Using concrete images
Resource materials- Soto, Gary. Canto Familiar: A Poetry Collection. Orlando FL: Harcourt, 1995.
Discussion- Gary Soto uses personal experiences to write the poetry found in Canto Familiar. By drawing on his own wealth of memories and feelings, Soto is able to inject his poems with a personal tone. Soto uses concrete images to provide a setting that is realistic and filled with detail. His poems bring to life the subject matter Soto is relating to the reader.
How to teach it- Soto’s ability to create interesting poems based on personal experiences lies within his use of unique images in the setting. In the poem “ Papi’s Menudo” for example, Soto describes in very specific detail the actions of his father. These descriptions allow the reader to place himself at the family’s table and feel connected to the poem.
Students could analyze the work of Soto and pick out specific details that stood out to them. They could then be asked how these details made the poem stronger or weaker. After looking at Soto’s work, they could be asked to form a list with as many images as they can think of. The students could then use the list as a reference when they are trying to add specific details to a poem.
Wednesday, January 23, 2008
Craft Lesson 1
Line length and spacing: Janet Wong
Resource Material- Wong, Janet. Behind the Wheel: Poems about Driving. New York: McElderry, 1999.
Discussion- Poetry is written with special attention paid to line length and spacing. Using different line lengths can have a varied effect on a poem. The spacing between lines and sections can also impact how a poem is read. Janet Wong uses many different techniques in her book Behind the Wheel. Teachers can encourage students to experiment with different line lengths and spacing by demonstrating how Wong uses them to create different effects.
How to teach it- A good poem has a natural flow to it. Poems like “Jump-Start” and “Need to Read” have very short, concise lines that are grouped by placing an extra space in between the sections. Other poems like “Insurance for Teenage Drivers: A New Plan” and “Lessons in Braking” use a short topic line before going into further detail with the subject. Both of these poems also use medium size lengths in the subject area, which creates a flow that is easy to read. “Down the Narrow” and “ILMN444” take on a different approach and are written in paragraph form.
Students should be introduced to the different types of poetry and exposed to the terminology used to categorize poems (free form, prose, iambic pentameter, etc.). They could then compare and contrast the different poems Wong wrote, and determine the strengths and weaknesses for the types of forms. To get experience with the topic, students could write a poem and use the different line lengths for alternate versions. They could then be asked to evaluate which form they felt best expressed their perspective and why.
Resource Material- Wong, Janet. Behind the Wheel: Poems about Driving. New York: McElderry, 1999.
Discussion- Poetry is written with special attention paid to line length and spacing. Using different line lengths can have a varied effect on a poem. The spacing between lines and sections can also impact how a poem is read. Janet Wong uses many different techniques in her book Behind the Wheel. Teachers can encourage students to experiment with different line lengths and spacing by demonstrating how Wong uses them to create different effects.
How to teach it- A good poem has a natural flow to it. Poems like “Jump-Start” and “Need to Read” have very short, concise lines that are grouped by placing an extra space in between the sections. Other poems like “Insurance for Teenage Drivers: A New Plan” and “Lessons in Braking” use a short topic line before going into further detail with the subject. Both of these poems also use medium size lengths in the subject area, which creates a flow that is easy to read. “Down the Narrow” and “ILMN444” take on a different approach and are written in paragraph form.
Students should be introduced to the different types of poetry and exposed to the terminology used to categorize poems (free form, prose, iambic pentameter, etc.). They could then compare and contrast the different poems Wong wrote, and determine the strengths and weaknesses for the types of forms. To get experience with the topic, students could write a poem and use the different line lengths for alternate versions. They could then be asked to evaluate which form they felt best expressed their perspective and why.
Tuesday, January 22, 2008
Daily Reading for 1-23
I agree with the authors that schools and teachers need to implement more culturally revelent texts into the curriculum. Students naturally are more interested in readings they can relate with and understand. I like the idea of having the students answer the rubric with the teacher. I think the students would participate more knowing their opinions would shape future readings. It is also important to expose students to readings that are not culturally revelent and teach them how to view other cultures without bias.
Freeman, Yvonne and David. "Connecting Students to Culturally Relevant Texts." Taking Points 15.2 (April/May 2004): 7-11.
Freeman, Yvonne and David. "Connecting Students to Culturally Relevant Texts." Taking Points 15.2 (April/May 2004): 7-11.
Poetry Packet
Wong, Janet. “Behind the Wheel.” Behind the Wheel: Poems about Driving. New York: McElderry, 1999. 3.
I really enjoy this poem for a number of reasons. Janet Wong has an incredible ability to imply information and ideas in a very limited space. In only eleven lines, she is able to produce a philosophical metaphor comparing driving to life. I like how the first five lines of the poem set the stage for the rest of the poem. Wong then groups lines six through ten, which produces a climax effect for the eleventh line. I think the poem has a great flow from line six to the end. Since the lines are about equal length, I was able to really sink into the rhythm produced by Wong.
