choice

Immersing Ourselves in Poems with a POETRY FLOOD

Last Wednesday and Thursday, my students engaged in a “poetry flood”, a gallery walk designed to give students to immerse themselves in 50 different poems.  The activity design was fairly simple:

  1.  I chose close to 50 unique poems of varying styles, poets, topics, and time periods for students to browse and read.
  2.  During the poetry flood, students walked about quietly and read poems.  As they came across ones of interest that they liked or enjoyed or thought would be a good choice for their poetry project, they jotted down the poem title and author.  I do play soft music through the overhead projector/ceiling speakers during the gallery walk; this selection is one of my favs for the 2018-19 school year!
  3. Students could revisit and re-read the poems at any time, including the online voting.
  4. The activity took two class periods; our first day was a bit short since we were on a modified afternoon schedule due to state testing.  We completed the flood on Day 2 and did our online voting so that I could have time to compile the responses and have enough copies of the poems for each student in each class.
  5. Once they completed their reading (roughly 20-25 minutes for most), they went online to a Google Form in our Canvas course and voted for their top three poem choices and explained each choice.  They also voted for whether they wanted to do a FSLL poster or Sketchnoted Poetry Analysis for their project; we reviewed project options and requirements Wednesday and Thursday.  Students turned in the hard copy of their “poetry flood” notetaking/jot sheet form once they finished voting.  You can see a breakdown of project choices below.

5.  Note:  I definitely recommend using Google Forms to collect student votes so you can download responses into a spreadsheet and quickly sort the top choices and give students one of their top three choices while avoiding replication of poems within a class period for project work.  Click here to see a PDF version of my form.  I actually downloaded one master spreadsheet and then did some cut/paste to separate into my four different class sections to make voting easier.

Below are videos and photos to help you see our poetry flood unfolded over two days:

{Note:  please pardon the mess with items covered up to preserve our testing environment in my classroom last week and the week before!}

With the exception of my first period class (I did not get to see them Thursday because of our testing schedule, so they picked up on Friday with completing the poetry flood), my other three classes received their poems on Friday.  I made copies on neon paper, and we spent most of the period annotating the poems.  Each student was required to do five high quality annotations and could use their poetry terms and FSLL question stems (install this font for the download to format correctly) to nudge their thinking.

Once they finished the first round of annotations, students showed me their work and we conferenced for next steps to polish or finalize their annotations.  Most needed a 2nd pass at going beyond some connecting and summarizing of stanzas and a little coaching to help them focus on some literary or poetic elements.   In addition, I encouraged some students to further elaborate on their notes if that was needed.  The majority of students responded really well to the conferences and set about their work in a positive and earnest manner.  I was quite impressed with their efforts, especially with the final product after our annotation conferences.

Those who finished their annotation work a little early used scratch paper to begin planning a mockup and notes for their project.  We’ll actually craft the posters on Thursday and Friday of this week.

Given our limitations of time with the two week state testing session that just ended plus end of the year events, I feel these activities are a meaningful way to give my students a personal and positive experience with poetry at the end of the year.  What kinds of activities do you like to do to immerse students in poetry?  What are your favorite poetry projects, especially when time is short?

Nonfiction Book Tasting + Google Forms

We are rapidly coming down the home stretch with only six weeks left in the school year!  We returned from our spring break last week with a two-day book tasting of six nonfiction books, selections we made as a grade level based on the Lucy Calkins nonfiction and literary nonfiction units of study:

  • March Forward, Girl: From Young Warrior to Little Rock Nine
  • I Will Always Write Back: How One Letter Changed Two Lives
  • Bomb: The Race to Build–and Steal–the World’s Most Dangerous Weapon
  • Chasing Lincoln’s Killer
  • Doable: The Girls’ Guide to Accomplishing Just About Anything
  • Quiet Power: The Secret Strengths of Introverts

My setup was relatively simple and straightforward:  I placed copies of book at each table group and treated the book tasting like a station rotation with 10 minute sampling segments and a couple of minutes for students to jot notes on the graphic organizer below.

