How to Conduct a Successful Poetry Workshop

Why is poetry important? Both reading and writing poetry is important and essential to one's growth as an individual, as well as allows the individual to examine themselves and to learn from past and present experiences. Not only this, but reading another's poetry can give insight on a particular issue or idea and can be of help in understanding the worlds of others. Most importantly, poetry simply allows the reader and writer to experience the beauty of the written word. One way to promote students' creativity, as well as to help students see that writing poetry can be a fun and valuable way to expand their minds is through participation in a poetry workshop.

Poetry workshops can be invaluable tools especially to students who wish to learn about poetry and to have fun with it. This workshop/class is designed for anyone college age and above who is Caucasian, Hispanic, Black, or Asian. A unique attribute to this workshop is that it will mostly be facilitated by the teacher; the students will be doing most to all of the work. The teacher will just be there to generally guide the students, give general instruction and answer any questions, but only after the students have consulted one another.

The curricular goals for this poetry workshop include many things, but most importantly to impart, to the students participating in the workshop, a love and appreciation of poetry through different classroom and homework activities. This includes being able to express what they feel in a creative way, feeling their work and opinions are valued when writing and communicating in a non-judgmental and accepting community, as well as to gain confidence in sharing their poems with others in their group. "Writing programs permit emphasis on individual interests and abilities, emphasizing the importance of the student's own insights" (Howard). Different components of class and homework activities include on the most basic of levels, the students will write and critique their own poetry, as well as some poetry of their classmates. They will be receiving a lot of feedback from all of the activities; therefore, strengthening the student. "Early and incisive feedback shows the student what he does well and reinforces that ability" (Howard). Also, the students will become more aware of the different components of a poem such as different grammar concepts. This integrates learning/reviewing some grammatical concepts for use in writing their poetry such as nouns, verbs, adjectives, adverbs, conjunctions, clauses, and punctuation. The form this workshop focuses on is free verse. It is easier for those who don't particularly enjoy writing poetry or understand it to write without constraints on the form.

Regarding grammar as a whole and its relation to poetry, it is more important, in some cases, for the poet to concentrate more on what they want to say in their poetry rather than be so focused on grammatical concepts. However, it is still important the poet have a basic understanding and knowledge of grammar so the right kinds of words are used within the poetry.

Additionally, the students will participate in different class exercises to help them write poetry and to think of different ideas for their poetry. A project designed for the students to use what they learn throughout the semester in addition to the poetry they will write throughout the workshop is where each student will, in some way the students choose, present a group of poems with a connecting thread and an accompanying paper analyzing their work. The purpose of the project is to allow the students additional ways to apply what they are learning and in a different format than just writing poetry. This way, the students can apply their knowledge and poetry they have written to other areas; as a result, it will help to connect everything together. Through the course of the workshop, the students will make a journal/scrapbook of their work and critiques, and at the end of the workshop, the group will receive the opportunity to make a book, which would have the students' best work in it.

This workshop will consist of 13 sessions, which are three times a week for an hour each. "My suggestion, therefore, to those teachers who hesitate to give an hour a day to writing is to take whatever time there is and clump it together. Instead of writing one day a week for a year, they can try writing three days a week for half a year. I also recommend that writing times be scheduled regularly" (Calkins 25). For class size, it is very important there be no more than 15 students, but preferably the smaller the better. The reason for this is, once the class becomes too big, it is harder to feel comfortable with the group, as well feel connected to everyone in the group.