Soto, Gary. “Eyeglasses.” Cantos Familiar. New York: Harcourt Brace and Company, 1994. 14-17.
I thought this poem was hilarious. I’ve worn glasses all my life, and unfortunately have lost a few pair. This poem really captures the feelings and thoughts a child has when they lose something of value. I like the scenery Soto creates around this character. The rain, blurry trees, and empty bags all help to produce a realistic image of someone looking for their glasses. I also enjoy how Soto includes the image of the bird in the poem, and how it has the ability to escape (“soar away”) or to spot the glasses. The last three lines close the poem with an interesting play of perspective.
Marvell, Andrew. “To His Coy Mistress.” The Hudson Book of Poetry: 150 Poems Worth Reading. New York: McGraw Hill, 2002. 17.
I read this poem last year and really fell in love with it. It reminds me of some British man trying to seduce a young American woman who is not buying it. Marvell essentially breaks the poem into four sections, which tie into each other and creates a persuasive argument for why the two characters should be together. The imagery is also stunning in this poem. My favorite section is about “time’s winged chariot” (line 22-24). I also like how Marvell uses common everyday images to symbolize the topic of love. The last fifteen lines of the poem are written very crafty. Even though Marvell never mentions anything about sex, the reader can pick up the innuendo.
Shelley, Percy Bysshe. “Ozymandias.” The Hudson Book of Poetry: 150 Poems Worth Reading. New York: McGraw Hill, 2002. 33.
This was one of my favorite poems I read for an English class. “Ozymandias” is written in iambic pentameter, which I feel gives a definite beat and flow to the poem. I had a very enjoyable time reading through this poem, and I think this might be in part to me being a musician. Shelley’s ability to create a message about the futility of great works is incredible considering how challenging it is to write in iambic pentameter. When I was assigned an iambic pentameter assignment later in the year, I used this poem as a guide and reference to aid my writing.
Frost, Robert. “Mending Wall.” The Hudson Book of Poetry: 150 Poems Worth Reading. New York: McGraw Hill, 2002. 64-65.
This is another iambic pentameter poem that I really like because of its musical tone. I love the subject matter and how Frost creates tension in a peaceful situation. He also uses great imagery in describing the neighbor who is helping rebuild the wall. In the end, Frost makes a great point about blindly accepting the “universal truths” passed on by our elders. I also enjoy the humor Frost interjects in lines 36 and 37 about the elves. At first I felt these lines were out of place, but as I reread the poem I realized these lines offer a break in the tension before the poem closes on a serious note.
I really enjoy this poem for a number of reasons. Janet Wong has an incredible ability to imply information and ideas in a very limited space. In only eleven lines, she is able to produce a philosophical metaphor comparing driving to life. I like how the first five lines of the poem set the stage for the rest of the poem. Wong then groups lines six through ten, which produces a climax effect for the eleventh line. I think the poem has a great flow from line six to the end. Since the lines are about equal length, I was able to really sink into the rhythm produced by Wong.
Soto, Gary. “Eyeglasses.” Cantos Familiar. New York: Harcourt Brace and Company, 1994. 14-17.
I thought this poem was hilarious. I’ve worn glasses all my life, and unfortunately have lost a few pair. This poem really captures the feelings and thoughts a child has when they lose something of value. I like the scenery Soto creates around this character. The rain, blurry trees, and empty bags all help to produce a realistic image of someone looking for their glasses. I also enjoy how Soto includes the image of the bird in the poem, and how it has the ability to escape (“soar away”) or to spot the glasses. The last three lines close the poem with an interesting play of perspective.
Marvell, Andrew. “To His Coy Mistress.” The Hudson Book of Poetry: 150 Poems Worth Reading. New York: McGraw Hill, 2002. 17.
I read this poem last year and really fell in love with it. It reminds me of some British man trying to seduce a young American woman who is not buying it. Marvell essentially breaks the poem into four sections, which tie into each other and creates a persuasive argument for why the two characters should be together. The imagery is also stunning in this poem. My favorite section is about “time’s winged chariot” (line 22-24). I also like how Marvell uses common everyday images to symbolize the topic of love. The last fifteen lines of the poem are written very crafty. Even though Marvell never mentions anything about sex, the reader can pick up the innuendo.
Shelley, Percy Bysshe. “Ozymandias.” The Hudson Book of Poetry: 150 Poems Worth Reading. New York: McGraw Hill, 2002. 33.
