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Prompts: Begin the writing portion with a Quick Write. Ask students to take out their elegy packets and to write down their favorite line or phrase from any one of the poems. Ask them to write down what they like about it and why. A good rule of thumb for choosing a line or phrase is the question "What line or phrase do you wish you had written?" This Quick Write gives the students a reason to reread the elegies and think about what elements of the writing is powerful and why.
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2.
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Review the complete list of poetic elements students found in the elegies.
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3.
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Tell the students that when they write their elegy they must use at least three of those elements. You can also tell them that they must use a specific element you want them to explore (figurative language is a favorite of mine) and two or three other elements of their choosing. The number of elements you want the student to use is a good place for modifying or differentiating the writing as needed.
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4.
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Students must decide what person, place, or thing they will write their elegy about. They can choose the same person, place, or thing they used for the memorial ceremony or choose a different one.
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5.
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My general recommendation for first drafts is that they include a minimum of twenty lines. Detail is imperative, as is a working title, and students are expected to be able to identify the poetic elements they have chosen. A first draft is an experiment and an attempt to get thoughts down on paper not to the best of the student's ability. It is not an exercise in speed Stanzas are optional as is rhyming.
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6.
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Students are encouraged to use the forms of the elegies that they have read, but not the content. The former is using the Master Apprentice Method and the latter is plagiarism.
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7.
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Sharing: When a number of students have completed their first drafts, have a read around. Remind students that the work they will be reading and hearing is deeply personal, sensitive, and is that it is in first draft form. Accept volunteers who are willing to share. This subject matter can be very emotional and may affect different students in different ways that may surprise the students themselves. Don't be surprised if many students want to share at this point. Never force anyone to share.
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8.
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Ground Rules for Sharing: In order to provide students a safe environment in which to share the ground rule is that students are expected to practice listening without commenting and this can be very hard for students who are used to commenting with abandon. Student to student feedback should be restricted to only the poetic elements. Listeners should have the handout at the ready. An example of an appropriate comment would be: "I really liked the way you used alliteration…it made your lines flow" or "I could really picture what you were writing about". An example of inappropriate comments would be: "That junk was thorough" or "I really liked your poem". The teacher must model what will likely be a new way of responding and use it to create a safe responsive environment.
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9.
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Normally I would collect the first drafts read them and give the students feedback on how they might clarify what they are writing. I would expect a second draft that I would read for editing (grammar, spelling, etc.) and then expect a final typed version to be handed in. How far you want to go beyond draft one is up to you.
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