Teaching poetry? Here is a great poem for starters and a helpful reading strategy from Sheridan Blau. The strategy is great for all learners in middle and high school, especially those not comfortable with poetry and/or not comfortable responding to literature. Plus, students are expected to read the poem at least three times, which helps with fluency. But before reading about the strategy, just enjoy the poem :). Some People Like Poetry Wislawa Szymborska Some people-- that is not everybody Not even the majority but the minority. Not counting the schools where one must, and the poets themselves, there will be perhaps two in a thousand. Like-- but we also like chicken noodle soup, we like compliments and the color blue, we like our old scarves, we like to have our own way, we like to pet dogs. Poetry-- but what is poetry. More than one flimsy answer has been given to that question. And I don't know, and don't know, and I cling to it as to a life line. -translated by Walter Whipple Reading Strategy 1. Provide student pairs with pens having three different colors of ink and a copy of the poem. 2. Provide directions to students for their first reading: a. Read the poem silently and individually, and as you read write responses about what you notice or questions you have in one color of ink. b. When you’ve finished this first reading, turn the poem over and write a statement saying what you think the poem is about. c. Share your notes, questions, and statement with your partner. 3. Provide directions to students for their second reading: Repeat step 3, using a different color ink for writing. 4. Provide final directions to students: a. Repeat step 3, using the final color ink for writing. b. In addition to writing a statement describing what you think the poem is about, make a comment on how your understanding of the poem changed with the three readings. 5. Have a volunteer read the poem aloud to the whole class and discuss readings; lead a whole class discussion about the poem and how multiple readings influenced the students’ understanding of it. When trying this out in a classroom, what challenges might arise? For more strategies like this, take a look at the following book:
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“The great revelation had never come. The great revelation perhaps never did come. Instead there were little daily miracles, illuminations, matches struck unexpectedly in the dark.” – Virginia Woolf, To the Lighthouse When I first taught high school English, I wondered, like Woolf, why the “great revelations” never came for my students. I had great hopes for magnificent inspirations through literature, but these inspirations did not happen easily. I learned quickly that even “daily miracles” did not occur by standing in the front of the room and saying, “Okay, it’s time to be inspired.” As Woolf says, these matches are struck “unexpectedly.” With that in mind, I searched for teaching strategies that facilitated these critical moments for students so that they were able to not only become better readers, writers, and researchers but also learn about themselves and the world around them through. As I searched for a way to reach students, I recognized that when students had the opportunity to explore their identities within literacy events, learning became more relevant and meaningful to them. For example, in an undergraduate class that I am teaching called Integrated Reading and Writing, students spent the first month writing a personal piece on a topic of their choice. In these pieces, students wrote about meaningful aspects of their lives, such as a fiancé fighting in Iraq or a brother with Autism. After students shared their pieces aloud with the entire class, we talked about particular aspects of this assignment. Students commented that they rarely had the opportunity to write about a topic of their choice in their own school experiences. They agreed that choice and relevance in a classroom are one way for students to feel connected to lessons and become part of a classroom community. These are the aspects of teaching that I hope the preservice teachers remember when they enter their classrooms. My beliefs about the importance of relevance and choice in a classroom connect with sociocultural theorists who believe that children construct knowledge. This theory contrasts beliefs that teachers transmit knowledge to students. In addition, I agree with other aspects of sociocultural theories that state development cannot be separated from its social context and that language plays a major role in learning. I believe that it is important for teachers to provide opportunities for students to learn collaboratively and jointly construct knowledge from conversations with their social peers. My teaching philosophy has also been influenced by feminist theorists like bell hooks, who believe in the importance of egalitarian relationships in the classroom, making students feel valued as individuals, and the use of students’ experiences as a learning resource in the classroom. Writing is a significant skill necessary for college and career readiness. With that said, writing is used to support reading, learning, and displaying knowledge. Youth who write well can accomplish academic goals, shape their educational and pre-career trajectories, and advocate for themselves and their communities. In other words, writing well is a necessary requirement for success in the future. Understandings of a college and career ready writer have changed, however, with the increasing use of digital and social media as a composition tool. How, then, can youth prepare for successful writing in the 21st century?
This question is important for all Guilford County students, and is especially so for the increasing population of diverse language communities in Greensboro who are learning to write in a new language. To answer, I, a former teacher and current teacher educator in English education, have six points for individuals to consider. First, social media (e.g., Facebook) can be a comfortable space for diverse language communities to read and write in a new language. At the same time, social media might limit how diverse language communities learn and use more formal types of writing and has the potential to foster negative commentary from online viewers. Young writers need experience with critically examining what they read and write online, including how to recognize trustworthy sources and how to be mindful of what they post on social media. This means helping young writers to be aware of the author, accuracy, objectivity, currency and coverage of site. In addition, adults can help youth understand that what they post on social media now can impact the careers and opportunities they receive in the future. Second, youth can take advantage of the global community of writers online. There are several spaces for young writers to write, publish drafts, and receive feedback from more experienced writers, many of whom speak several languages. For example, many youth write Fanfiction, fiction written by fans about characters or settings from an original work. For young writers from diverse language backgrounds, Fanfiction is an empowering arena for them to develop their second-language skills because they are able to write in a familiar genre (e.g., anime) within a low-stakes environment. They are also able to receive comments from other writers, many of whom speak both English and their native language. With a larger community of writers comes easier access to authors. It is important for young writers to meet and interact with a variety of authors. This provides young writers the chance to build a relationship with a possible mentor. Online, young people can follow and potentially communicate with favorite authors via social media to ask them questions about the writing process, writing careers, and/or receive feedback on their own writing. To help young writers through the revising and editing process, there are many online resources focused on conventions, organization and word choice, such as quickanddirtytips.com written by Grammar Girl. Specifically for diverse language learners, sources such as the Purdue Online Writing Lab for ESL Instructors and Students focuses on grammar and workplace writing. To grow as a writer, young writers need the opportunity to publish their work for the public to read. For young writers learning a new language, publications that highlight writing in two or more languages can more fully celebrate their writing skills. Options, such as Flipsnack, offer such a space. For example, a young writer might write in English on the left page and then in their native language on the right page so that their work reaches a more global audience, including all members of their family. Finally, it is important to expand our notion of what it means to be a writer. Many people who make a career from writing, write with several other people, many of whom live all over the world. Much of that writing includes scripts for short videos, blogs, and/or informative material on websites, which is required to reach a global audience. Thus, it is important that young writers are exposed to various kinds of writing and writers so that they are knowledgeable about that variety. Not everyone has access to digital and social media. That doesn’t mean that young writers can’t develop the writing skills they need to succeed in the future. They can, however, practice writing through digital and social media by accessing free wireless at public libraries and/or taking advantage of community programs focused on writing (e.g., readings by authors at Scuppernong Bookstore or attending UNCG’s young writers’ camp: www.youngwriterscampuncg.com). In addition, parents can attend community classes focused on reading and writing in English with programs such as, Real World English. Parents can contact the Coalition for Diverse Language Learners for information about community-based programs and research related to this topic (https://cdlc.uncg.edu/). |
AuthorProfessor in English Education at UNC Greensboro Archives
June 2016
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