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http://www.youtube.com/watch?v=kVpv8-5XWOI

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Hey, hey, hey Your lipstick stains on the front load of my left side brains I knew I wouldn't forget you, and so I went and let you blow my mind Your sweet moon beam, the smell of you in every single dream I dream I knew when we collided, you're the one I have decided who's one of my kind Hey soul sister, ain't that Mr. Mister on the radio, stereo, the way you move ain't fair, you know! Hey soul sister, I don't want to miss a single thing you do...tonight Hey, hey, hey Just in time, I'm so glad you have a one-track mind like me You gave my life direction, a game show love connection we can't deny I'm so obsessed, my heart is bound to beat right out my untrimmed chest I believe in you, like a virgin, you're Madonna, and I'm always gonna wanna blow your mind Hey soul sister, ain't that Mr. Mister on the radio, stereo, the way you move ain't fair, you know! Hey soul sister, I don't want to miss a single thing you do...tonight The way you can cut a rug, watching you's the only drug I need You're so gangsta, I'm so thug, you're the only one I'm dreaming of You see, I can be myself now finally, in fact there's nothing I can't be I want the world to see you be with me Hey soul sister, ain't that Mr. Mister on the radio, stereo, the way you move ain't fair, you know! Hey soul sister, I don't want to miss a single thing you do tonight, Hey soul sister, I don't want to miss a single thing you do...tonight Hey, hey,hey Tonight / Hey, hey,hey - Tonight

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P OETIC P ROMISE : Practical Poetry in the English Classroom Jason Kurtz Dell Rapids Public High School Jason.Kurtz@k12.sd.us

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Pop Music Poets Poetic Images Poetography Flickr Poetry Slidecasts Creating Units/Modules Video/Music/Prose/POEMS

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W HERE HAS POETRY GONE ? In April 2003 in the My Turn section of Newsweek, Bruce Wexler claimed that no one reads poetry anymore. I contend that it permeates our society in a different way, through music. Our students are listening to "poetry" every day. By bringing a medium that students are familiar with (pop music & video) into the classroom, greater leaps in learning take place. The obvious potential lies in that pop music songs and lyrics can be used as a springboard to literary interpretation. By analyzing the words in a song, as well as understanding the process and clues through which we develop our analysis, students will be able to have greater confidence in supporting their own interpretations of literature, and specifically poetry. Associating the music or lyric with the term or concept that is being taught, also provides a mnemonic device that the student may use during recall. Many students seem frustrated and hesitant with poetry interpretation because oftentimes, their own suggestions may differ from classroom text's interpretation. However, students usually have no qualms when asked to offer interpretations of popular musical lyrics. In fact, they seem quite eager to defend a lyrical explanation and will readily point out (without even realizing it) symbols, images, and allusions as ammunition to prove their points.

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P OP M USIC P OETS How do you know you are in the presence of a poem? By identifying the conventions of poetry A simple way to help students identify these elements and conventions is to identify them in pop music lyrics.

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http://www.youtube.com/watch?v=lVhJ_A8XUgc

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There's only two types of people in the world The ones that entertain and the ones that observe Well baby, I'm a put-on-a-show kind of girl Don't like the backseat, gotta be first I'm a like the ringleader, I call the shots (Call the shots) I'm like a firecracker I make it hot When I put on a show I feel the adrenaline moving through my veins Spotlight on me and I'm ready to break I'm like a performer, the dance floor is my stage Better be ready, hope that you feel the same [Chorus] All eyes on me in the center of the ring just like a circus When I crack that whip, everybody gon' trip just like a circus Don't stand there watching me, follow me, show me what you can do Everybody let go, we can make a dance floor just like a circus There's only two types of guys out there Ones that can hang with me and ones that are scared So baby, I hope that you came prepared I run a tight ship so beware I'm a like the ringleader, I call the shots (Call the shots) I'm like a firecracker, I make it hot When I put on a show I feel the adrenaline moving through my veins Spotlight on me and I'm ready to break I'm like a performer, the dance floor is my stage Better be ready, hope that you feel the same [Chorus] Let's go Let me see what you can do I'm runnin' this like-like-like a circus Yeah, like a what? Like-like-like a circus [Chorus repeat x2] A simile is a figure of speech comparing two unlike things, often introduced with the word "like" or "as". Circus Performed by Brittany Spears Written by Lukasz Gottwald, Claude Kelly, Benjamin Levin Simile

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http://www.youtube.com/watch?v=037uSAIahho

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P OETOGRAPHY : http://poetography.org/

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F LICKR P OETRY

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T WISTING P OETOGRAPHY : Slidecasts http://theunquietlibrarian.wordpress.com/tag/poetry/

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M ETAPHORS Sylvia Plath Visual metaphors and a connection to Rosenblatts theories of reader response.