This was one of my favorite poems I read for an English class. “Ozymandias” is written in iambic pentameter, which I feel gives a definite beat and flow to the poem. I had a very enjoyable time reading through this poem, and I think this might be in part to me being a musician. Shelley’s ability to create a message about the futility of great works is incredible considering how challenging it is to write in iambic pentameter. When I was assigned an iambic pentameter assignment later in the year, I used this poem as a guide and reference to aid my writing.
Frost, Robert. “Mending Wall.” The Hudson Book of Poetry: 150 Poems Worth Reading. New York: McGraw Hill, 2002. 64-65.
This is another iambic pentameter poem that I really like because of its musical tone. I love the subject matter and how Frost creates tension in a peaceful situation. He also uses great imagery in describing the neighbor who is helping rebuild the wall. In the end, Frost makes a great point about blindly accepting the “universal truths” passed on by our elders. I also enjoy the humor Frost interjects in lines 36 and 37 about the elves. At first I felt these lines were out of place, but as I reread the poem I realized these lines offer a break in the tension before the poem closes on a serious note.
Reading Autobiography
Since I have the benefit of two teachers as parents, I started reading at a young age. I probably still love reading for the nostalgic feeling of me sitting in my mom’s lap listening to the multiple voices she used for the books we read together. When I started to read individually, I pursued fantasy and science fiction books (probably the result of having two Trekkies as parents). During middle school I continued to read for enjoyment, as well as academic purposes. It was during this period I started to read history and mythological books. I loved reading about ancient civilizations and the culture they developed. In high school, my personal reading time decreased as pressure from school mounted. During my first years in college I started to pick up reading again and immersed myself with books and trade articles about sound technology. In the last year I have switched to reading scores of short fiction articles and poetry. I also enjoy reading psychology and sociology books. I am currently reading The Best American Short Stories with Stephen King as the guest editor. I love the psychological tension in the stories he chose, plus they all have surprise endings that make you go, “Holy crap! I never saw that coming!”
Wednesday, January 16, 2008
What is your experience with poetry?
I enjoy reading poetry. I was first exposed to Dylan Thomas when I found out that Robert Zimmerman (Bob Dylan) took Dylan's first name as a tribute. I then fell in love with Jim Morrison's work. I've read a lot of his poetry seperate from the music, and although it isn't as strong I still consider it good. However, when you add the music of The Doors his poetry transcends another level. Last semester I attend my first poetry reading with George Williamson. I had a good time, and plan on attending a few this semester.
Daily Readings for 1-16
The article about online discussion groups was well thought out. It's no surprise that online discussions allow quieter students to be more responsive. A teacher could use the online discussions to prompt further exploration into the content. I liked the Soto poem collection a lot better than Janet Wong's. I was able to better relate with Soto, and enjoyed the tone he used. I also liked how the poems felt very personal and real. Students could continue studying spacing and line length with Soto's collection.
English, Cathie. “Finding a Voice in a Threaded Discussion Group: Talking about Literature Online.” English Journal 97.1 (Sept 2007): 56-61.
Soto, Gary. Canto Familiar: A Poetry Collection. Orlando FL: Harcourt, 1995
English, Cathie. “Finding a Voice in a Threaded Discussion Group: Talking about Literature Online.” English Journal 97.1 (Sept 2007): 56-61.
Soto, Gary. Canto Familiar: A Poetry Collection. Orlando FL: Harcourt, 1995
Daily Reading Assignment- 1-14
I liked the article packet on reluctant readers. I've always loved to read, so hearing the reasons why others don't like to read were very interesting to me. I've always agreed with letting your students choose which book to read (from a preapproved list). This gives them freedom and power in their education. I wasn't really a fan of the Wong poems. I usually enjoy poetry, but I never hooked into the subject matter. I was a big fan on how she used spacing to create a dramatic effect. This is something I thought I could apply in my own writings.
Crowe, Chris. “Young Adult Literature: What is Young Adult Literature.” The English Journal 88.1 (Sept. 1998): 120-122.
Crowe, Chris. “Young Adult Literature: Rescuing Reluctant Readers.” The English Journal 88.5 (May 1999): 113-116.
Crowe, Chris. “Young Adult Literature: Dear Teachers: Please Help My Kids Become Readers.” The English Journal 89.1 (Sept. 1999): 139-142.
Wong, Janet. Behind the Wheel: Poems about Driving. New York: McElderry, 1999
Crowe, Chris. “Young Adult Literature: What is Young Adult Literature.” The English Journal 88.1 (Sept. 1998): 120-122.
Crowe, Chris. “Young Adult Literature: Rescuing Reluctant Readers.” The English Journal 88.5 (May 1999): 113-116.
Crowe, Chris. “Young Adult Literature: Dear Teachers: Please Help My Kids Become Readers.” The English Journal 89.1 (Sept. 1999): 139-142.
Wong, Janet. Behind the Wheel: Poems about Driving. New York: McElderry, 1999
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