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Writing New Types of Poetry in the Classroom: Exploring The letter poem
 

Writing New Types of Poetry in the Classroom: Exploring The letter poem

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by: Yazmin Méndez

by: Yazmin Méndez

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    Writing New Types of Poetry in the Classroom: Exploring The letter poem Writing New Types of Poetry in the Classroom: Exploring The letter poem Presentation Transcript

    • By: Yazmin Méndez Maya West Writing Project
    •  Myname is Yazmin Méndez. I have a BA in Teaching English as a Second Language in the Secondary Level with Multimedia Technology from UPR-Aguadilla.  Currently I am studying my MAEE in UPR- Mayagüez
    •  I have been a teacher of English in the secondary level for two years.  My first year I started teaching English in a private school.  Accepted a position as “Maestra de Apoyo” at Manuel García Pérez High School in Rincón. Here I assisted low proficient students from grades 10th, 11th and 12th.  In November, I accepted a position as 7th grade teacher in the Jorge Seda Crespo Junior High School, but after a situation I ended up team teaching 8th grade with one of the teachers that has influenced me the most. This experience was really enriching for me because I got to learn from an experienced teacher, how I could engage my students to learn using whatever was at hand.
    • •English 8th •S.U. Epifanio Estrada School •September- April 15, 2009. The first semester I did not have a classroom which was very difficult for me. The second semester I took a little wooden classroom. Here I was happy, I had no one around me and I could do many activities. It was great!
    • This school is located in the rural area of Aguada (Jagüey chiquito) Peaceful community with support and participation of the parents and a good administration. The teachers in the school were all very competent teachers and committed to their work. The students were very competent and most of them responsible as well.
    • My teaching is grounded in the following theories: Pragmatism, Existentialism, Marxism and Reconstructionism. “The teacher is no longer one who teaches but one who is himself taught in dialogue with the students, who in turn while being taught also teach.” (Freire)  In my classroom, students are the center of education, that is to say, a space is facilitated for them, in which they have the opportunity to reflect on what they know, believe and think, and are an active part of the teaching- learning process. As a result, the relationship between teacher and students is a horizontal one in which they explore knowledge together and in which the act of learning is reciprocal.
    • “The school must be a model in miniature of society.” “Students cannot be taught what they need to know, but they can be coached.”(Dewey)  My vision is that my students improve their writing skills so hopefully they can use writing as a powerful tool of communication and as a way of acting upon what happens in our society. “Authentic liberation-the process of humanization-is not another deposit to be made in men. Liberation is praxis: the action and reflection of men and women upon their world in order to transform it.” (Freire)  My mission is to let my students know that writing is a vehicle to communicate what we feel, to inform what happens in our communities and countries and to try to contribute in transforming and changing the world around us. I am a teacher who socializes students into the world, make them view that writing gives power in our own communities and abroad, and that writing can offer possibilities for change.
    •  “Men need to transcend the world, and the world needs to be transcended and utilized by men.”(Heidegger)  “Men creates himself by the creative act of his labor.”(Marx)  Also, make them realize that writing liberates us from ignorance and helps us to be aware of the situations that happen around the world. In addition, writing helps us to create bonds, remember events and experiences and advice other people. Moreover, it is an excellent way of expressing our thoughts, emotions, feelings and liberating ourselves from angers, deceptions problems.
    •  “For the dialogical, problem-posing teacher-student, the program content of education is neither a gift nor an imposition—bits of information to be deposited in the students—but rather the organized, systematized, and developed “re-presentation” to individuals of the things about which they want to know more.” (Freire)  I believe that as a teacher it is my responsibility to exploit the creative potential of my students and that through writing about what they know and want to write about and other mediums I can accomplish it.  “Cognitive experiences have their origins in social relationships and are immersed in a sociocultural environment.” (Vygotsky)
