Professional Documents
Culture Documents
Objectives:
This project is derived from Chapter 5 of Steineckes Assessment Live! It begins with
students writing an Alternate Perspective Journal Entry from an alternative
perspective relating to themes presented by a text the students are reading.
Students will be able to choose to respond to a variety of visual media and
corresponding prompts, the visual media acting as what Steinecke refers to as a
strong graphic image.
Students will then search for powerful lines and phrases within their own writing,
and collect images and parts of prose for the construction of a Found Poem. I
would want to make sure the image I was showing was related to the text, so that
students could incorporate ideas from the text in their alternative perspective
journal entries as well. Students will be presented with poetry as examples/mentor
texts so that they will get a sense of what a poem feels like in comparison to prose.
Students Found Poems would be presented to the class in a Found Poetry Slam
Performance on the last day of the unit.
Following the Found Poetry Slam Performance, students will then be asked to
complete a unit Self-Assessment in which they respond to prompts about
Perspective that assess student growth towards the enduring understandings of the
unit.
Students write, edit and revise their Alternate Perspective Journal Entries
Students look for powerful words or phrases from their journals
Students construct a Found Poem using these powerful words and phrases from
their journal entries
Students will read their found poems aloud to the class in a presentation
Students will complete a Self-Assessment reflecting on the progress they have made
during this unit
What students will be graded on:
During the Found Poetry Slam, students will be evaluated both as Readers of
Poetry and as Audience Members. During the unit, we will have practiced reading
with expression during our Think-Alouds, as well as being active listeners who ask
follow-up questions to engage with readings and discussions.
Demonstrate Demonstrate
s major s Attempted
Demonstrate documented documented progress
s proficiency progress progress towards
of skill towards towards proficiency of
proficiency of proficiency of skill
skill skill
PROMPT #1:
Mas All del Universo (Beyond the Universe) by Paula Nicho Cumez
PROMPT #2:
Imagine yourself as Chickadee in this scene: out
hunting and checking rabbit snares with your
twin brother, Makoons, just like we read in the
excerpt from Louise Erdrichs story, Chickadee.
Describe your experience with nature in this
scene, and your excitement from the hunt.
When youre writing your narrative, make sure to include each of these
components. Check them off as you look back over your writingcontinue to
go back through your writing to add what you need. Remember, writing is a
process that is hardly ever perfect the first time around. Good luck!
When youre writing your narrative, make sure to include each of these
components. Check them off as you look back over your writingcontinue to
go back through your writing to add what you need. Remember, writing is a
process that is hardly ever perfect the first time around. Good luck!
YOURE INVITED
Found Poetry Slam
Greetings poets! For this part of the Found Poem project, you will be asked to
perform your original piece for the class. This means reading your Found
Poem with feeling and emotion, delivering your powerful words to your
peers and captivating your audience. You will be evaluated on incorporating
expression into your poem reading, so this means you will have to rehearse!
Practice in front of family, friends, or even a mirror!
2) What does active listening mean to you? How have your ideas grown
or changed throughout this unit?
3) How has your reading improved during this unit? Out of the strategies
that we have learned, what has helped you the most towards your
growth as a reader?
4) How has your writing improved during this unit? Out of the strategies
that we have learned, what has helped you the most towards your
growth as a writer?