Playing with Poems: Rules, Tools, and Games

Appendices

#1-Inspiration for Unit

This unit comes from an experience that I had with a student that I taught several years ago. Rudy was an average student. He liked the social aspects of school more than the academic side of it. There were times that he didn't do homework and had forgetful lapses that middle school students are occasionally prone to have. With that noted, he also had an infectious laugh and had an insane obsession with Hillary Duff. He was a pleasure to be around. There is a picture of him and I and a small group of other students that I have on my television in my living room from a golf convention that I brought students to one year. He wasn't particularly interested in golf, but he enjoyed the chance to socialize with his friends and was open to new ideas and trying new things.

He also faced hardships. When I taught him in 8 ^th grade, he was grappling with issues of identity and sexuality. As a teacher, I suspected these issues and was hyper-focused on creating an environment that allowed for him to grapple with these issues so that he felt comfortable and could grow into a man that was confident and self-assured. I wanted Rudy to grow up and be Rudy. When he told me he was gay, it wasn't a big surprise. I was glad he was comfortable enough to tell me and confident enough in himself to share. It was validating to know that my efforts to create open communication meant something to him and that he felt he could confide in me that he was gay. It wasn't easy for him to say, and I am fairly sure that not many people knew beyond me. It was ok; Rudy was Rudy. Nothing changed when he formally told me what I already suspected. We kept in contact throughout his time in high school. He faced more difficulties and hardships with family and other adolescent issues such as growing up, not being accepted, moving and adapting to adulthood. When it came time for college, he continued to struggle.

One day, he asked if he could come and observe my classes and help out. Overwhelmed with the start of the school year and hosting a student teacher, I told him that it wasn't a good time and that I needed to be focused on getting the year off to a good start. He was understanding and assured me that everything was on track and that he looked forward to learning about teaching in order to give back and help others. I told him that I admired his growth and maturity. That was the last time we were in contact. He committed suicide a few weeks after our last exchange, and I was shocked. I had never had a student or someone I know commit suicide. Things seemed like they were finally going well for him. My thoughts have dwelled on him for a long time and shape my thinking behind this unit.

In teaching this unit, I hope that I can give students a chance to express themselves in a manner that might give them some piece of mind and think about who they are becoming as individuals. I hope to do more listening than speaking and connect with my students through poetry. I believe the readings above allow for emotional connections to be made between teachers, students, and poetry.

#2-Found Poem

Below is an example of a found poem that I wrote in response to a business article titled, "For Olive Garden, the menu is worth more than new décor." I organized this poem from phrases that were included in the article that expressed a need for change at Olive Garden. I happen to enjoy the Olive Garden and like it the way it is, and use the language of article to express my dislike for the changes that are about to occur. Link to the original article: http://finance.yahoo.com/news/for-olive-garden—menu-s-worth-more-than-new-decor-175954828.html

    "For Olive Garden"
    Formidable restaurant,
    nowhere near to giving up.
    An olive and cheese small plate,
    crab-topped chicken and a burger,
    salmon with bruschetta.
    This latest attempt to spur customers,
    another reason to complain.
    Its standard fettuccine and breadsticks fare
    will be modernized,
    will be served on all-white plates,
    but much of this is folly.
    Remodeled shops?
    New logo and foods,
    a new light?
    This latest attempt,
    the main takeaway is a simple one.
    The Italian-themed chain is worth more than new décor,
    but the company is convinced.
    Keep attention on what truly matters!
    Fettuccine and breadsticks!
    Its new-look restaurants,
    this latest attempt to spur customers,
    serious reasons to worry,
    providing doubters further reason to gripe.
  

#3 Partner Reading Sheet

When I make copies of this for my students, I set this up as a landscape document. Students are given this to fill out as they read in pairs to think out the poem. While reading, students should alternate lines. One student will read orally while the other follows along. It helps students to engage in reading poetry as a collaborative activity. I will walk around and take notes to pull together the classroom into discussion once students finish reading and thinking about the poem. They write their responses directly in the boxes below: