how do you make new meaning from recycled words?

Module summary:

• For this "Be Curious" module, we're going to explore the simultaneously limited and freeing world of found poetry. Poetry is all about expression, but it can be intimidating to know where to start. Ironically, placing limits on expression can make that expression easier!
• An overview of our week in poetry:
  • Be exposed: discuss the nature of "found" poetry
  • Practice: construct poems from lyrics, editorials, and book covers
  • Create: create your own context for "found" poetry
  • Reflect: reflect on your process and finished product

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essential questions

• What is poetry?
• How can we express thoughts, observations, and ideas creatively but with intention?​

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goals

• Students will understand that poetry is a form of writing where the form and language is used intentionally to enhance ideas.
• Students will understand that poetry can take many forms - sometimes with rules, sometimes without - to express ideas with focus and purpose.

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c-tachs

Writing

• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
• Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach
  

Language

• Demonstrate understanding of figurative language, word relationships, and nuances in word meaning 
  

activities

INTRODUCE

• Warm-up: complete literary device warm-up
• Review syllabus and expectations for the week

EXPOSE

• Review literary devices (R&W Handbook, p. 25)
• Define found poetry
  • Doing this on your own? Read this article and find examples of three found poems. Then, write an informative paragraph defining and summarizing this genre of poetry, incorporating both the articles and the sample poems you read.

PRACTICE

• Write three found poems with the following constraints:
  • Editorial found poem
    • Print and read this editorial. Highlight words and phrases that stand out. 
    • Type up the words and phrases as you found them in the editorial.
    • Rearrange them to form new meaning. You do not need to use every word/phrase you highlighted.
    • Choose one word or phrase from your highlights that encompasses your reaction to the editorial. As you write your found poem, use this word/phrase as a repeated line throughout your poem.
  • Spine poem
    • Work with a partner to choose books from the library based on their titles.
    • When you've established your collection, stack these books to create meaning from their titles. Work together to decide what order works best and what meaning you want to portray through your poem.
    • Take a photo of your stack, then type up your poem.
  • Lyrics mash-up
    • Print lyrics from 2-4 of your favorite songs
    • Cut out the lines of each song - each line on a separate scrap of paper.
    • Rearrange lines from your songs to create new meaning.
    • Type up your finished product.
      
      

CREATE

• Determine your own source for a found poem. We've used editorials, book spines, song lyrics... what other print media could become inspiration for a found poem?
• Follow your self-created process to create a poem.
• Revise any of your poems as you see fit (but sticking within the constraints of each assignment)

REFLECT

• Conference with Christine about your process. What worked? What didn't? How did you make creative decisions? How do you feel about the poems you created?

resources

Found poetry syllabus
Literary device warm-up