On Day 2, we ended class with students completing a Google form filling in their top three book choices and a short explanation for their first choice book.  The Google form made it easy to compile the results in an Google Sheets/Excel spreadsheet to see how many books I needed for each class as I gave every student his/her first choice.   In addition, I ran a Mail Merge with a Word document I created and the Excel version of the Google Sheets to print the student responses for their literacy portfolios.

Because all Language Arts teachers in my building have a set of 10 Chromebooks with an in-classroom charging cabinet, I was able to have a set of 5 Chromebooks at each table area thanks to Mandy Briscoe (8th Language Arts) and Jamie Laster (7th Language Arts) loaning me their sets on Day 2 of the book tasting.  Thanks to an infusion of Title I money, we were able to purchase enough books earlier this year for all of my students to have a copy to take home and carry around at school so that they can annotate their own books.

Below is a breakdown of the votes from all four classes:

Students were extremely interested in the book selections, and several expressed they hope to read their top choices between now and the end of the school year.

Students will get at least two days a week to read, reflect, and discuss their books in class; on days where they may finish their poetry or EOC review work early, they may read their books on those days as well.  I have been impressed by the positive response to the books, and students are begging for any additional reading time whenever possible!  Over the years, I’m finding that a simple version of book tasting with strategic choices for genre study or book clubs is quite powerful.  In my next post, I’ll share how we began our first reading day with a review of Notice and Note signposts strategies for simple annotation that will be incorporated into written reflections as well as book club discussions.

Adventures in American Lit Book Clubs, Part 4: Circle of Viewpoints Across Multiple Texts

In my last post, I shared how I set up “mixed” American Lit book club groups to facilitate a final cross-text discussion.  My 2A Honors class utilized the Making Thinking Visible strategy of Peeling the Fruit to make connections across texts.  For my 3B Honors class that met the following day, we utilized another Making Thinking Visible strategy called Circle of Viewpoints.

Just like the Period 2A class, Period 3B students were organized into mixed groups; this particular class required some adjustments at the beginning of class that due to an unusual number of absences.    However, the tweaking of groups did not take long, and students did the same silent written response and then “Turn and Talk” warm up thinking/discussion activities as 2A.  These activities took the first 30 minutes of class prior to our lunch break.  When students returned, we reviewed the protocols and instructions for looking at themes and big ideas across books through the Circle of Viewpoints lens:

Students were asking to craft their poster using the Circle of Viewpoints protocol:

  • The center of our circle was a big idea, issue, or theme that spoke to all of the books; group members selected this theme.
  • In the second layer of the circle, students identified a character from their books and choose to look at the theme/issue/big idea through that character’s eyes.
  • In the third layer, the students explained how the issue, theme, or big idea looked to that character through the character’s eyes.  Several students chose to write from a first person perspective; a few completed this task using a third person point of view.
  • The final outer layer provided students to post a big question–this could be a question that students had after engaging in the analysis or a question they felt their character might ask about the big idea, theme, or issue they were analyzing across texts.

Just like Peeling the Fruit, the Circle of Viewpoints thinking structure generated intense discussion in every group.  Most groups discussed their ideas first before sketching a rough draft and then crafting their posters.  Several students also pulled their annotation notes and organized them into a folder as a reference point for textual evidence to support their responses.

Just like Period 2A, we hung our posters around the room.  Because the activity did take the entire 90 minute block, we did not have time for a formal gallery walk, but many students took the initiative to walk about and examine what their peers had to say.

 

Though I wish we’d had more time for a formal gallery walk and subsequent whole class discussion, the activity was engaging for students and generated intellectual energy while giving students a chance to share and think about their books in a mixed book club setting.  Given that this was the final day of class prior to final exams and took place as AP and EOC exams were ending, I was pleased with the level of engagement I saw from students.

