Thursday, 2/11 After some pre-writing in journals, we discussed the intersection between imagery and figurative language, returning to some of the poems in Burroway’s ch. 1. Then students worked through an exercise that asked them to create their own poem from the model of “Poetry Should Ride the Bus” by Lucile Clifton, where they were to practice personification of poetry through some of their own common, everyday activities. Homework: do some writing over the long weekend; complete an exercise from today you didn’t get to or extend some that you did, or continue work on your “Poetry Rides the Bus” exercise.
This class will be an opportunity for you to express yourself creatively through writing. You will get a chance to try many different genres of writing and practice the writing process. You will get to help others improve their writing, and the favor will be returned to you with your own writing. By the end of the class, you will develop a portfolio of your best, most polished work.
Today was our last day of Poem #1 workshop. At the end of class, students began cataloguing the recommendations of their peers in preparation for revision work next week. Homework: if your poem wasn’t workshopped by the group, it would be a good idea to solicit feedback from others informally before you begin revision.
Day three of full-class workshop happened today. Due to late start schedule, we only got through a few poems today, but we’re still on track to hopefully finish workshop by Friday and work on revisions next Tuesday.
Day two of full-class poetry workshop was today. We got through another five poems, so we‘re about half way through. We will continue through the rest of the week at least.
We began workshop for Poem #1 today. Students took turns reading their poems out loud, and then the rest of the class gave them feedback on what worked well and what could be improved. Think of this feedback as a cheat-sheet for the final that will help you make the best revisions possible. We got through four poems today, and we will continue workshopping till we have no poems left.
Today was a work day to type up Poem #1. Students worked in Google Classroom using the template I provided. Anyone who finished before the end of class either worked on getting caught up on other assignments in Classroom or read ch. 9 in the Burroway text. Homework: Any poems not finished during the block must be finished by 11:59 tonight to be considered on time. Students with late poems turned in after that time must bring 30 copies to class on Thursday for workshop.
Students completed some pre-writing and also reviewed their journals for ideas for Poem #1, the details of which we discussed together. I introduced students to the Burroway text, and we discussed different aspects of imagery from ch. 1 in preparation for Poem #1. Homework: Try to come up with an idea for Poem #1, and maybe even begin typing it via Google Classroom.
I was out of the building today. Students completed two pre-writing exercises from the Smith & Greenberg text with the sub before checking out Chromebooks to work on the “Paraphrase & Imagery” assignment in Google Classroom. This activity was due at the end of class.
Students completed three pre-writing exercises today before completing a new assignment on Google Classroom and starting another that they will finish in class next week, all building on the poem each student found and typed up on Tuesday.
We finished up our three poems today, one by William Carlos Williams and another by Langston Hughes, again practicing paraphrase and discussing the three tools of the poet. After this, students completed their first assignment in Google Classroom — find a poem in one of the books provided, type it up, and write a short response.
After quickly reviewing what we went over last class regarding the writing journals, students completed three additional pre-writing prompts from Smith & Greenberg. Afterwards, we discussed the Frost poem from the handout last class; we’ll save Williams and Hughes for next time. Homework: don’t forget that the “Quilting” exercise assigned Wednesday is due this Tuesday.
Students helped me to learn their names at the start of class. Then we talked a lot about the writing process and beginning our writing journals. Students completed and logged two pre-writing exercises from the Smith & Greenberg text (the yellow book). With the last few minutes of class, students received a handout with poems from Frost, Williams, and Hughes, and began a paraphrase of the Frost poem. Homework: please complete the “Quilting” exercise as described on p. 63 of the Smith & Greenberg text (students copied this down during class). In a nut, look through your closet, dresser, wherever you keep old clothes. Create a list of the clothes that have special meaning for you. Then, label the event(s) that each item on your list makes you remember as well as feelings each item evokes for you. Finally, freewrite about at least a few items on the list. Total time: 20–30 minutes. Due Tuesday of next week.
For the first day of class today, students completed and submitted a writing sample. Then we reviewed and discussed the course norms, including signing up for Remind.com reminders. We finished by discussing Billy Collins’s poem, “Introduction to Poetry,” talking about paraphrasing, Collins’s message, and the three main tools of the poet.