1. WRITER’S NOTEBOOK Session 9

2. Writer’s Notebook: Session 9 Teaching Point  Poets participate in writer-response groups to be critical friends and early readers of other poets, as well as to gain insight into their own writing.  Poets create revision plans using a repertoire of decisions (sensory details, image, metaphor, simile, diction, repetition, line breaks).

3. Writer’s Notebook: Session 9 Nonjudgmental Response Sentence Starters  I noticed…  The line that sticks out for me is…  The part I remember best is…  I felt…when this happened in the story…  I wish I knew more about…  I wonder…

4. Writer’s Notebook: Session 9 Active Engagement  Response partners engage in a conversation about the poem using the response stems.  Partners do not talk to or ask question of the writer/reader.  Partners point out lines and details, name the devices, and explain how they understand the poem. They agree and disagree, trying to make sense of the poem.

5. Writer’s Notebook: Session 9 Active Engagement continued  They spend less time stating confusions, imagining and wondering about changes.  Writer/reader closes the time by saying thank you.  The writer/reader does not explain the poem or ask questions.  You may ask questions or have additional conversation about your writing after you and your partner finish.

6. Writer’s Notebook: Session 9 Reflection Task 1. What did you learn about your poem, or the decisions you used to create it, as you listened to your response partner and took notes? 2. What is one strength in your writing? 3. What changes might you make? Answer in your notebook

7. Writer’s Notebook: Session 9 Active Engagement Part II  Reread your response group notes. Write a revision plan based on some, but not all, of your notes.  Turn and talk with a partner.  Read the poem draft and revision plan to a partner.  Take turns commenting on or changing the revision plans. Write in your notebook

8. Writer’s Notebook: Session 9 Independent Practice  Now revise your poem draft, using your revision plan.  Also annotate your text to show what you have changed.  Underline, highlight, or label the changes. Write in your notebook

9. Writer’s Notebook: Session 9 Share  With the same partner from Active Engagement, take turns reading your revised poems.  Listeners will point out an effective revision and explain how it impacted their understanding of the poem.

10. Writer’s Notebook: Session 9 Exit Slip 1. How did making a revision plan impact your revision work? 2. How effective was your plan? Point out one effective revision commitment. 3. What made it effective? 4. Are there additional changes you would make now? Answer in your notebook

11. Writer’s Notebook: Session 9 You are to Complete/Submit  Reflection Task  Active Engagement: Revision Plan  Independent Practice: Revised Poem  Exit Slip

12. Post-Unit Assessment Post-unit assessment task:  How does a poet define a writing life? How does creating a writing life also create poems? After reading poems and experimenting with the habits, strategies, and attitudes of poets, write a series of poems that demonstrates the use of the universal and unique techniques used by poets who write for publication. Revise and edit early poems to meet a publishing standard. Write a reflection that examines the ways your writing has been impacted by experimenting and developing poems for publication. Submit poems for publication.