What's In a Poem?

So, I'm in my methods class for Middle/High School English and have been digging in pretty deep trying figure out what I want to do in the classroom with the core curriculum I've been given.  I actually really like the core - a lot.  It gives a good amount of direction on the skill set that students need, but also enough freedom to allow teachers room to teach in a way they enjoy.  Plus, I'm really into the idea of a National Core, even if states maintain the majority of rights in school, because it allows students who move around or transfer to a new place opportunities to not be way ahead or lag behind.  I moved a LOT growing up... I know how both sides of that feels.  Thus, I like the common core.

Anyway, this is not about the common core.  Haha!  I know - I go on a lot of tangents... I can't help it.  Eh!  I want to actually talk about my English methods class and the focus we've been pulling on poetry.  Some teachers love it and other hate it... I'm one who loves it!  I know that not all of my students will feel the same initially, but my goal is to have them leave my class feeling that way when we're through with the unit I'm creating.  I'm being a bit tricky in that I want to start off the unit not letting them know it's about poetry...  There's a lesson plan below to start off my unit with and I'm hoping that it will be fun and effective.  Let me know what you think!

Subject Matter/Grade Level	7th Grade/English
Standard	W3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening. L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. R4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. R5: Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
Learning Guide Objectives	-          Students will know more vocabulary terms and proper writing structures. -          Students will know the definition and purpose of figurative language, among other poetic conventions. -          Students will know the different forms of poetry that exist. -          Students will be able to use creative thinking skills and abstract thinking in writing. -          Students will be able to write different forms of poetry for fun and to convey a message. -          Students will be able to decipher conventions in poetic writing, understand word use and meaning, and deconstruct poetic structures. Students will be able to use technology to enhance their writing and presentation skills.
Essential Questions	1 – What makes a well-written, creative, intriguing poem? 2 – How can I use poetry as a tool of communication?
Length	90 minutes (10 minutes @ beginning of class for starter – 5 minutes at the end of class for reflection and clean-up)
Prior Knowledge	Basic writing skills and knowledge of certain literary conventions (alliteration), though we will go into more depth within this unit/lesson.
Phase I: Exploration and Explanation Approximate Time to Complete 20 minutes	-     Give each students a blank piece of paper and have them draw their childhood “map” (or home) – what they remember from age five or six. -       After they have been given adequate time, have students write at least five (but can be however many they would like) “I Remember…” statements about their childhood and/or where they grew up, using their drawing as inspiration.
Phase II: Guided Practice Approximate Time to Complete 20 minutes	-          Talk about/share some of the statements that were written and talk about literary writing tools.  What they have written is a free-verse poem.  Explain that not all poems need to rhyme or have a set structure, though many do.  Poetry is simply about expression and can come in many forms. -     If you're feeling brave, incorporate lines from your favorite (appropriate) raps or song lyrics.  Use artists that students might be familiar with and talk about the ways this is bound or free verse.  This can make poetry more relatable to students.  Point out how an artist uses alliteration, onomatopoeia, rhyme, personification, etc.  (If you need ideas, Jason Mraz can be a great example!)
Phase III: Independent Practice & Assessment Approximate Time to Complete 35 minutes (Assessment: Due date for project and final draft of poem due at the end of the unit)	-         -     Rework and rewrite poems.  If needed, you can have students write a few sentences for each “I  remember” statement that feels incomplete, expanding on each individual statements idea.   Have opportunities for peer-review time, teacher evaluations, and individual writing, etc.          -   When poem is complete the following project: put your poem to a visual – a video, dance, picture taken/drawn, write the poem into a form or image, etc.           -       Assessment: Rubric for project and poem - clear defined wants and needs to earn each grade.  This will go into their final poetry book and portfolio.  (I will attach the rubric later on the blog!)
Accommodations	-         Students must only write 3 “I Remember” statements      -         Make accommodations within the rubric section for the final poem – i.e. detail with literary conventions
Materials for the 90-minute lesson	-          Blank paper      -        Colored Pencils      -          Lined Paper      -          Literary Tool Hang-ups      -          Peer/teacher evaluation sheets (poem rubric)      -          Final Project rubric
Materials for this lesson	-          Blank paper      -          Colored Pencils      -          Lined Paper      -          Literary Tool Hang-ups
Self-Reflection: Post-presentation (What went well?  What would you change next time?)

