Students read and discuss literature about intolerance and diversity. They work with a partner to write two-voice poems that illustrate situations of intolerance at their school and suggest a step toward acceptance.
This OER is a culmination of conversations, pedagogical practices, and ways of being together that developed as a collaboration between co-authors Borbala Gaspar (bgaspar@arizona.edu) and Chantelle Warner (warnerc@arizona.edu) and the engaged group of students who took part in a year-long series of extracurricular gatherings, which served as an exploratory space for the ideas shared in this handbook. The poetry club evolved from the authors’ shared desire to create a space adjacent to the classrooms in their language programs (Italian and German respectively) where students could explore the aesthetic and affective endeavor of language learning, rooted in the human capacity for exploring alternative ways of making sense of themselves, the world, and their experiences within it.
This handbook is intended as a resource for educators who wish to develop a similar extracurricular club or who are looking for inspiration for their classrooms. In the first chapter of the handbook, we introduce you to the background of the project and the current discussions of well-being in higher education. Part two provides an overview of the conceptual underpinnings of multilingual making and poetic play as ways of engaging with language and language learning. Core concepts and principles are outlined, emphasizing the significance of living together in and through languages, and the role of multilingual making when learning a new language. The handbook explores various forms of poetic play, such as collage, response artwork to poetry, clay work and visual representation of poems. It delves into core principles for establishing a multilingual poetry club offering guidance on creating and sustaining such a club. Sample activities illustrate each example including collage, mixed media, limericks, and remarks from the authors and creators of the artworks. Additional resources such as blackout poetry and other ideas that could potentially further engage club members in creative expression are included as well. Finally, this book concludes with reflections and additional resources for educators interested in promoting multilingualism and creativity through poetry.
After reading this handbook, you will be able to…
Identify the key factors that students indicate as influencing their sense of belonging;
Define and discuss key concepts and terms related to playful poetry and living literacies approach, and relate them to other discussions in the field of second language teaching and learning;
Explore the forms and functions of multimodality and living literacies in the examples;
Reflect on how to apply these ideas into your context.
Creepy crawlers, hoppers, and fliers are the focus of this lesson in which students chorally read poems about insects and use the Internet to locate facts about their assigned insects.
This lesson plan was created by Jani Randall, a sixth grade teacher for Elkhorn Public Schools in Nebraska. The attached lesson plan is designed for students in grades 5-7. Students will define and identify metaphors. They will then create a free verse poem using metaphors. This lesson plan addresses the following NDE Standard: NE LA 6.1.5 CIt is expected that this lesson will take 45 minutes to complete.
Author: Katie Frazier, Museums at W&L. Students will examine a ceramic object made by David Drake (about 1800-about 1870), an enslaved person who lived on a plantation in Edgefield, South Carolina. As an enslaved individual, Drake was denied the basic rights of learning how to read and write. Despite writing being illegal for enslaved people, David Drake was known for writing his name and poetry on the ceramics he made. He wanted to express his feelings about life, religion and his own identity as an enslaved person.
Word Count: 58866
ISBN: 978-1-942341-49-9
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
Short Description:
Return to milneopentextbooks.org to download PDF and other versions of this textNewParaBonczek Evory approaches the act of writing poetry from a practitioner’s perspective and as an act of play. The text provides strategies and detailed practices that nurture and maintain creative states necessary for all stages of writing.
Long Description:
Bonczek Evory approaches the act of writing poetry from a practitioner’s perspective and as an act of play. The text provides strategies and detailed practices that nurture and maintain creative states necessary for all stages of writing.
Word Count: 58614
ISBN: 978-1-942341-49-9
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
Students will brainstorm a list of adjectives to describe two early photographs called "cyanotypes." Next they will create their own cyanotype photograph. Students will then write original poetry using the previous list of adjectives to describe their own nature-inspired cyanotype photograph.
Short Description:
On My Path: Continuing the Dream is a digital magazine that invites literary contributions by members of the Renton Technical College community, and aims to give voice to our experiences.
Word Count: 9856
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
From Catullus to Horace, the tradition of Latin erotic poetry produced works of literature which are still read throughout the world. Ovid’s Amores, written in the first century BC, is arguably the best-known and most popular collection in this tradition.
