Also known as newspaper blackout poetry, the author uses a permanent marker to cross out or eliminate whatever words or images he sees as unnecessary or irrelevant to the effect he's seeking to create. The central idea is to devise a completely new text from previously published words and images, which the reader is free to interpret as he wishes.
This assignment has two parts: Part I Think back to the Aesop fable about the lion and the man and how the lion is represented in a stone statue as weaker than man.
Importantly, the statue is rendered from the perspective of the man. Think about the writing strategies those writers used to help build a body of African American literature. Your job is to pick a writer whose style of writing you think you can imitate.
Do not attempt to re-write the entire short story. You can pick a scene, a central moment of action where there is a beginning, middle, and end. For example, you could re-write the beginning of the story when Paulina initially decides to run away.
Or you can reimagine the final scene, and expand it, where Theresa is reunited with her family. How does word choice change if I retell this story from the perspective of a writer during the Black Arts Movement?
This project is your chance to think more about that. Your re-write need not be long, anywhere from 2, to words, but it should be complete with a beginning, middle, and end. Of course, this is a project of speculation.
You are to use your imagination; however, that imagination should be guided by the historical information. The details, while imaginative, must also be plausible based on information found in the original text.
For example, if a character in the text is a vegetarian, then you cannot say in your re-write that the character eats bacon and grits for breakfast. OR if you do contradict the original text, you should have a good explanation for doing so, which you can explain in the self-reflective essay that will accompany the re-write.
Part II The re-write should be accompanied by a word self-reflective essay in which you explain and justify the imaginative choices you made in your re-write.
The self-reflective essay should make some kind of effort to walk me through the analytical process you went through in making particular choices when crafting your re-write. The essay should address questions such as: That is, how do the contours of the story change when told from the perspective of a different author?
What might this new perspective tell us about the original story? How does the re-write rely on information from the original text? What kinds of difficulties did you encounter in doing the re-write and what might be the limitations of engaging in this kind of speculative work?Lessons and activities for teaching respect If your students lack it or could stand to learn more about it, we offer five lessons to get them talking and thinking about respect.
Introduction. This lesson plan is tailored to complement the National Curriculum guidelines on teaching poetry in KS1. The Senses. Write the 5 senses on the board and discuss them with the class. Rationale Found poems are created through selection and organization of words and phrases from a text.
This method provides a structured way for students to review material and synthesize their learning. opportunity to think and write critically about a classic piece of poetry, consistent with the ELA Common Core Standards for Grades StudySync Lesson Plan.
On my desk lay poetry lesson plans, poetry analysis activities, and a copy of the Portable Walt Whitman.
I share my favorite lesson with you. It’s called Poetry Speed Analysis. Procedures. Before doing this assignment, students should know how to annotate and analyze a poem. According to the Wikipedia, Found Poetry is: a type of poetry created by taking words, phrases, and sometimes whole passages from other sources and reframing them as poetry by making changes in spacing and lines, or by adding or deleting text, thus imparting new meaning.