book Antiqua","serif"; font-size: 16px;">//Organization and focus//
 * <span style="color: #000000; font-family: "Book Antiqua","serif"; font-size: 21.33px;">Common Core Standards **

<span style="font-family: "Book Antiqua","serif"; font-size: 16px;">Example of non-literary text found poem using streetsigns: //<span style="font-family: "Book Antiqua","serif"; font-size: 16px;"> Word List (street signs): // <span style="color: #000000; font-family: "Book Antiqua","serif"; font-size: 16px;">Stop ForSale Yield Meter Freeway ConstructionAccident Avenue On ramp Beware Children School //<span style="color: #000000; font-family: "Book Antiqua","serif"; font-size: 16px;"> Poem: // <span style="color: #000000; font-family: "Book Antiqua","serif"; font-size: 16px;"> **Accident** happened the other day while The children were at **school**. I couldn’t **stop** for the hospital so I kept on Cutting the vegetables. <span style="font-family: "Book Antiqua","serif"; font-size: 16px;">Another example where I pulled twice as many words outof the text: <span style="color: #000000; font-family: "Book Antiqua","serif"; font-size: 16px;"> //Word List (from Tana French’s __In theWoods__):// <span style="color: #000000; font-family: "Book Antiqua","serif";">regrettable sharply lore epic struck weaknessfired intense desire bloody earnest blindlyevidence dumb pint investigation crawling sympathyabrasive edge damp endearing <span style="color: #000000; font-family: "Book Antiqua","serif"; font-size: 16px;"> //Poem://
 * <span style="font-family: "Book Antiqua","serif"; font-size: 21.33px;">Examples **
 * <span style="color: #000000; font-family: "Book Antiqua","serif"; font-size: 16px;">Blindly **<span style="color: #000000; font-family: "Book Antiqua","serif"; font-size: 16px;"> we started after The rain stopped in **earnest**. Without **evidence**, we only had **lore** To build up an **epic** tale Of **bloody** rampages and **Regrettable** circumstances. We went **crawling** back in an **Intense** and **endearing**way But only we saw it that way.

<span style="font-family: "Book Antiqua","serif"; font-size: 16px;">When choosing words for found poetry, keep thefollowing in mind: //<span style="font-family: "Book Antiqua","serif"; font-size: 16px;">**Taken from __6+1 Traits of Writing__ andaltered //<span style="font-family: "Book Antiqua","serif"; font-size: 16px;">.
 * <span style="font-family: "Book Antiqua","serif"; font-size: 21.33px;">WordChoice **
 * **<span style="font-family: "Book Antiqua","serif"; font-size: 16px;">Specific **<span style="font-family: "Book Antiqua","serif"; font-size: 16px;"> –choose words that make it easy for the audience understand the //tone// ofthe piece.
 * **<span style="font-family: "Book Antiqua","serif"; font-size: 16px;">Striking **<span style="font-family: "Book Antiqua","serif"; font-size: 16px;"> –choose //emotional// words that will linger in the reader’s mind.
 * **<span style="font-family: "Book Antiqua","serif"; font-size: 16px;">Appropriate **<span style="font-family: "Book Antiqua","serif"; font-size: 16px;"> –make sure your words are relevant to the piece and audience.
 * **<span style="font-family: "Book Antiqua","serif"; font-size: 16px;">Lively **<span style="font-family: "Book Antiqua","serif"; font-size: 16px;"> –verbs that are lively add energy while specific nouns add depth to the piece.
 * **<span style="font-family: "Book Antiqua","serif"; font-size: 16px;">Enhance **<span style="font-family: "Book Antiqua","serif"; font-size: 16px;"> –choose words that enhance the //emotion// and //mood// of the piece.
 * **<span style="font-family: "Book Antiqua","serif"; font-size: 16px;">Precision **<span style="font-family: "Book Antiqua","serif"; font-size: 16px;"> –this shows that you have taken care to use words in just the right spot in yourpoem.

<span style="font-family: "Book Antiqua","serif"; font-size: 16px;">As we read the following flash fiction aloud, highlight(or circle or underline) any words that you believe best represent the mood ortone of the story. =**<span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">The Blind Man **=
 * <span style="font-family: "Book Antiqua","serif"; font-size: 21.33px;">WholeClass Activity – Part 1: **

<span style="color: #000000; font-family: "Arial","sans-serif";">stupid.
<span style="font-family: "Arial","sans-serif";">In the red box were leadpencils, which he was endeavoring to sell. He carried no stick, but guided himselfby trailing his foot along the stone copings or his hand along the ironrailings. When he came to the steps of a house he would mount them. Sometimes,after reaching the door with great difficulty, he could not find the electricbutton, whereupon he would patiently descend and go his way. Some of the irongates were locked, their owners being away for the summer, and he would consumemuch time striving to open them, which made little difference, as he had allthe time there was at his disposal.