Regarding the integration of grammar instruction, it will be on the intermediate level, meaning there will be inclusion and application of parts of speech, conjunctions, punctuation, and clauses so the students will have a greater amount of knowledge on how different aspects of poetry works. Additionally, it is included so the students are knowledgeable about the different types of words that would add impact or description to their poetry, but the workshop does more to focus on encouraging the creative natures of the students than being so focused on grammar. However, the basics essential to writing poetry such as similes, metaphors, nouns, verbs, adjectives, adverbs, personification, alliteration, conjunctions, syntax, and so forth will be discussed and included in the workshop. In addition, grammar will be used to further the students understanding of certain aspects of the poetry and relationships of words. At the beginning, as well as throughout the workshop, there will be a couple grammar lessons where the students will do exercises and use their peers to understand basic grammar for writing poetry. The students will then write a couple poems using the grammar concepts discussed that day. For homework on the second day, the students will incorporate the new grammatical concepts, as well as the ones learned/reviewed the day before. After those lessons, it will be the students' responsibility to see that grammar concepts are integrated within their poetry. If a grammatical concept deviates from the norm, it is important for the student to write this in the evaluation so the teacher knows.

In evaluating the grammar usage within the poetry, the students will have a set of questions with pertain to grammar in their poem to respond to. These questions would include: how well they think they used specific grammar concepts in their work (what the concepts are and how they were used well or poorly), to evaluate the poems for a certain grammatical piece, does it work within the poem, what is the usage like, and are there any questions. The teacher would evaluate the grammar within the poetry by considering whether or not the student demonstrated an understanding of the concept and whether or not it was used correctly in the poem, as well as reading the students' evaluation of their own work to see if it matches with what is in the poem.

Recommended textbooks for students:

Wallace, Robert. Writing Poems. Glenview: Scott, Foresman and Company, 1987. This textbook is recommended because it does a thorough job explaining the different areas in writing poetry; however, with the class and homework activities, the student will glean much from the class simply by doing the work and participating. It is recommended mostly as a tool for the student to refer to when they are curious or are having trouble with something.

For editing poetry: Dessner, Lawrence J. How to Write a Poem. New York: New York University, 1979.

For a poetry anthology and expository essays on each of the poems: Farrell, Kate and Koch, Kenneth. Sleeping on the Wing. New York: Random House, 1981.

Recommended textbooks for teachers:

For grammar exercises: Gould, Gerald L. Groundwork: Exercises in Perceiving and Understanding Grammar. New York: Harcourt Brace, 1977.

For general teaching of writing: Calkins, Lucy McCormick. The Art of Teaching Writing. Portsmouth: Heinemann, 1986.

Activities and assignments:

Session 1

This lesson plan idea was taken from (Harris).

Given assorted songs, both with words and without, students will begin to demonstrate an understanding of what poetry is like by writing down their thoughts about the music while the music is playing and, through discussion, connect the music with different ideas of poetry.

Comprehensive Input: songs, pen, and paper

Intro: Have the students move their chairs into a circle or have them sit in a circle on the floor, and tell them to make sure they have a piece of paper and pen/pencil out.

Beyond: Once they are situated, ask them to close their eyes.

Play one of the chosen music clips, then ask them to open their eyes and to quickly write down thoughts that came to mind and the impressions they received from listening to the music. With the rest of the clips, while they are playing have the students write down their impressions and any questions. Make sure the students don't talk while they are doing this exercise.

After the music clips are finished, prompt a discussion about how the music relates to poetry, and do they think the music is poetry. Have them explain their answers, as well as make a list of all the things they think are the same and different between the music and poetry.

To prompt the discussion, read a poem and compare it with song lyrics on the general level such as looking at the form of both, word choices, if there is any imagery, did the poet/musician mean anything by the words, or should the reader just take the material at face value?

What are the students' opinions of poetry? Why?

Beyond: For homework, the "I like to follow this up by having them bring in their own musical selections, having them type up the lyrics, read them to the class and explain why they like the song" (Harris).

Session 2

Given a poem, preferably funny, of any level such as ones written by Shel Silverstein or "The Jumblies" by Arnold Lobel, the students will demonstrate an understanding of some of the characteristics of poetry and what it is by developing a reader's theatre with the given poem, performing it in front of the group and participating in group discussion of the poems.

Comprehensive Input: poem, pens, paper

Intro: Review and talk about homework, group feedback, give definitions of poetry and some things that go into poetry, but don't always have to include them in the poetry (similes, metaphors, alliteration, rhythm, rhyme).