Thoughts?  What are some things that you have done in your classroom to teach poetry, or increase student appreciation for poetry?

Philosophy of Education

Here is my trimmed-down, one-page Philosophy of Education for my portfolio!

Philosophy of Education

Education is a means for creating opportunities that allow students to access information and take an active role in learning.  Educators must do more than force facts and personal opinions upon students.  Rather, they should ask questions that solicit critical thinking and personal growth.  True education cultivates meaningful, important connections to a student’s life experiences.  It must relate directly to the student.  

An important part of education is facilitating opportunities that encourage learning. Each individual student has a unique method of learning, and has the most intellectual growth when they are able to access education through that method. As teachers we can encourage this intellectual development and create a student-centered classroom by doing the following:

·         Constructing experiences that support free-expression and decision-making through academic choices, as well as the power of choice in assessment

·         Advocating high expectations for student achievement and encouraging students to strive for excellence in and out of the classroom

·         Creating an atmosphere of safety where students are eager to be creative

·         Maintaining a culturally responsive pedagogy that promotes acceptance and respect, and allows students to feel comfortable in the classroom no matter their background

·         Allow students appropriate time and a safe space to ask questions or voice concerns

·         Encouraging discussion about differences between students’ beliefs and opinions - promoting respect and fostering conversations that allow students to feel comfortable while expressing their opinions

·         Making interdisciplinary connections

·         Tapping into each student’s personal funds of knowledge

·         Fostering learning experiences that include a variety of opportunities to stimulate multiple intelligences. 

Education is the essence of our society.  Growth, development, and change occur because of education and increased knowledge.  Personal development and social progression are only a possibility when education is placed at the forefront of our priorities as a country, a community, or as an individual.  Teachers have the unique and amazing opportunity to be the catalyst for the advancement of knowledge and individuals. A teacher’s job is to not only to create a functional or professionally literate individual, but to create innovative, free-thinking, lifelong learners. As an educator, the relationships formed and lessons taught change lives and enhance minds.

What are you passionate about as an educator? What are your philosophies regarding education and the classroom? How has that changed as you've spent more time in a classroom?

Learning Theories RAP!

Recently I was given the task of creating a unique final project for my learning theories class that demonstrated what I learned, and focused on my highest areas of intelligence.  I chose to focus on music because that is completely how I learn the best.  When studying for the Praxis I wrote information into rap or song lyrics to help retain the knowledge.  It works!  Trust me... Well, it works for me.

Here is the video I created... I took Nicki Minaj's song "Super Bass" and wrote my own lyrics, no help or advice received, then recorded the song for those auditory learners.  Then, I created a video to add the visual element to the presentation for those visual learners in my class.  My kinesthetic learners just had to get up and dance...

Questions? We've Got Answers!

"Should students who have disabilities be taught the same curriculum as other students?"

"Do different kinds of teaching methods work better for different kinds of learners?"

"How should I grade a student who has a disability?"

As an educator, have you ever asked yourself any of the questions above? I know that I have many times. I have learned a lot about the power of inclusion regarding the education of a student with disabilities. I know that students encompass a wide variety of multiple intelligences, and therefore, different approaches to teaching and learning should be set into place for students. This is beneficial to ALL learners... For example, I learn best through music. There is something about the rhythm, repetition, and beat that intellectually brings me to life. I also am highly visual when it comes to computing language. Once I see the question on a test written out for me, I have a much better chance at understanding the meaning and being able to correctly answer the question.  When it comes to assessment, I just do not do well on multiple choice exams... My brain seems to shut-down and I become highly, overly analytical.

These are things that I learned from my MAT program, but were enhanced and fortified through the following link.  I found answers to many of my questions here, and feel way more prepared to deal with all types of learners after following the links matched to each question.  Search around and let me know what you find most valuable, or what you are still curious about/struggling with after you are done looking through the site.  I hope it helps you out as much as it helped me!

Special Education Resources for General Educators Website