<span style="color: #000000; font-family: "Arial","sans-serif";">so small a thing.
<span style="font-family: "Arial","sans-serif";">The man had been out long and had walked far, but had sold nothing. Thatmorning someone who had finally grown tired of having him hanging around hadequipped him with this box of pencils, and sent him out to make his living.Hunger, with sharp fangs, was gnawing at his stomach and a consuming thirstparched his mouth and tortured him. The sun was broiling. He wore too muchclothing — a vest and coat over his shirt. He might have removed these andcarried them on his arm or thrown them away; but he did not think of it. A kindwoman who saw him from an upper window felt sorry for him, and wished that hewould cross over into the shade. <span style="font-family: "Arial","sans-serif";">The man drifted into a sidestreet, where there was a group of noisy, excited children at play. The colorof the box which he carried attracted them and they wanted to know what was init. One of them attempted to take it away from him. With the instinct toprotect his own and his only means of sustenance, he resisted, shouted at thechildren and called them names. A policeman coming round the corner and seeingthat he was the centre of a disturbance, jerked him violently around by thecollar; but upon perceiving that he was blind, considerably refrained fromclubbing him and sent him on his way. He walked on in the sun. <span style="font-family: "Arial","sans-serif";">During his aimless ramblinghe turned into a street where there were monster electric cars thundering upand down, clanging wild bells and literally shaking the ground beneath his feetwith their terrific impetus. He started to cross the street.

<span style="color: #000000; font-family: "Arial","sans-serif";">had put forth to stop his car.
<span style="font-family: "Arial","sans-serif";">Where could the crowdshave come from so suddenly, as if by magic? Boys on the run, men and womentearing up on their wheels to see the sickening sight: doctors dashing up inbuggies as if directed by Providence. <span style="font-family: "Arial","sans-serif";">And the horror grew whenthe multitude recognized in the dead and mangled figure one of the wealthiest,most useful and most influential men of the town, a man noted for his prudenceand foresight. How could such a terrible fate have overtaken him? He washastening from his business house, for he was late, to join his family, whowere to start in an hour or two for their summer home on the Atlantic coast. Inhis hurry he did not perceive the other car coming from the opposite directionand the common, harrowing thing was repeated. <span style="font-family: "Arial","sans-serif";">The blind man did not knowwhat the commotion was all about. He had crossed the street, and there he was,stumbling on in the sun, trailing his foot along the coping.

<span style="font-family: "Book Antiqua","serif"; font-size: 16px;">Let’s make a list of at least 20 words that bestrepresent the mood or tone of the story. <span style="font-family: "Book Antiqua","serif"; font-size: 16px;">Each numbered group is assigned 2 words. Take a few minutes to construct two lineswith those two words in your groups. When your group is done, type your twolines onto the wiki page: <span style="font-family: "Book Antiqua","serif"; font-size: 16px;">http://sjvwpisi2011.wikispaces.com/Whole+Class+Poem <span style="font-family: "Book Antiqua","serif"; font-size: 16px;">(please be sure no one else is editing at the same time – take turns.) <span style="font-family: "Book Antiqua","serif"; font-size: 16px;">In your numbered groups, read the next piece togetherand create a list of at least 20 words that best represent the mood or tone ofthe story. From that list, create apoem. Your group will share at the end.
 * <span style="font-family: "Book Antiqua","serif"; font-size: 21.33px;">WholeClass Activity Part 2 **
 * <span style="font-family: "Book Antiqua","serif"; font-size: 21.33px;">WholeClass Activity Part 3 **
 * <span style="font-family: "Book Antiqua","serif"; font-size: 21.33px;">SmallGroup Activity **

<span style="color: #000000; font-family: "Arial","sans-serif";">by Kate Chopin
<span style="font-family: "Arial","sans-serif";">It was still quite lightout of doors, but inside with the curtains drawn and the smoldering firesending out a dim, uncertain glow, the room was full of deep shadows.Brantain sat in one of these shadows; it had overtaken him and he did not mind.The obscurity lent him courage tokeep his eyes fastened as ardently as he liked upon the girl who sat in thefirelight.She was very handsome, with acertain fine, rich coloring that belongs to thehealthy brune type. She was quite composed, as she idly stroked the satiny coatof the cat that lay curled in her lap, and she occasionally sent a slow glanceinto the shadow where her companion sat. They were talking low, of indifferentthings which plainly were not the things that occupied their thoughts. She knewthat he loved her — a frank, blustering fellow without guile enough to concealhis feelings, and no desire to do so. For two weeks past he had sought hersociety eagerly and persistently. She was confidently waiting for him todeclare himself and she meant to accept him. The rather insignificant andunattractive Brantain was enormously rich; and she liked and required the entouragewhich wealth could give her.During one of the pauses between their talk of the last tea and the nextreception the door opened and a young man entered whom Brantain knew quitewell. The girl turned her face toward him. A stride or two brought him to herside, and bending over her chair — before she could suspect his intention, forshe did not realize that he had not seen her visitor — he pressed an ardent,lingering kiss upon her lips.Brantain slowly arose; so did the girl arise, but quickly, and the newcomerstood between them, a little amusementand some defiance struggling with the confusion in his face.“I believe,” stammered Brantain, “I see that I have stayed too long. I — I hadno idea — that is, I must wish you good-by.” He was clutching his hat with bothhands, and probably did not perceive that she was extending her hand to him,her presence of mind had not completely deserted her; but she could not havetrusted herself to speak.

