Today’s Aim: How can we use the poem, “This is Just to Say” by William Carlos Williams as inspiration for our own poems?
The do now for the day: THINK/PAIR/SHARE Describe a time when you or someone you know did something that was “technically wrong” and you should have felt sorry for it but you didn’t?
Before we started getting into today’s lesson, as a class we spent some time on housekeeping, we are starting to do blogs. Ms. Peterson went over the blogging system, who’s the first three students that are doing the blogs and the job of the blog masters. We went over that the students who are doing the blogs are going to send their blog to the blog masters. Additionally, we went over how the blog masters are able to use the blogging sheet to organize the students’ blogs. For instance, if a student is missing a blog, the blog masters are able to highlight the student’s column in red to indicate that they are missing their blog. Moreover, students are also capable of viewing the blogging sheet to know when they are doing their blogs.
(An example of the blogging sheet, this is for period 2)
Afterwards, we moved on to the actual lesson. As mentioned above the aim for today was, how can we use the poem, “This is Just to Say” by William Carlos Williams as inspiration for our own poems?, and for the do now, it was, describe a time when you or someone you know did something that was “technically wrong” and you should have felt sorry for it but you didn’t? We discussed the do now question together, and some of us shared our own story with the class. Thus, many of the stories shared by the students were regarding their siblings. For instance, one student had said that she shares a room with her younger sister, who apparently is a messy person, and so she made a mess and blamed it on her as revenge. Connecting back to the do now, she didn’t feel sorry for her actions, even though her actions weren’t necessarily right.
Next, we moved on to slide 2. Slide 2 contains a poem, “This Is Just To Say”, by William Carlos Williams, in which we read by spirit reading. To add on, the poem talks about apologizing for eating someone’s plums, which were saved for their breakfast, but also telling them how they couldn’t resist themselves from eating it. Additionally, after reading the poem we talked about what the poem is showing. We discussed that when we apologize for something we have done and then justifying our actions with but, is saying how we aren’t sorry for our actions.
Afterwards, we moved on to slide 3. Slide 3 contains information about the poem on the previous slide. The poem, “This Is Just To Say”, by William Carlos Williams, is a poem written as a quick note to his wife one morning, and later became one of his most popular creations when he published it in 1934. Furthermore, the poem does not contain any rhythemes, rhyme scheme, and syllabic counts, and has very limited punctuations. Thus, the poem takes up approximately 20 seconds to recite.
On slide 4, students were given examples of variations with the theme of the poem, “This Is Just To Say”, from previous slides. We used spirit reading to read the slide, three students had volunteered to read. Additionally, all three of the poems share a common theme with the poem, “This Is Just To Say”. The common theme is that apologizing for a wrong action but then also justifying your actions isn’t necessarily showing you’re sorry for your actions.
We then moved on to slide 5, which contains directions for a small activity. Students are asked to create as much variation of the poem, “This Is Just To Say”, as they could under five minutes. Thus, students aren’t required to have poems that match up with the amount of line in the original poem, just the concept of it. Furthermore, the student with the most poems created within the time limit of five minute will be the winner of the game, in which they will also win 30 points for their team. Students were then given five minutes to come up with as many poems as they could on their own. After the five minute was up, the student who believes they have a lot will share their number of poems. Once, no one else has a greater amount of poems, they will share all their poems with the class, to make sure they are acceptable and meet the requirements. To add on, in our class the student with the most poems has 11 and was asked to share all her poems with the class. She was declared the winner of the game and she had earned 30 points for her team, team 6, of period 2, to be exact.
After we wrapped up our small activity from slide 5, we moved to slide 6. Slide 6 is about imagery in poems. Students were provided with information regarding imagery in poetry. For instance, imagery in poems helps the reader feel what the author feels. Additionally, imagery in poems help stimulate one’s hidden feelings that are often unexpected. Students were provided with a link to a video, which helps the student to have a better understanding of the poetic device, imagery. For instance, the video talks about how languages are used in poems to awaken the five senses of the reader and that imagery stimulates imaginations. Thus, after the class watched the video we had discussions about it. Students were asked what was the key takeaway of imagery? At the end of the discussion, students learned that the key takeaway of imagery was that it provides words that stimulate the five senses, it stimulates past experiences through the five senses.
The link provided to students on slide 6: Poetry Object Poetic Device #2: Imagery | ClickView [2:31]
Additional link to help student understand imagery better
Next, we moved on to slide 7, which contains more poems. We read the poems as a class together. Moreover, slide 7 shows examples of poems that have imagery of landscape, natural images, and food. Poems use imagery of landscape to indicate hopelessness, natural images, like the sun and the ocean, for joyfulness, and food, the remainder of the food, to generate melancholy and sadness.
We then worked our way over to slide 8 and 9, which happens to be another poem. The poem was called, “Fast Break”, by Edward Hirsch. We used spirit reading to complete the reading of the poem. Students were also asked to annotate the poem as we read. The poem was about a game of basketball, the poem uses descriptive words to describe the game to the readers. After reading the poem, we had a little class discussion regarding it. As a class we were able to see that the poem, “Fast Break”, had very limited amount of punctuation, except for commas.
After reading and discussing the poem, “Fast Break”, on slide 8 and 9, students were then asked to complete slide 10. Slide 10 consists of a “TWIST” chart, which students were supposed to complete with their teammates. Students were put into breakout rooms with their teammates to complete the chart together, the students were given 8 minutes to complete it. Unfortunately, after the 8 minutes, we didn’t have much time left in class to discuss the chart as a class.
Finally, after the students were given 8 minutes to complete the chart on slide 10,
Ms. Peterson went over the homework. Students are expected to finish the lesson, if they haven’t already done so, and turn it in. Additionally, students were also given homework in addition to finishing the classwork. The homework that was assigned today is for the students to create a poem regarding a pastime experience that they feel passionate about. The poem that each student is required to create should be a free verse poem that uses precise word choices and imagery, as well as other poetry devices. Thus, the poem should have at least 20 lines, have a title that fits with the poem’s topic, and the poem should also contain a relative image or artwork.
Self Reflection of today’s lesson:
What did I learn?
I learned what the poetic device, imagery, is. I learned that imagery is more than just creating an image in the reader's head, it uses descriptive words to help provoke and stimulate the reader's five senses. By doing so, the five senses can then help provoke a past experience of the readers to help them get a better understanding of the poem. Thus, since imagery helps stimulate the five senses of a reader, it can help the reader connect better with the author and understand the author’s point of view better. For instance, the author can use imagery to help the reader feel what they’re feeling.
Why did I learn it?
I learned this so that I can understand what the poetry device of imagery is. Additionally, understanding imagery better can allow me to identify the use of imagery in poems that I read. Being able to identify the use of imagery in a poem can help me understand the poem better. I will be able to understand what the author is trying to provoke in my mind, whether it is a feeling, emotion, or one of my senses. For instance, if an author uses imagery to help me feel what they feel, I will be able to identify that, that way I can feel what the author wants me to feel.
How will I use what I learn?
Like mentioned above I will be able to use my understanding of imagery when reading poems. Thus, I can use my knowledge of imagery when writing my own poems. I can use imagery to help the reader understand and connect better with my poems. For instance, since imagery provokes one’s five senses and past experiences, using imagery in poems will allow them to connect better with my poems. Furthermore, using imagery in poems can help my readers understand my point of view and feelings better. The usage of imagery will allow me to connect with my readers, they will be able to better understand and feel what I think and feel.
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