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Prompts: Begin the writing portion with a Quick Write. Ask students to take out their list poem packets and 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 list poems and think about what elements of the writing is powerful and why.
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Review the complete list of poetic elements students found in list poems.
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Tell the students that when they write their list poem they must use at least three of those elements.
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Students must decide what person, place, or thing they will write their list poem about. They can choose the same person, place, or thing they used for the memorial ceremony, or the elegy, or choose another one.
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Reflect on all of the work we have done in this unit: the Five Stages of Grief, the memorial ceremony, the elegy, and the people, places, and things you have been thinking about.
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Begin making some lists. Ask yourself these questions. Bulleted list here? What have I lost? What have I found? What are my moments that have no name? What is grief and how am I affected by my grief? What do I choose to release and why? What do I choose to keep and carry with me and why?
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2.
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You can work on each list individually…or you can work on all of them together and go back and forth between them. The lists are informal, stream of consciousness writing.
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Please do not judge your lists…put down everything you think of…do not edit anything out during this brainstorming session.
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Review your series of lists. Pick words, phrases, lines, whole lists, ones that you like and that resonate for you. This is a gut feeling, not an hour-long decision-making process. Do a quick read through, and highlight or otherwise mark the ones you like and feel like thinking about, or that strike you at that moment.
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Develop a repetitive (or a series of repetitive) introductory words or phrases to connect your lists. The word or phrase may already exist in the words or phrases you just chose. (Example: My jewelry box holds my grandmother's wedding ring)
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If you can't think of a repetitive (or series of repetitive) words or phrases…ask for help.
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Write your list as a list poem. You don't have to use the exact same intro throughout…you can make slight variations.
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Have at least 10-15 specific, detailed lines. Students are expected to be able to identify the poetic elements they have chosen. Stanzas are optional, as is rhyming.
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Sharing: When a number of students have completed their first drafts, have a read around. Remind students about the Ground Rules established in previous lessons.
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10.
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If you have time, 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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