My Day 1 poetry post received this invitation:
I shared Amy’s site and some of her poems with the kids. They loved hearing her read her own work! Many of the kids were intrigued by Amy’s monthlong exercise in writing a daily poem about the same topic.
We also talked a little about the poet’s lens, which is one tiny linguistic adjustment I made to use our unit with 4th grade. When they went to write, students chose from a variety of options: list possible topics, try out topics to write a bunch of poems about (per Amy’s invitation), start playing around with poem ideas, or anything else they felt could help them get started.
Amy’s discussion of her poems- at least the first three of the month- embed implicit teaching into the idea that poets learn from other poets. For each poem, she mentions having some inspiration by her side, in her lap, holding her hand, as she begins to write. In our workshop today, reading and writing happened side by side.
While I had mentioned the poet’s lens, I did not expect kids to explore their own just because I had taught it today. Rather, I wanted to see what they did with relatively few limits. I treated today as an assessment to help me plan the rest of the unit. I know I will not be able to do every session in our book, and I want to be mindful of which ones will work best for the class.
Here’s a sampling of what I saw:
All of this makes me realize I need less whole-class teaching and more small group teaching.
See you tomorrow!