Plan for a minimum of 10 hours. I suspect once you get involved you’ll want to do more! This could be a two-to-four week unit, or poetry spread across the semester. You can focus on reading/writing poetry for its own sake in a poetry/writing workshop, or integrate it in the study of content such as science or social studies.
These are areas I’d like for you to think seriously about as you plan, implement, and reflect on your teaching (and your students’ learning) during your poetry project. You and I will use these points in evaluating your project.
Creativity and Educational Value:
· Plans incorporate multiple strategies from our textbooks, articles, your independent reading, and class learning activities and discussions
· Plans are creative – that is they show your own ideas brought to bear on what you are learning from our texts and each other – but not just “cute.” Creativity must serve the educational value by engaging students in meaningful learning.
· Plans involve reading and writing of poetry. They may also involve content in another subject area, e.g., Social Studies.
Thoroughness & Appropriateness:
· Plans have enough information that a sub could use them (purpose or goal, poems and other materials, sequence of instruction, Universal Design adaptations up front or in each lesson, assessment if needed)
· There should be a plan for every day. The best plans are cohesive across lessons, so show that connection, and be specific about each day (don’t just say “continue imagery lesson”).
· Plans can and should change based on what happens each day – who how you are building on student needs and interests.
· Plans are culturally relevant and age appropriate.
· Plans explicitly apply Universal Design for Diverse Learners in ways appropriate for the learners in your classroom.
Quality of Poetry Selections:
· Include copies (with references) of all poems you use – this will be a great resource for you.
· The poetry should be carefully selected for
o Your intended use (e.g., what you are trying to teach)
o Your grade level
o Culturally diversity – whether your classroom is diverse or not
Quality of Reflection on Teaching and Learning
· Write in detail about each lesson – how did it go? How did you make on-the-spot adaptations? Be as specific as possible – not “It went well.”
· Write about student learning and response – what engaged them? What didn’t? What were some of the student responses (oral or written) of particular interest? What needs did you see that you can meet in better ways? What insights or areas of growth do you want to celebrate with students when you teach the next lesson?
· How will you plan the next lesson, based on what you learned from reflecting on this one?
· What would you do differently next time you teach a similar lesson?
Professional Writing:
· Your project is carefully edited and looks professional.
· You are proud of it!
Just as your responsibility and joy this semester is in supporting students as they discover the power and personal fulfillment of becoming readers and writers of poetry, my responsibility and joy is in supporting you. Feel free to send me lesson plans and/or reflections for feedback early on. Use your pedagogy groups or the email list to brainstorm ideas – teaching is not a solitary profession, but a collaborative one at its best.
And most importantly, have fun. Poetry should be one of the highlights of the day – it is language play, it is all kinds of emotions, it is deeply personal and universal. Enjoy!
(Written by Dr. Jo Beth Allen)