    •  Cooperative  Reflections learning  Individual work  Dialogue  Dictations  Art and Crafts  Reading-Writing  Guided reading Connection  Reading Buddies  Reader´s Response  Solving Problems  Thematic units  Writing different types of genres
    •  In an ordinary day in my class, the first ten minutes are dedicated to reflect by using a “Thought of the Day” or engaging in a dialogue about something that happened the previous day.  Guided by the teacher the students summarize the previous class and are introduced to the new concepts or skills of the day.  The students read or work on practices exercises to apply what they have learned and assess their strengths and weaknesses.  The teacher and students discuss the exercises or share their work. The students express their final thoughts about what has been studied and also the doubts or concerns that they may still have about it.
    •  The use of writing poetry in the classroom can change student’s confidence and way of thinking. (Linaberger, 2005)  I Have discovered especially in recent years that my students are genuinly intrigued by the ideas as well as the forms of poetry even if they have had limited experience with reading poems. ( Carol Clark)  The value of presenting poetry with a range of poems is self-evident. Because moving from reading and recognition of ideas to expressing one’s own thoughts is a natural process, reading poetry can enrich a student’s particular cultural experience. (Carol Clark, Educators Publishing Services)
    • Procedure: Teacher: Yazmin Méndez Initial: Grade 8th The students will explore the genre of poetry Topic: The Letter Poem and of the letter by writing five Standards: Writing characteristics or ideas of poems and five of letters. 8.4: The Student uses poetry elements and imagery to develop and write different Development: styles of poetry. The teacher will define what is a poem and Objectives (S): After exploring the concept of its characteristics. poetry and letter and discussing the The teacher and the students will explore concept and format of a letter poem the what is a letter poem and what are its students will: qualities and characteristics.  Use a step by step handout to write their The teacher will read and example of a own letter poem. letter poem and will share her own letter  Use the elements of poetry and imagery to poem. develop their letter poem. The students will write their own letter  Draw pictures related to the poem around poem by using a step by step guide provided it. by the teacher. Materials: The students will draw pictures related to their poem around it. Handout Closing: Board Volunteer students will share their letter poems. Color pencils or crayons
    •  A poem is a very personal form of writing in which you share a specific thought, feeling, or experience in a special way.  Poems are written in lines and stanzas.  Poets create word pictures using sensory details or comparing different things.  Also they arrange words to stand out certain sounds by repeating certain consonant and vowel sounds to help make their poems pleasing to the ear.  Other times poems use free verse which does not follow a specific form and does not have to rhyme.
    • A Letter Poem is like a letter but shaped into a poem. Like letters themselves they start with a greeting and end with a signing.  The main qualities of the letter poems come from who the letter is addressed to and who signs it. Also the relationship between the writer and the receiver.  In a letter poem you are not writing to make plans, or to exchange news or ask something. You are writing to say something interesting and to say it in a not-prose way.
    • Dear Polluted Lake, I see you struggle each day Trying to push filth away; Pushing bloated fish towards shore Not wanting garbage dumped anymore! Boats travel with empty brains at their wheel As they toss cans and papers for your meal. My dear friend, I miss our silent talks Or those calming meditated walks. I miss just sitting at your side Soaking my feet while I confide About all my worries and hopes and now I have to wonder… Is there any hope left for you? Your worried friend Lori Lm
    • Dear Idealized Island, listening to “bombas” “danzas” and “plenas” I want to feel “la nostalgia” I have heard many good stories that the abuelas feel when from the abuelas they think of you about the enchantments and your gente that you possess. When they think of the Christmas celebration That your sun is bright with “Parrandas” accompanied with guiros and That the breeze in your lands maracas, and the get-togethers “en familia” caresses our skin like any other. I wonder if you desire to see me That the sea “ruge” as hard as I desire to see you As the “jíbaro” worked. I wonder if you recognize me I wonder if those stories As your son Are not mystified dreams of the abuelas As I recognize you And if I will ever get to listen As “Mi Madre Patria.” To the melody that “el canto del coqui”  With my heart and soul produces , or rest “en una hamaca” A so called, Nuyorican Poet.