Opening Fortune Poems
After a couple of days ripping into the newspaper, it was time for the kids to create something with the words they collected. This was a crux move, and I confess I didn’t know quite how to make it happen. Groups had envelopes marked nouns, verbs, adjectives, and other, all with at least a few words in them. As a sorting and language activity, the word-collection process was a great thing. As a meaning-making effort, I’m not sure.
I noticed yesterday that some of the groups had very few words in their envelopes. Those kids must have had as much fun reading the paper as looking for headlines. One group lost all of their adjectives. I was told that maybe they got put in the trash by accident. I asked the class if they thought they needed more time to cut out more words. A few heads nodded. I also heard a few groans. It was time to move on.
I briefly talked about discovery. Then I said that we were going to explore a way to make new meanings with the words we collected. I passed around construction paper in various colors, and the kids dumped their words into the middle of their tables and started arranging them on the paper. It was instantly fun. They seemed to get it right away. After noticing
“Great Day Begins”
one little guy announced
“Hey, this is like a fortune cookie!”
There was a lot of exclaiming and reading aloud all around. The room was lively and conversational. It seemed like a slam dunk, but now I wonder what they learned. Most of the kids found some interesting phrases. At the same time, many of them just filled up the paper with wacky phrases until they ran out of space. A few simply glued words down without regard to what they said.
I need to ask them what they thought about this little project. Sometimes getting direct feedback is the best way to evaluate a lesson. Maybe they’ll want another try, but we’d need to cut more words out of the paper and I’m not sure anyone’s up for more of that. Maybe I could offer some incentives for high volume cutting.
What I needed was a plan for structuring the exploration process while everyone was laying out their words. To do it again, properly, I’ll do a demonstration for the whole class and construct a piece with them. Then I can ask some leading questions that might encourage the kids to explore new possibilities. Now that I think about it, this is really a form of inquiry. I didn’t know how to explain to them what they should look for. The few who understood word play seemed to recognize the good stuff when they found it. Like telling a joke, a fair amount of sophisticated background knowledge is necessary to make this activity work.
They should know about metaphor.
Part of the process has to be about knowing when to quit. Sometimes the kids just get carried away and any possible meaning gets lost in random abstractions, or the paper gets too busy.
Knowing when to quit applies to the teacher as well as the students. I don’t know if I’m ready to move on yet, though.
…good thing nobody’s testing me on this.
Suggestions and comments welcome.
Tom wrote,
Just thought I’d let you know I’ve really liked your poetry ideas. I’m passing them along to some English teachers at my school. Great stuff and a lot of fun. Makes me wish I was teaching English again or even taking it.
Thanks
Link | April 16th, 2006 at 4:03 pm
Doug wrote,
I wish I was teaching English-better. It is fun, all the same. Thanks.
Link | April 16th, 2006 at 4:44 pm
Aaron wrote,
Hey Doug,
This is a really interesting idea. I think I may steal it, with your permission, for an ESL class. What a great way to help students get their hands dirty with words and phrases.
I also enjoyed how you didn’t quite know what the kids learned from this. I have a feeling that sometimes the best lessons are those that run like this one did. Please do let us know what your students got out of it.
Link | April 17th, 2006 at 5:17 am
Doug wrote,
If I know exactly what to expect, I don’t have as much fun as when there is an opportunity for discovery. The art in working with unknowns is in understanding which variables need to be controlled. I’m still working that out for this exercise.
It’s just an idea-not mine. I’m exploring what might come from it. Whatever you make of it will add to its value. Go for it.
Link | April 17th, 2006 at 7:08 am
astephens wrote,
I like your poetry idea. It reminds me a little of “found” poetry - something I used to do with my English classes. You may have heard of it before, but if not…
You collect a group of articles over a topic or topics you would like your class to learn about, and pass the articles out (I usually have students work with partners or in small groups). Students read the articles and highlight the most important words in the article - the words that hold the most meaning and feeling. Students then take these words and compile them into a poem of sorts. The rules I give students is that they may only use words found in the article. They must also convey the same meaning of the article (although the words do not have to be arranged in the same order), and it must read like a poem (not complete sentences). Students then read their poems to the class and we discuss the information they learned. It usually works really well and the kids enjoy it. It is a good way to introduce a topic, get kids writing and thinking about the power of words.
I can probably locate the lesson somewhere if you would like more specifics.
Link | April 23rd, 2006 at 4:07 pm