What is reader's theatre? (discussion and explanation)

Beyond: Anyone who doesn't know these words (simile, metaphor, alliteration, rhyme, rhythm) should define them and think of examples for them for part of their homework.

Discussion of what reader's theatre is.

Students in groups of 3 for the reader's theatre. The students should look at the poem, and develop dialogue and characters in the appropriate places. After 30-45 minutes, the students will get ready to present their renditions of the poetry to the group as a whole.

Before each presentation, have the rest of the students in the workshop read the poem that will be presented silently.

Presentation of reader's theatres.

Students write a response to the presentation.

Bring the students back together and have a full group discussion on their reactions to the poems, the differences between reading the poem silently and having it read aloud and done in a reader's theatre presentation (difference in impact?).

Teacher reading several different types of poetry such as a sonnet, free verse, limerick, haiku, and allegory.

Group discussion on what the students think make the poems, poems.

Beyond: The students will write down what they think are characteristics of poetry, and to find a poem they like to discuss the next class session. Mention this response will go into their journal.

Session 3

Given things that are involved in writing poetry and choosing poem topics students will demonstrate an understanding of choosing topics for their poetry by making a list of topics to possibly use in their poems.

Comprehensive Input: pen, paper

Intro: What is it like to write poetry?

Through: In general what are some things that are involved in writing poetry? Group discussion

Is it difficult/easy? What makes it so?

How do you choose a topic? What are good things to write about? Is there anything you can't write about?

Students write down ideas for ideas or just subjects to talk about. Share in groups. Group members help each other if someone is stuck.

Beyond: Continue adding to topic list

Session 4

Given topics students will demonstrate an understanding of choosing a topic for a poem by choosing a poem topic in a group activity and by deciding on a topic on their own shown in their finished poem.

Comprehensive Input: index cards, pen, paper

Intro: Review and talk about homework, group feedback

Continuation of poetry topics

Through: Students get in groups of 2 or 3 facing each other

The group is given a topic then each group member writes one line of the poem, and then passes the paper a total of 2 times to the student next to them or in front of them. The trick to this is the students creating the lines of poetry cannot look at the line above the line they are writing, but still have to write on the designated topic. When there are 4 lines, the students reveal what the lines see and critique the poem for anything they might see. After they are given 2 topics and have done their poems, the groups will think of their own topic, and go through the same process. In the end, they will receive 2 topics from the teacher, and 1 the group thought of, and will have 3 write-ups, one for each poem.

Each member of the group should copy the poems down so they can be put in their journals; the same with the write-ups.

Write a reflection on this activity. Was it hard to come up with the line you were writing without knowing what the line above said? How successful was the poem? Would you call the finished product a poem? Why or why not? What characteristics can be found in the poem? "The class can compile a list of process questions for students to answer in peer-response groups: what problems do you run into when you were writing? How did you go about solving these problems? What kind of revision do you usually do" (Calkins 154)?

It might be fun for the group to write one of their poems on butcher paper and put them around the room.

Individually, each student should now choose a topic on their own, and brain storm ideas for a poem and combinations of words of phrases which pertain to their topic.

"When writing poetry,

Do not lie to your reader. Do not expect your reader to believe anything you don't believe yourself. Do not waste your reader's time. Do not confuse your reader. Do not force your reader to guess about what's going on in your poem. Do not speak to your reader as if you were Moses just returned from an exclusive interview with the Management. Do not attempt to tell your reader how he should behave. You are a poet, not a guidance counselor. Do not show off. Do not boast. Do not use unfair tactics to force your reader to say he likes your poem. Do not attempt to take advantage of your reader's weaknesses." (Dessner 6)

Beyond: Teacher will hand out new topics to each student before they go. This time each student will write an entire 5-9 line poem either based on the topic card they are given or on their ideas from the session. Let them know to come prepared to read and talk about their poem in groups, as well as what they might have discovered about themselves and about poetry when trying to write a poem.

