1. Introduction and assess student's abilities and desires
2. Discussion of creative art forms, ie, short story, poetry, etc.
3. Identify student's musical interests
4. Identify the figures of speech student knows
5. Define and create a concrete poem
Assignment
Create a Concrete Poem
Session Minutes
45
Minutes Student Attended
37
Lesson Comments
Lucas arrived 8 minutes late and I was waiting for him in the library. He shared with me his travels to London, France, and Greece. He has read "Story of the World" and likes a fantasy series called "Wings of Fire." He knows that writing has an introduction, body, and conclusion. He shared with me that he is studying Japanese. He likes the musical pop group "One Republic." He likes Polog, which is a rap group. He knows a Haiku consists of 3,5,3 syllable lines. He recalled figures of speech personification and onomatopoeia when I reviewed them. I brought huge post-it notes and markers. The lesson consisted of this:
1. Introduction and assess student's abilities and desires
2. Discussion of creative art forms, ie, short story, poetry, etc.
3. Identify student's musical interests
4. Identify the figures of speech student knows
5. Define and create a concrete poem
Lucas drew a Christmas tree and made it a concrete poem by adding the lyrics to Jingle Bells to it. He strung them like garland across the tree. He can decorate it further at home and he took project paper with him as a take-away.
We discussed what was involved in publishing a book since Jayne had shown interest after another teacher and I discussed it with her, but she was no longer interested.
We continued to talk about what Jayne would do about not knowing what to do next. She was very aware that whatever happened next had to be consistent with the characters and where the plot was going.
