1. EA 5.2 Creating a Found Poem from a Novel May 16, 2016

2. In your Journals What is your favorite theme from your favorite movie? Why does it speak to you? – Vocab pg. 160 for tomorrow. Permission Slips?

3. Learning Targets Today We Will: transform prose into poetry So we can: create a found poem I will know I have it when I can: convey tone and theme from original work into found poem

4. The Big Question How do we determine the “heart” of a novel to address in a found poem? – Discuss What is Theme? – Discuss – Theme is an underlying meaning of a literary work that may be stated directly or indirectly. Can you have more than one theme in a piece of literature?

5. How it works https://www.teachingchannel.org/videos/crea ting-found-poems-lesson https://www.teachingchannel.org/videos/crea ting-found-poems-lesson We are going to create a found poem as a class with Tangerine, and then you are going to create your own found poem with a novel of your choice. Be thinking about which novel and arrange to bring it with you today.

6. Supplies: Springboards, Journals, and Novel #1. Skim through your novel for phrases that may address a theme or themes. Questions to ask yourself when you are looking for quotes that deal with theme:

7. Steps pg. 343-344 #2 Drafting: Review elements of narrative writing that you have learned with your family: Create a prewriting strategy to bring these elements into the poem. CharactersDetailsSettingDescription

8. Theme Determine 1 theme of novel. Once you have determined theme, include words and phrases you chose that address that theme.

9. Drafting Use notecards to write down those quotes that relate to the them you have chosen. – I recommend about 25 quotes. – Use one quote per notecard. – You can add or remove later. (Removing them can hurt, I know.) 30-40 minutes

10. Be sure to include Characters Setting Conflict (s) Tone (s) Analysis paragraph at end of poem: Your commentary on the theme and how the found poem reflects this theme. Theme Figurative/Sensory Language Imagery Repetition/Rhetorical Device we have learned in class

11. Drafting continued Find a space to lay out your cards. Organize your poem by laying out the quotes in a way that makes the most sense. – This might take a while. 10-15 minutes? Consult your family for suggestions and remember your explanations to your family. This will help with the analysis paragraph.

12. Analysis The first sentence should be your theme. The next several sentences should include lines from the poem and how these lines address theme. Another sentence should include poetic devices (repetition, imagery, figurative language, etc..) and how these reinforce the theme. Your conclusion should state why the theme is important.

16. Edit Check for grammar, punctuation, and spelling Select title Identify the novel in the header Peer Editing (2). One must be from another table. Header, Theme, Title Upload to Net School: Summative Found Poem

17. Review Rubric Organization: 20 Use of Language:20 Evidence of Writing Process:30 Analysis: 30 – Think of the analysis as an opportunity to explain why you included those specific quotes.\ I have an example, so don’t panic.

18. Scoring CriteriaExemplaryProficientEmerging Organization- 20 The poem uses narrative structures, imagery, sensory language, and rhetorical devices to address theme. The poem skillfully blends organization and structure to reinforce theme The poem uses narrative structures, some imagery, sensory language, and rhetorical devices to address theme. The poem contains an original title, stanzas, and line breaks. The poem does not use narrative structures, poetic devices, or rhetorical devices to address theme. The poem may be missing one of more of the following: original title, appropriate stanzas, or purposeful line breaks. Use of Language-20 The poem contains skillful use of poetic devices that enhance and support theme presented in the text. The poem contains adequate use of poetic devices to enhance and support the theme presented in the text. The poem contains few, if any, poetic devices to enhance the theme in the text. Evidence of Writing Process-30 There is extensive evidence that the poem reflects the various stages of the writing process. The poem demonstrates thoughtful planning, purposeful revision, and careful editing in preparation for publication. There is evidence that the poem reflects the stages of the writing process. The poem demonstrates planning, revision, and editing to produce a draft that is ready for publication. There is little or no evidence that the poem reflects the stages of the writing process. The poem does not demonstrate evidence of planning, revision, and editing. The draft is not ready for publication. Analysis-30 The analysis reflects the theme of the novel with quotes from the novel. Commentary clearly and insightfully explains how quotes support the theme of the text. The analysis somewhat reflects the theme of the novel with quotes. Commentary partially explains how the quotes support the theme of the text. There is no analysis, or the quotes are not explained with commentary to demonstrate how the text evidence proves the theme.

19. Present Review the rubric to make sure you have met all the criteria. Practice by yourself. Practice with a family member or someone from another family who is finished. Review expectations during presentations.

20. What did we learn? Theme is throughout the text, not just in one part of the novel. Theme is universal- It applies to life, not just the novel. Writing poetry can be difficult, but rewarding! I learned that you guys are really good at this!

21. Post Mortem of Lesson What Can I improve? – I will encourage them to play more with form. – Expand to other forms of literature Song lyrics Narrative poems News articles

22. Post Mortem of Lesson What worked – Students were so engaged at all points of the lesson! 100% throughout! – They were self editing!!! – Students were working with exemplar material to identify: Theme – Theme is found throughout the piece, not just in one section – Theme is universal-not just tied to text Sensory language Imagery Rhetorical Devices Organize structure