Tag Archives: poetry

Teaching Literature

April Poetry Madness

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Magnetic PoetryMarch Madness is upon us. Folks on Twitter are complaining about how lousy their brackets are. It hit me that creating a poetry tournament could be a fun way to celebrate National Poetry Month in April.

I came up with the idea for four brackets: American classics, British/World classics, faculty favorites, and student favorites; however, you could create whatever brackets you want.

Step-by-step directions:

  1. Collect favorites from students and faculty (if you plan to use student and faculty brackets).
  2. English department discussion or teacher determination of quintessential classics of American and British/World brackets (or whatever brackets you have chosen). Alternatively, you could determine which poems should go in the classics brackets through research.
  3. Create your chart. I found downloadable 32- and 64-team blank charts in Excel at this website, but you could create your own if you wish. Google Docs also has several bracket templates you could alter for a poetry tournament. I plan to create a large chart to post outside my classroom using craft paper.
  4. Determine the poems for the first round based on submissions or other criteria.
  5. Pick your favorite way to match the poems up. You can have poetry slams and use an applause meter to determine the winner. You can post the poems and have people check their favorites, then score them. Students can advocate for a poem and determine how to try to convince their peers to vote for their poem. The possibilities are probably endless.

This is the kind of thing you can fill a bulletin board with if you like, but I have already decided to put the National Poetry Month poster from English Journal and all my students’ favorite poems on my bulletin board. Besides, I want to be able to share this project with people walking by the classroom.

Do you have any ideas to add? Please share in the comments.

Update: Well, there is clearly nothing new under the sun; I did, however, have some slightly different ideas as to execution (via Making Curriculum Pop Ning).

Assessment, Reflection, Teaching Literature, Teaching Writing

Week in Reflection: February 23-27

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This week I am caught up on grading.  I’ve seen lots of talk out there among the English Edublogosphere and Twitter about feedback on student writing.  Something I do about once a semester is type comments as I read a student’s writing.  I usually wind up with about a page when I’m done.  It’s like a written conference.  I wish I had more time for writing conferences in my schedule.  I tried recording my feedback, and it felt like an awkward additional step.  Because I have smaller classes, I am able to give substantial feedback on writing and still ask my students to do plenty of writing.  That’s not to say it’s not a challenge to grade, but it’s such a reward when I can compare students’ progress.  It’s really evident when I compare ninth graders’ writing to eleventh graders’ writing.  It’s not that eleventh graders necessarily are inherently better writers, but I can see the growth that has taken place because I know they were writing like the ninth graders two years ago.  Another thing I have done is allow students to revise for a higher grade.  I gave my students a handout with Seven Deadly Sins — seven common grammatical issues I see in their writing — and a point value to be subtracted for each instance of the “sin” in their paper.  They can erase their sins by figuring out what they did, correcting it, and attaching an explanation of their errors and corrections to the second draft.  All is forgiven.

Right now my juniors are writing poetry explications.  I don’t think I was asked to write an explication until I was in college.  My freshmen are busily writing argumentative essays.  My sophomores are in the midst of a research paper.  Lots of writing going on!

I have really been enjoying the conversations with my department this week.  Teaching can be so isolating, and it is good to connect and discuss with those who share the same burdens and joys that we do as a result of working in the same place.  I feel sad when I hear stories of departments that aren’t close and refuse to collaborate.

My juniors read poetry (John Donne to John Milton) this last couple of weeks, and I was pleasantly surprised by the number of positive comments regarding the readings that they were making on the classroom blog.  My students are generally, I believe, fairly honest about their likes and dislikes.  When I was first exposed to these writers, I admit I didn’t care much for them.  In fact, until college, I didn’t much care for writing before about 1800 or so.  All that changed, and I actually find I like the older literature more now (go figure), but I have to admit that my teachers in high school did very little to engage me in that literature.  I had one excellent English teacher in high school, and the rest of my English classes are a blur.  I remember a lot of what I did with her because it was engaging and interesting.  I hope I am not flattering myself too much to think I have actually engaged my juniors in Late Renaissance/Restoration poetry, but it feels good to read such positive comments.

What this post lacks in coherence chalk up to the fact that what I share is more or less stream of consciousness.  Grad school is starting to get challenging.  I’m learning, and I am enjoying my classes, but I can’t pretend it’s not difficult.

Teaching Literature

Beowulf: Lost in Translation

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A lot of folks do a translation exercise with Beowulf.  If I remember correctly, the old Scott, Foresman books I used in high school had one.  This ReadWriteThink lesson plan looks like a good one.  I created one for my own students, and I thought I’d share it here.