Session 5
Given the different parts of speech and their relationships to other words
Comprehensive Input: blank cards, markers, Jeopardy game board/BINGO cards and markers (could be candy)
Intro: Talk about and discuss poems written and some present their poem written for homework.
What are some parts of speech? Defining some parts of speech, what role do they play in the development of poetry, why are they important?
Beyond: Identification exercises on identifying nouns (pronouns), verbs (participles, infinitives, progressive, perfect, auxiliary, modals), adjectives, adverbs etc... What is the relationship to other words? *This is just so the students have some practice and review with the parts of speech.* A good general website for grammar resources is http://www.ruthvilmi.net/hut/help/grammar_help/. For ESL students, http://a4esl.org/ is a good resource when studying areas of English. The website contains many good grammar activities
Create a memory game where the students have to match words like balloon, hot, liked, pretty to their describing part of speech.
Create either a rendition of Jeopardy with terms, definitions, and examples of parts of speech or a game of BINGO where words on the squares are examples and terms and the clues are the definitions and something like "this is an example of..."
Create a poetry mad lib where there are blanks where the parts of speech go and the students have to give the words for a particular category such as "red" for adjective.
Have the students list nouns, verbs, adjectives, adverbs, etc... on their paper in categories. Then, have them choose a topic and choose nouns, verbs, adjectives, and adverbs for each line of the poem this will create.

Journal check reminder in 2 weeks (session 7)

Beyond: Each student writes their own poetry mad lib to share with the group

Write another poem using their parts of speech word bank and put in journal

Session 6

This lesson idea was taken from "Newspaper Poems" (Carter).

Given important elements in poetry including imagery, students will demonstrate an understanding of imagery and other important aspects to poetry through the completion of their imagery poem.

Comprehensible Input: magazines, newspapers, glue, construction paper, scissors,

Intro: Split into groups and have the students read their poem to the group; have the group comment, and have one member from each group read their poem and talk a little about it, paying special attention to the grammatical parts of their poetry.

What are some important elements in poetry and what is imagery discussion.

Through: Students look through provided magazines and newspapers, and cut out 50 nouns, adjectives, verbs, and adverbs looking at the impact the word has and what kind of sound the word may make (omnopoeitea, rhyme possibilities)

"Form an image poem" using the cut-out words being creative, pasting the resulting poem on colored paper (Carter). On the back of the paper, attach a write up on the imagery, why they chose to format the poem the way they did, explaining any grammar points.

Tell them about their poetry art project: to design a group of poems (allegory, metaphors, similes) with an accompanying art form such as painting, song, drama to illustrate the poem. The teacher approves idea before the student starts to work on it. Also included in the project is a paper with a minimum of 5 pages describing their personal development as a writer, what their struggles and strengths are, and the process, if any, they see occurring through the course of the workshop. Ideas or alternate ideas are due Session 8 (2 weeks). Both the paper and the project are due session 11 (5 weeks)

Beyond: Will be a poetry reading the next day where the student will read and talk about what they wrote on the paper attached to their poem. They will develop two imagery type poems. Also, in the journal they are keeping their poetry and write-ups: "how do they evaluate words? Any differently? Is this valid poetry?" What was the degree of difficulty for them? Was it hard to be creative like this? Did it get more difficult when they thought about what words to use in the poem?

Session 7

Given information and questions on critiquing poetry, students will demonstrate an understanding of one of the ways to respond and critique their poetry by participating in class discussions and completing oral and written exercises which will be placed in their journal.

Comprehensive Input: pen, paper

Intro: How does a poet respond to their poetry and objectively critique it?

Through: This class session will consist of going over student poems, responses to their own poems, and discussion about how to critique poetry.

They will split into groups of two to critique the poems and whether or not the imagery and grammatical concepts worked in the poem. Asking questions like: does this topic really work for the imagery being used? Does the form of the poem fit what it is saying/the message it is conveying?

Large group discussion of how the students feel the workshop is going thus far. Any comments? Have opinions changed of poetry or are they pretty much the same? "And I ask you to be a tough critic of your own poems" (Dessner 2).

Place write-up in journal

Beyond: Students critiquing their own poetry, and writing a response as to what they found.

