Playing with Poems: Rules, Tools, and Games

Activities

"Sestina" by Elizabeth Bishop – Exploring Repetition in the Sestina

Begin the lesson by asking students what they already know about repetition – what it is and why it is used in poetry. If you have high-level learners or have previously covered repetition, you can skip this warm up. After sharing responses, read the poem aloud at least twice, with the teacher reading at least once to model fluency.

Have students identify the teleutons (end words). Separate students into heterogeneous groups and ask students to use the Leveled questions/observations above to focus on only ONE of the end words. For example, if a group is focusing on the almanac, they should make observations, inferences or thematic statements about the almanac or write questions about the almanac only. Depending on your students, it may benefit them to spend a few minutes BEFORE this group work discussing what the poem is about, but don't belabor this discussion. The nuts and bolts of the poem should be revealed through their group discussion and through the process of asking questions.

After students have had 8-10 minutes in groups to create questions and discuss their focus word, reconvene as a large group and hold an inquiry discussion (see above) using their questions. Depending on the level of your students, you may need to guide students to eventually arrive at a point where they can make some sort of observation about the way the repetition of the end words is working in the poem. You should look for students to say something about a sense of movement, a change in meaning or development of "character" over the poem and a cyclical but incomplete feeling.

Have students conclude the lesson with an exit slip that allows them to gather their thinking about how repetition is used in the sestina. You can phrase this question based on the path of the discussion and what information you feel you will need for formative assessment.

"Like" by A.E.Stallings – Exploring Linguistic Variations in End Words

Introduce the lesson with a warm up/do now question on the board when students enter the room. The question should ask them to consider what they think of the way their peers use the word "like." After students have had a few minutes to respond in their notebooks, have students share their responses according to your typical routine.

Show students the Taylor Mali spoken word poem called "Like Lily Like Wilson." Afterward, lead a discussion in which students consider how the word "like" was used in the poem and how it connects to the ideas they discussed in the warm up.

Next, explain to students that the sestina they will read does not follow the typical "formula" and instead uses one word for each of the end words. This might be a good time to convey the objectives for the day, which include considering how the sestina form allows language to change in meaning over the course of the poem.

Read the poem at least twice aloud. At least one of the times should be a teacher read to model fluency. The second can be done by one student or a combination of students.

Ask students to count the number of times that "like" is used but means something different. An easy way to do this might be to create a two-column chart, with the first column for listing the words and the second for their meaning.

After students have recognized the different ways the word is used, show students some example sentences from the poem (or, you can write them yourself, but be sure to use "like" at least two ways). Have the students write sentences using their own repeated word that mimics the structure of the example sentences. This will allow students to play with linguistic variants in a controlled setting, as they may not be ready to attack a full sestina. For more advanced students, you could ask them to write a short poem that manipulates the meaning of one word.

Ask students to share their poems and wrap up with an exit slip that asks them the effect the repeated use of one word that changes meaning. Share out these responses if time allows.

Our First Sestina — Collaborative Writing

This lesson should be done after students have had some exposure to the form, but before they embark on writing their own sestina.

Divide students heterogeneously into groups of 3-4. Depending on the ability level of your class, you can either allow students to select their own set of six end words or you can pre-select them. If you choose to pre-select, write the words on index cards so that students will be able to manipulate them easily on the table or desk. Try to pick groups of words that have something in common, unless your students are up for the challenge of connecting words that have a weaker association with each other.

Ask students to discuss possible connections between the words with their group. They should come up with several possibilities and, if time allows, have each group share their brainstorm.

Before students begin writing, review the movement patterns of the end words and the stanza structure of the sestina. The end patterns should, at the very least, be displayed at the front of the room for reference during writing and given to each group on a handout.

Give students ample time to work together to construct a sestina using the words they were given. You may want to have students write their poems on chart paper so that they can be displayed and used for reference as students embark on writing their own sestinas for the culminating project.