Born in 43 BC, Ovid was educated in Rome in preparation for a career in public services before finding his calling as a poet. He may have begun writing his Amores as early as 25 BC. Although influenced by poets such as Catullus, Ovid demonstrates a much greater awareness of the funny side of love than any of his predecessors. The Amores is a collection of romantic poems centered on the poet’s own complicated love life: he is involved with a woman, Corinna, who is sometimes unobtainable, sometimes compliant, and often difficult and domineering. Whether as a literary trope, or perhaps merely as a human response to the problems of love in the real world, the principal focus of these poems is the poet himself, and his failures, foolishness, and delusions.
By the time he was in his forties, Ovid was Rome’s most important living poet; his Metamorphoses, a kaleidoscopic epic poem about love and hatred among the gods and mortals, is one of the most admired and influential books of all time. In AD 8, Ovid was exiled by Augustus to Romania, for reasons that remain obscure. He died there in AD 17.
The Amores were originally published in five books, but reissued around 1 AD in their current three-book form. This edition of the first book of the collection contains the complete Latin text of Book 1, along with commentary, notes and full vocabulary. Both entertaining and thought-provoking, this book will provide an invaluable aid to students of Latin and general readers alike.
This book contains embedded audio files of the original text read aloud by Aleksandra Szypowska.
This resource is a pacing guide for a course in Global Studies that includes nine units. Each unit contains information on its historical content, written content, time frame, and skills or projects related to the unit material.
Make connections across genres and across cultures to engage students in the study of literary voice and themes. Comprehension skills and vocabulary also come into play, especially for English language learners, as students read a novel and related poems, then write and perform original poems related to the novel.
Born in Dayton, Ohio in 1872 to former slaves from Kentucky, Paul Laurence Dunbar began writing poems at age 6, drawing from the stories his mother told him about plantation life. With his incredible body of work, Dunbar became the first African American poet to earn national distinction.
Students apply think-aloud strategies to reading and to composition of artwork and poetry. They research symbols of peace as they prewrite, compose, and publish their poetry.
Award-winning writer Jacqueline Woodson describes her books as “real, hard, yet hopeful.” This unit strives to be all three. Certainly, we need to give students opportunities to analyze and understand the world and its injustices; however, we also have an imperative to help foster hope while giving students the agency and skills to use their voices to speak up and change the world—even if that world is the one right outside their front door.
This unit hopes to amplify voices of individuals that you don’t often hear from—those from underreported stories, and from students’ own communities. Through these individual stories, universal truths are also illuminated.
Students play with and explore prepositions during a whole group reading of Ruth Heller's Behind the Mask, and then by composing and publishing prepositional poems based on the book's style.
After reading John Updike's "Ex-Basketball Player," students write poems describing themselves five years in the future. The teacher takes the poems and mails them to students in five years.
Behind many of the apparently simple stories of Robert Frost's poems are unexpected questions and mysteries. In this lesson, students analyze what speakers include or omit from their narrative accounts, make inferences about speakers' motivations, and find evidence for their inferences in the words of the poem.
This collection offers access to the four Walt Whitman Notebooks and a cardboard butterfly that disappeared from the Library of Congress in 1942. They were returned on February 24, 1995.
The Thomas B. Harned collection of the Walt Whitman papers spans the period 1842 to 1937, with most of the items dated from 1855 to 1892. It was donated in 1918. The collection consists of correspondence, poetry and prose manuscripts, notes and notebooks, proofs and offprints, printed matter, and miscellaneous items, laminated and boxed in seven containers, and supplemented by one manuscript box of ancillary material. A detailed description of the Harned collection has been published in the Library of Congress publication Walt Whitman: A Catalog (1955), which contains an introductory essay on significant Whitman collectors and their collections and an annotated bibliographic listing of Whitman items located among the collections of various divisions within the Library of Congress.
Poetic Douglass is a fun way to read and engage in a text while still respecting the content of the material. It is part note taking, part creative expression, and the end result is a comprehensive class wide interpretation of the text.