There’s No Place Like Home Using a Model of Writers for Poetry=

Introduction

nI teach 7th grade ELA at Timberwood Middle = School in Humble ISD.

nThis is my 17th year= to teach secondary level English= .

nI try to use as many Pre-AP strategies as <= /span>= possible with all of my students.

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Rationale

n“…combines listening, writing with a m= odel, drawing, and thinking activities…” = ;

n prov= ides “... a personal and an analytical experience with literature.”

nFrom (2004) LTF Pre-AP English Grade Ten. p. 472

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Theory

nTwo of the nine categories of instructional <= span style=3D'font-size:93%'>strategies found in Classroom Instruction That Work= s

nAs researched by Robert J. Marzano, = ; Debra J. Pickering= , and Jane E. Pollock

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Explanation & Modeling

= After discussing the idea of “home” = using a variety of stimuli, you will compose a poem using a writer’s model. Then you will make an origami house in which you will copy your poem and decorate the outside to visually represent your “home.”

So, off we go…

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Guided Practice

nRead Ted Kooser’s poem “Abandoned Farmhouse” aloud; students follow along = ;nRead a few more examples from other stude= nts’ writings nStudents decide on their special place and brainstorm a list of objects that are in this place that would tell others about them

<= span style=3D'font-size:107%'>nMake Origami hous= es together

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Independent Practice

<= span class=3DBB style=3D'position:absolute;left:-4.43%;top:.49em'>nAfter brainstorming, write your poem.

nSelf = revise before copying it into your house by checking two things: 1) do the objects “say” things about me; and 2) what will others know about me when they read this nCopy your poem into your house = ; between the doors

<= span class=3DBB style=3D'position:absolute;left:-4.43%;top:.49em'>nDecor= ate your “home” = ; &n= bsp;

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Modifications

nFor G/T: May elaborate as needed with a = creative flair in words and/or art work nFor Learning Challenged: Work may exhibit= = lack of some skills but gives them the opportunity to shine in ot= her ways nFor ESL: Introduce idea of “Querencia,” use = other stories or poems from Hispanic authors such as Sandra Cisneros, for example, and allow some native language in poem

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Assessment

nCan use a rubric to assess model poem and art =

nCan use this to assess knowledge of a character = from a novel

nCould use in another content area using the “house” or objects inside to represent= other terms i.e. the cell (“house”) and its parts (would go inside the house)

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	Specif= ically it fits the Nonlinguistic Representation Strategy that says these enhance students’ ability to represent and elaborate on knowledge u= sing mental images…a variety of activities including creating graphic representations, making physical models, generating mental pictures, draw= ing pictures, and engaging in kinesthetic activity…
	And th= e Identifying Similarities and Differences Strategy which helps students to make new connections, experience new insights, and correct misconceptions̷= 0;