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Im a riddle in nine syllables, An elephant, a ponderous house, A melon strolling on two tendrils. O red fruit, ivory, fine timbers! This loafs big with its yeasty rising. Moneys new minted in this fat purse. Im a means, a stage, a cow in calf. Ive eaten a bag of green apples, Boarded the train theres no getting off.

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I am a riddle in nine syllables

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An elephant, a ponderous house,

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A melon strolling on two tendrils

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O red fruit, ivory fine timbers!

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P OETIC M ODULES : V IDEO /L YRIC /I MAGE /P OEM http://www.youtube.com/watch?v=5i_0PkOqLKA

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P OETRY M ODULES : P OEM R OBERT F ROST Acquainted with the Night - Robert Frost I have been one acquainted with the night. I have walked out in rain -- and back in rain. I have outwalked the furthest city light. I have looked down the saddest city lane. I have passed by the watchman on his beat And dropped my eyes, unwilling to explain. I have stood still and stopped the sound of feet When far away an interrupted cry Came over houses from another street, But not to call me back or say good-bye; And further still at an unearthly height, A luminary clock against the sky Proclaimed the time was neither wrong nor right. I have been one acquainted with the night.

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P OETIC M ODULES : P ROSE R AY B RADBURY

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P OETRY J IGSAW Cooperative learning technique that values the group and the individual Divide students into jigsaw groups (4-5) that are diverse in terms of gender, ethnicity, race, and ability. Appoint one student from each group to be the leader. Divide the lesson in to 4-5 segments (Emily Dickinson poems). Assign each student to study one segment (one Dickinson poem), making certain that students have direct access only to their own segment. Form temporary expert groups by having one student from the jigsaw group join others assigned to the same segment.

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P OETRY J IGSAW : A UTHOR A PPROACH Expert Group Collectively discusses the main points of their segment and discuss elements to share with their original jigsaw groups. Jigsaw Group The initial group of students. Upon their return to the jigsaw group, the individuals who are now experts in one segment (one Dickinson poem) present their content to the group. http://www.jigsaw.org/steps.htm

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P OETRY : G ENRE AND A ESTHETICS Poetic Schools and Movements http://www.poets.org/page.php/prmID/193 180. When I Heard the Learnd Astronomer Walt Whitman Leaves of Grass, 1900 WHEN I heard the learnd astronomer; When the proofs, the figures, were ranged in columns before me; When I was shown the charts and the diagrams, to add, divide, and measure them; When I, sitting, heard the astronomer, where he lectured with much applause in the lecture-room, How soon, unaccountable, I became tired and sick, Till rising and gliding out, I wanderd off by myself, In the mystical moist night-air, and from time to time, Lookd up in perfect silence at the stars.

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P OETRY C IRCLES Peer-Oriented Learning Form Evaluator Structure, rhythm, rhyme Theme Examiner Universal ideas, interpretations Image Cultivator Visual elements, symbols, figurative language Background Filter Context: period and poet http://www.studyguide.org/poetry_circles.htm

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P OETRY G ENERATING L OOPS Creating a contemporary American poem using conventions Image Weaver Provide concrete images for the poem (at least 2) Language Keeper Supply words and provide word play (5 exotic) Metaphor Generator Supply fresh metaphors or similes (at least 2) Music Maker Create a sense of music (rhyme, assonance, alliteration, consonance) (try to take language keepers words and generate words that sound musical alongside them eclectic + electric) http://www.readwritethink.org/classroom-resources/lesson-plans/poetry-circles-generative-writing-1074.html

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P OETIC P ROMISE : Practical Poetry in the English Classroom Jason Kurtz Dell Rapids Public High School Jason.Kurtz@k12.sd.us