ENGLISH LANGUAGE ARTS RESOURCES

PERSONAL REFLECTION AND POETRY CLASS

Planning Points

Approximate Time Needed: 2 days
Correlation to English I SCS: 1.01, 1.02, 5.01, 6.01, 6.02
Correlation to NC High School Exit Exam Competencies: C1, C2, C5

1. Students will write a reflection and poem imitating the author's tone, style, and imagery.
2. Students will employ grammar and language skills to write, revise, and edit their work.

Materials Needed:

• "The Scarlet Ibis" by James Hurst
• Free-write questions for pre-reading and post-reading (see attached)
• Teacher and/or student example of free-write and poem (see attached)

Description:

• Before reading Hurst's story, give the students free-write #1 (see attached). Share with them your own response to these probing, challenging questions, and explain each answer in a personal, reflective way in order to model this attitude for them.
• Students complete the free-write; ask for volunteers to share what they've written. Don't be discouraged if many do not share; this is often a very quiet, introspective lesson, depending on the class, of course. Often, even the most talkative classes clamp up with this free-write.
• Next, read the story in class with students Ð even in honors classes. Stopping and sharing childhood memories and noting Hurst's usage of literary devices enrich enjoyment of this lesson.
• After completing the story, give students free-write #2. Again, model by sharing your own response. Discuss Hurst's nostalgic, regretful tone and how he conveyed this to the reader. Then the students write their own responses to free-write #2.
• Once finished, share your own poem or poems from other students inspired by the freewrites. Note the use of imagery, diction, figurative language, and tone. Show them drafts to illustrate changes made, especially in editing. Then, instruct students to write a poem imitating Hurst's techniques.

Assessment:

With the students' input, make a rubric for the poem. Include appropriate tone, style, and use of imagery in addition to other devices studied. They should use figurative language and strong diction since those are ingredients that comprise Hurst's tone, style, and imagery. This helps students see how writers use multiple tools to create effects in the reader. Additionally, discuss the essential step of editing poetry. Explore the subtleties of punctuation and format and the myriad ways they can impact the reading and interpretation of a poem. Stress to students the continued importance of accurate spelling and appropriate grammar and usage in poetry, since many believe poetry is a "free-for-all" when it comes to editing. In turn, students see the complexities and importance of editing their work for a reader's clear understanding.

Last, the students self-assess their poems using the rubric we created as a class. Then you can assess them on the same rubric sheet, next to their grades. The average of our two grades makes up the final score.

Additional Notes:

Self-assessment is important, especially for such a personal piece of writing. You will find that students respect this approach and often grade themselves more harshly than you do. Underneath the total on the rubric, have students to reflect on why they graded themselves as they did. They explain both strengths and weaknesses of their writing. Inevitably, students take ownership in this lesson.

Jude Dietz enclosed her own poem as a model and encourages you to write and share your own.

Teacher's Notes:

Free-write #1 (Pre-reading)

Think of the person in your life who is approximately the same age as you with whom you are (or were) the closest. He or she may be your brother/sister, cousin, childhood friend, etc. Think about your relationship with this person. What makes your bond so special?

Which one of you is the "stronger" person in the relationship? How can you tell?

When, if ever, have you been proud of this person? Why?

When, if ever, have you been ashamed of this person? Why? **

** Note to teacher: Students are always reluctant to admit this. Challenge them. Assure them they will not be required to share or turn in this free-write. This is a crucial step for them to take to identify with Brother in the story and to understand Hurst's tone. Share your own response to encourage risk-taking and honesty.

Free-write #2 (Post-reading)

Nostalgia: bittersweet memories of the past

Reread and reflect on the free-write you wrote before reading "The Scarlet Ibis" by James Hurst. Write freely about memories that are stirred up when you think of this relationship.

What memories make you long for the past?

Like Brother, do you have any regrets?

Identify emotions you have regarding the memories.

Be specific and descriptive Ð appeal to the five senses.

Waxing Nostalgic

- by Jude Martin Dietz

There had to be a last time. . .
My brother and I carved out the snow slide
He steered my pigtails like a motorcycle
I rode on the metal bumper of his gold BMX

There had to be a last time. . .
We played HORSE in the driveway
Caught locusts with our homemade butterfly net
Climbed the pine tree to Lookout Point

There had to be a last time. . .
We watched Grease together (Was it the 42nd or 43rd time?)
Came home with muddy sap stains creasing our palms
Picked each other for the same football team

There had to be a last time. . . We blew our allowance on candy
Performed Charlie's Angels in the backyard
Sold pulpy lemonade from our "As Seen on TV!" Kool-Aid stand

There had to be a last time. . .
We were told we must be twins
Competed for the World Record Pogo Stick Championship
Threw "hot box" in the neighbor's yard

There had to be a last time. . .
He peeked in Marco Polo
We played Battleship in the always-cold downstairs
I got jealous of his friends

There had to be a last time. . .
We traded I Love You's
Stood up for one another
Fought like the best friends we were

There had to be a last time

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