<span style="color: #000000; font-family: "Arial","sans-serif";">angrily. “What do you mean by entering the house without ringing?”
<span style="font-family: "Arial","sans-serif";">“I came in with yourbrother, as I often do,” he answered coldly, in self-justification. “We came inthe side way. He went upstairs and I came in here hoping to find you. Theexplanation is simple enough and ought to satisfy you that the misadventure wasunavoidable. But do say that you forgive me, Nathalie,” he entreated,softening.“Forgive you! You don’tknow what you are talking about. Let me pass. It depends upon — a good dealwhether I ever forgive you.”At that next receptionwhich she and Brantain had been talking about she approached the young man witha delicious frankness of manner when she saw him there.“Will you let me speakto you a moment or two, Mr. Brantain?” she asked with an engaging but perturbedsmile. He seemed extremely unhappy;but when she took his arm and walked away with him, seeking a retired corner, aray of hope mingled with the almost comicalmisery of his expression. She was apparently very outspoken.“Perhaps I should not have sought this interview, Mr. Brantain; but — but, oh,I have been very uncomfortable, almostmiserable since that little encounter the other afternoon. When I thought howyou might have misinterpreted it, and believed things” — hope was plainlygaining the ascendancy over misery in Brantain’s round, guileless face— “Ofcourse, I know it is nothing to you, but for my own sake I do want you tounderstand that Mr. Harvy is an intimate friend of long standing. Why, we havealways been like cousins — like brother and sister, I may say. He is mybrother’s most intimate associate and often fancies that he is entitled to thesame privileges as the family. Oh, I know it is absurd, uncalled for, to tellyou this; undignified even,” she was almost weeping, “but it makes so muchdifference to me what you think of — of me.” Her voice had grown very low and agitated. The misery had alldisappeared from Brantain’s face. <span style="font-family: "Arial","sans-serif";">“Then you do really carewhat I think, Miss Nathalie? May I call you Miss Nathalie?” They turned into along, dim corridor that was lined oneither side with tall, graceful plants. They walked slowly to the very end ofit. When they turned to retrace their steps Brantain’s face was radiant andhers was triumphant.Harvy was among the guests at the wedding;and he sought her out in a rare moment when she stood alone. <span style="font-family: "Arial","sans-serif";">“Your husband,” he said,smiling, “has sent me over to kissyou.” <span style="font-family: "Arial","sans-serif";">A quick blush suffused herface and round polished throat. “I suppose it’s natural for a man to feel andact generously on an occasion of this kind. He tells me he doesn’t want hismarriage to interrupt wholly that pleasant intimacy which has existed betweenyou and me. I don’t know what you’ve been telling him,” with an insolentsmile,“but he has sent me here to kiss you.” <span style="font-family: "Arial","sans-serif";">She felt like a chessplayer who, by the clever handling of his pieces, sees the game taking thecourse intended. Her eyes were bright and tender with a smile as they glancedup into his; and her lips looked hungry for the kiss which they invited. <span style="font-family: "Arial","sans-serif";">“But, you know,” he went onquietly, “I didn’t tell him so, it would have seemed ungrateful, but I can tellyou. I’ve stopped kissing women; it’s dangerous.” <span style="font-family: "Arial","sans-serif";">Well, she had Brantain andhis million left. A person can’t have everything in this world; and it was alittle unreasonable of her to expect it.

<span style="font-family: "Book Antiqua","serif"; font-size: 16px;">In your think books, reflect on the followingquestions: How did the poem(s) change the emotion or mood of the prose? How didcondensing the words intensify the prose?
 * <span style="font-family: "Book Antiqua","serif"; font-size: 21.33px;">Reflection: **

<span style="font-family: "Book Antiqua","serif"; font-size: 16px;">Culham, Ruth. 6+1 Traits of Writing: TheComplete Guide (Grades 3 and Up). New York: Scholastic, Inc. 2003, pp. 147.Print.
 * <span style="font-family: "Book Antiqua","serif"; font-size: 21.33px;">WorksCited **

<span style="font-family: "Book Antiqua","serif"; font-size: 16px;">Rosenblatt, Louise. “The AestheticTransaction.” //Journal of AestheticEducation//, Vol. 20, No. 4, 20th Anniversary Issue (Winter,1986), pp. 122-128. Print.

**<span style="font-family: "Book Antiqua","serif"; font-size: 21.33px;">Evaluation **
 * 1) <span style="font-family: "Book Antiqua","serif"; font-size: 16px;">What did you think was most beneficial orenjoyable in this lesson?


 * 1) <span style="font-family: "Book Antiqua","serif"; font-size: 16px;">What needs more clarification or work?


 * 1) <span style="font-family: "Book Antiqua","serif"; font-size: 16px;">What part(s) could you adapt for your ownclassroom?


 * 1) <span style="font-family: "Book Antiqua","serif"; font-size: 16px;">Any other comments?