Session 8

Given definitions of free verse students will demonstrate an understanding of writing free verse poetry through class discussion, writing 3 free verse poems, and critiquing their poetry.

Comprehensible Input: Transition chart, paper, and pen

Intro: Discussion of homework. What is free verse? Can anyone think of an example of something in free verse?

Through Discussion: Define what free verse is

How it differs from a specific format like the one in the previous lesson

Why it can be called poetry when it doesn't rhyme or have rhythm

What it can allow the poet to do

Review some of the general characteristics of poetry discussed in previous sessions

Discussion of conjunctions, punctuation, and clauses. Included is a good chart which has transitions and conjunctions listed for reference. In regard to the chart, an activity for the students would be to first start by listing some conjunctions and transitions they know, and then will fill in the rest that was not mentioned.

Conjunctions
and
but
or
for
nor
neither
so
yet

To introduce a topic
as for
concerning
with regard to
with respect to

To Summarize
in all
in a word
in brief
briefly
in other words
in short
in summary
that is

To Show Purpose
in order that
in order to
so that

To Show Cause and Effect
accordingly
as a consequence
as a result
consequently
for this reason
hence
it follows that
so/so that
then
therefore
thus

To Compare
by comparison
here again
in the same way
in a similar manner
likewise
similarly
so too
as
also
equally

To Contrast
conversely
however
instead
in spite of that
anyhow
on the contrary
on the other hand
otherwise
rather than
still
yet

To Explain, Give Reasons
actually
admittedly
because
certainly
for example
in fact
indeed
really
of course
since
that is

To Add Information and Reasons
add to this
again
also
besides
equally
further
furthermore
in addition
moreover
once more
then too
too
yet again
yet another

To Show Various Conditions
in this event
in these circumstances
under such circumstances
this (that) being so
provided that
in spite of
none/nevertheless
at the same time
even if
if
unless
otherwise
although
even though
though
despite

To Show Conviction
after all
at least
at the same time
apparently
even so
evidently
certainly
conceivably
conclusively
doubtless
no doubt
perhaps
possibly
presumably
probably
surely
undoubtedly

To Show Concession
admittedly
after all
all the same
at any rate
granted
however
in any case
in spite of
it is true that
nevertheless
obviously
of course
still
to be sure

To Show Chronological Order
after that
afterwards
later
shortly
subsequently
concurrently
in the meantime
in the meanwhile
now
simultaneously
when/while/was

first, second, etc.
formerly
earlier
previously
before that
then
already
at last
at length
by that time
finally

To List or Show Logical Order
for example
for instance
in particular
to illustrate
the one ... the other
this ... that
these ... those
here ... there

either ... or
neither ... nor
whether ... or
though ... yet
wherever ... there
since ... then
the more ... the more
not only ... but also

(Transitions and Connective Phrases)

Give example of free verse poem.

Discussion on its characteristics/lack there of.

Students choose a topic and write a free verse poem

Discussion with peers

Beyond: To write 2 free verse poems and a write up for each of them.

A list of questions they might ask themselves, "Do you thin the shaped and pace of your piece works? Where does it work well? Where does it work less well? What could you do next? What is the balance between parts of your piece? How else could you have done this" (Calkins 146)?

Journal and paper/project due in 3 weeks (session 11) Any questions?

Session 9

Given students' poems students will demonstrate understanding of poetry characteristics by presenting a prepared poem.

Comprehensible Input : poetry

Intro: Discussion of homework problems, any questions about journal?

Through: Journal check and teacher response. The journal will be handed back the next session.

Each student will figure out how they want to present a poem to the class. After some time, they will present the poem. After presenting the poem, they will discuss with the group the different characteristics of the poem.

Beyond: Each student will select one of the poems he/she has written to present and discuss with the class. This is a personal thing, so it is important to remember not to attack the student's work, but to constructively evaluate it. Maximum 10 minute presentation.

Session 10

Given their projects students will demonstrate their understanding of their poetry by giving a 10 minute presentation on it.