In my next and final post in this series, I’ll share some student reflections on the book club experience and how our semester long independent reading turned out to be a pivotal key in the success of the book clubs.  If you would like to read the previous posts in this series, you can access those posts easily below:

Adventures with American Lit Book Clubs, Part 1: Book Tasting

Prior to spring break in late March, I wrestled whether or not to do a whole novel study like the rest of the junior classes or take the plunge with book clubs and give students a choice in book study.  My interest in book clubs dates back to my graduate school days at the University of Georgia; I did an action research study on an after school book club under the supervision of Dr. Mary Ann Fitzgerald.  In addition, I completed an independent study in the summer of 2005 on literacy communities and sponsors of literacy (which included book clubs) under the direction of Dr. Mark Faust.

Though I supported literature circles and after school book clubs as a media specialist, I had never implemented book clubs in the classroom until this past spring with my seniors.  While whole novel study would have made my life simpler, I knew that book clubs would offer my 11th graders a new and memorable learning experience.  Inspired by the work of Penny Kittle, Kelly Gallagher, and Julie Swinehart (who really helped me visualize the possibilities–thank you Julie!) , I decided to go for it.

After reviewing what titles were available in enough copies to work across four sections of classes with more than 140 students, I decided to offer these choices:

  • A Raisin in the Sun
  • Our Town
  • The Great Gatsby
  • Catcher in the Rye
  • Of Mice and Men

Our media specialist, Suzanne Gordon, pulled enough copies of the books so that every student would have a copy to browse and organized them by carts.  I then arrived and set up “tasting” groups by putting all 5 books at each student’s seat.  As students arrived, they found their table assignment and put away their bookbags.

I asked students to spend 12-15 minutes with each book; they could begin reading front to back, jump in the middle, or pick any starting point.  I also asked students to think about the cover and title as well as to read any “teaser” info on the back of the book.  Each student received a book tasting form to record their reactions and responses to the reading:

I projected a large clock on the screen that Ms. Gordon had set up for us, and students could track their own time and move along at their own pace.

 

When students had sampled all five books, I provided them a final evaluation form to complete for ranking their top picks:

It was fascinating to watch the students work and how they selected which books to sample in their own unique order.  You could easily tell by facial expressions when a student was really connecting with one of the novels or plays.  Most really invested themselves in the effort since they knew they would be living and breathing their top choice; most chose their top picks very carefully.

Once I got their work, I tallied the results for first choices for each period.  With the exception of roughly 3-5 students, I was able to give every student his/her first choice; those that did not get a first choice got a second choice.  Here is the breakdown of book assignments by period:

Book Title Class Period Number Needed
Of Mice and Men 2A Honors 9
Gatsby 2A 6
Catcher in the Rye 2A 14
Our Town 2A 0
Raisin in the Sun 2A 4
 
Of Mice and Men 4A CP 7
Gatsby 4A 3
Catcher in the Rye 4A 3
Our Town 4A 5
Raisin in the Sun 4A 11
 
Of Mice and Men 3B Honors 10
Gatsby 3B 7
Catcher in the Rye 3B 12
Our Town 3B 0
Raisin in the Sun 3B 4
 
Of Mice and Men 4B CP 8
Gatsby 4B 7
Catcher in the Rye 4B 13
Our Town 4B 0
Raisin in the Sun 4B 4

I compiled this list plus a “roster” of names and books by period so that our media center staff could easily pull the number of novels needed per period and to make sure each person got the novel he/she had picked.  I am indebted to Suzanne Gordon, our media specialist, and our media clerk, Kim Pierson, for their help and support with the book tasting and then the actual checking out of the novels!  In addition, I am thankful they not only gave us a three week loan period, but they have allowed us to keep the books up until the very last days of school; having been a media specialist in the recent past, I can appreciate the depth of their help!

In my next post, I will outline how I set up the reading schedules, “to do” tasks, student established norms for the book club meetings, and how we juggled this project with state Milestones/End of Course testing as well as various other tests.