This translation exercise examines one of my favorite parts of the poem: the scene when Beowulf rips Grendel’s arm off.  I took four translations done by Michael Alexander, Seamus Heaney, Kevin Crossley-Holland, and Constance Hieatt.  The last is a prose translation.  I found all of these translations at BeowulfTranslations.net.

After examining the translations, students will answer the questions on the second page (I refer on the handout to pages on the reverse because I always make double-sided copies when I can).  The excerpts in our particular texbook, Prentice Hall’s Timeless Voices, Timeless Themes: The British Tradition (also true of their new Penguin edition, though pages differ) are from the Burton Raffel translation.  This is most likely because the Raffel translation is published by Signet, who is owned by Penguin-Putnam.  I’m not sure of the exact relationship between Penguin and Prentice Hall, but there appears to be some sort of understanding.  If readers know, feel free to chime in.

These are the questions:

  1. Compare the translations. What are the major differences that you see? The major similarities?
  2. Burton Raffel translated the version in your textbook (p. 48, lines 381-393) in 1963. Compare this version with the others on the reverse.
  3. Which translation do you think is most interesting/exciting/easy to understand/appealing?
  4. What Anglo-Saxon literary devices that we’ve studied (kennings, caesuras, alliteration) appear? In which versions are these devices preserved?
  5. Which Anglo-Saxon literary devices don’t seem to translate well—in other words, they don’t appear to be easy for translators to work into their versions of Beowulf? Speculate: why do you think this might be?
  6. I included one prose translation of Beowulf, though many more exist.  How do you think a prose translation differs from a poetic one? What qualities might be compromised in a prose translation?
  7. What conclusions can you draw about the process of translation?
  8. What would your advice be to translators (consider the following:  What do they need to think about in order to produce a readable translation that is still faithful to the spirit of the poem? What should they avoid doing?)

I freely admit an affinity for the Heaney translation, but I think others make a more poetic statement with this particular passage.  I am not a huge fan of Raffel’s translation, despite having written a teacher’s guide for this version.  What I hope students gain from this exercise is an understanding that translation is somewhat subjective.  They may not be getting the most accurate, word-for-word version in modern English, and different translators focus on different elements.  Like the ReadWriteThink lesson states, I want them to understand translations are rarely the literary works themselves so much as they are an “imaginative reconstruction” of these works.  I also want them to think about the number of decisions translators must face.

You can download the handouts here:

They are also available on the Handouts page.

Teaching Literature, Teaching Writing

Teaching Poetry

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Inspired by this post by Traci Gardner at the NCTE Inbox Blog, I thought I would share some of my own resources for teaching poetry.

Getting the KnackAs Gardner mentioned, Getting the Knack by Stephen Dunning and William Stafford is a really good resource with lesson plans and ideas for poetry writing assignments.  I have used their found poem exercise many times, always to great success.  I don’t care how old students are, they always enjoy using scissors and glue.  These poems can be surprisingly good and surprisingly challenging to write, too.  What I like about the book is that it presents poetry as a craft, and the exercises enable all students to become poets.  This book has been in my professional development collection for years.  It is a good addition to a middle grades or secondary high school English teacher’s teaching and writing toolbox.

Gardner didn’t mention this book, probably because it is out of print, but Joseph I. Tsujimoto’s Teaching Poetry Writing to Adolescents is another handy book to have in your collection, and you can find it through used book sellers at Amazon (follow the book link).  It’s a shame this resource was allowed to go out of print!  The strength of Tsujimoto’s work is in the variety of poetry writing assignments (18) and the student models.  In this NCTE article from Classroom Notes Plus (October 2002), Rosemary Laughlin writes glowingly of Tsujimoto’s models, and this article written by Betsey Coleman in VOYA (PDF) also praises his work highly, and both say pretty much what I would say.

Inside OutI have also used Inside Out: Strategies for Teaching Writing by Dan Kirby and Tom Liner (in an earlier edition not including third author Dawn Latta Kirby, but instead with writer Ruth Vinz).  The focus in this book is not strictly on poetry, but on teaching writing in general, including research writing and expository writing.

Lisa Huff has a a new series of posts on teaching poetry at her blog, and the Reflective Teacher’s Literature Pocket Mod could easily be focused on just poetry.  Finally, I posted my poetry unit idea to the UbD Educators wiki, and I would love feedback.