Comprehensible Input: Students' poems

Intro: no intro

Through: Student presentations

Beyond: compose any kind of poem, write 2 free verse poems, to continue to work on their art project, paper, and journal. Each student should select the poem they feel is their best work to be turned in for inclusion in the poetry book that will be made with each student's poem they submit.

Session 11

Given the students preparation of their papers and poetry projects students will demonstrate they can write poems, understand them, and are able to apply the concepts they learned during the workshop to other projects by completing the project and presenting it.

Comprehensible Input: Students' projects

Intro: no intro

Through: students turn in their papers and present their poetry/art projects this session.

Turn in the poem to put in the poetry book.

Beyond: Complete their journal and have it ready to turn in the next session.

Session 12

Given

Comprehensible Input

Intro: no intro

Through: Turn in journal, class discussion on journal work, and evaluation of work. Write on 3 favorite poems. What is appealing about them?

Beyond: There is no homework

Session 13: Closing and Evaluation

Given the knowledge gained from attending and participating in the workshop students will demonstrate an understanding of things they learned by participating in the discussion and continuing to write poetry.

Comprehensible Input: whiteboard

Intro: no intro

Through: Return papers and journals

Class evaluation of poetry as a whole: Does poetry work for you? What makes it/not makes it work for you? What is your view towards poetry now that you have completed the course?

Class evaluation of the class

Closing comments

Beyond: To continue to write poetry and use the knowledge gained through the workshop

Forms of Measurement:

Most of the grades, with the exception of the paper, will be graded simply if they did the assignment and if they are writing insightful questions about the poetry. Kenneth Koch and Kate Farrell write, in their book Sleeping on the Wing: An Anthology of Modern Poetry with Essays on Reading and Writing, that "[you] give a grade entirely on the basis of the students' having written the poems. Explain in advance that if someone writes all the poems, he gets an A, adding of course, that anyone who has trouble writing the poems can consult with you and be helped" (297-298). Also, much of the grading will come from conferences the teacher holds every third class to talk to the student about their poetry, if they have any questions, what they are having trouble with, and what the student and teacher see as strengths both in the student's development, as well as the development of the poetry. Because the art project and paper largely has to do with introspection and the students' personal opinions, both will be graded on the students' journey and progress within the workshop. Through this process, students will hopefully be able to gain greater appreciation for reading and writing poetry, as well as understand there are many different types of poetry, which gives the writer many different options. Most importantly, the student will learn that poetry is fun and can vary from being entertaining, healing, informational, and weird, all written in the same or different formats and still be poetry.

Works CitedActivities for ESL Students. 1995-2002. The Internet TESL Journal. 30 Oct. 2002 http://a4esl.org/>

Calkins, Lucy McCormick. The Art of Teaching Writing. Portsmouth: Heinemann, 1986.

Carter, Patricia. #1207. Newspaper Poems. 1996-2002. teachers.net. 16 Nov. 2002 http://teachers.net/lessons/posts/1207.html>

Dessner, Lawrence J. How to Write a Poem. New York: New York University Press, 1979.

Farrell, Kate and Koch, Kenneth. Sleeping on the Wing: An Anthology of Modern Poetry with Essays on Reading and Writing. New York: Vintage Books, 1982.

Harris, Dale. #251. Poetry Intro. 1997. teachers.net. 16 Nov. 2002 http://teachers.net/lessons/posts/251.html>

Howard, Maureen C. Writing Workshop. 2002. Yale-New Haven Teachers Institute. 30 Oct. 2002 http://www.yale.edu/ynhti/curriculum/untis/1986/4/86.04.08.x.html>

Transitions and Connective Phrases. 2001. Writer's Workshop at the University of Illinois, Urbana Champaign. 30 Oct. 2002 http://www.english.uiuc.edu/cws/wworkshop/advice/transistions_and_connective_phras.htm>

Vilmi, Ruth. Grammar Help.09/06/2000. Ruth Vilmi. 30 Oct. 2002http://www.ruthvilmi.net/hut/help/grammar_help/>

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