Poem+Analysis

I start each year with a poetry unit. This unit is a combination of reading, writing and analyzing poems. Students are given copies of poems that they may write on to further their thinking and understanding. The general process I observe is that I read the poem aloud to the class, they then read it to themselves while "making their mark," (see Reader's Marks below) and then we discuss. Prior to the discussion I have noted on my own copy of the poem areas that I think need to be examined and these areas always include initial understandings, developing interpretations, and taking a critical stance (from [|Conversations in Literature]) Students also read and examine these poems to obtain ideas and formats for writing their own poems.
 * Poem Analysis**

Poems: "You Can't Write a Poem About McDonalds" by Ronald Wallace "The Osprey" by Mary Oliver "America" by Tony Hoagland "Valentine for Ernest Mann" by Naomi Shihab Nye "Maybe Dats Youwr Pwoblem Too" by Jim Hall "The Little Boy" by Helen E. Buckley "Footsteps to Follow" by Kelli Carter "Defining the Magic" by Charles Bukowski Many of these poems can be found in Nancie Atwell's //Naming the World: A Year of Poems and Lessons//

After we have read and studied many poems in this manner I ask the students to choose one poem that they will analyze in more depth. The idea is that they will use the notes they have taken on the poem- both of their own initial understanding and after listening to discussion of the poem- to help them analyze. See assignment and rubric below.

Student Samples- coming soon

Revision is important in eighth grade writing. Students will complete this assignment as a first draft and may be asked to revise at a later date, for example as a portfolio piece. In addition to making traditional "teacher" comments on the student's draft, the teacher will highlight parts of the student work in pink or yellow, to indicate the level of critical thinking demonstrated. See Three Levels of Critical Thinking, and Writing Rubric above.