Judith J. Katz
Background Reasoning
At the end of unit of this intensity I like to have students take 20 minutes and reflect on what they have learned, thought about, done well, not done so well, etc. In order to do that I ask my students to do 20 minutes of sustained silent writing.
Activity I
Please answer the following questions. You may look through your notes, the poems we have read, or any other source material you may think can help you reflect on the experiences you have had and knowledge you have gained during this process.
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1. What do you know now that you did not know before we started this unit?
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2. What poetry and/or poets did you like, love, connect with, or not connect with in this unit?
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3. What do you think you did well?
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4. What do you think you could have done better?
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5. How did the whole process of this unit affect the way in which you think about (hear) voice in writing?
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6. How did the whole process in this unit affect the way you think about your own authentic voice?
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7. What might have made this unit better or more powerful for you?
Assessment
This reflection helps the student cement their learning and helps the teacher see what the students think they will take away from this experience. This assessment is priceless in what it can tell the teacher about what his/her students have learned as well as what the teacher has done well, not so well, and could do better in the immediate future with these students and in the far future with the next group of students.
Projected Length of Lesson
One class period.
