Andrea Floyd

ENGL 112 b

May, 2^nd, 2007

Unit Plan

Discovering American Poetry:

Reading and Writing to the Beat

Perhaps the greatest difficulty educators face when attempting to excite students about poetry is the fact that most teens write off poetry before they become well acquainted with the genre. As documented in Dr. Mary L. Warner�s book Adolescents in the Search for Meaning, where she surveys 1400 teens on their views regarding young adult literature, only 0.4% of her participants cited poetry as a genre of literature they found helpful in their lives (Warner 38). Generally speaking, teens find literature they perceive as inaccessible or hard to understand not worth the effort of investigating. Poetry can be challenging; however, students will only benefit from taking a closer look at all that poetry has to offer. Poetry is a uniquely special genre of literature for it strongly encourages individual interpretation. When studying and deciphering poetry, no answer is incorrect that is supported and thoughtfully given. Poetry elicits personal expression, whether it be through writing or analyzing poetry. Language Arts teacher Tamara L. C. Van Wyhe, in her essay titled �Remembering What is Important: The Power of Poetry in my Classroom,� writes of �How important it is to see past the textbook interpretations and scripted questions,� when teaching poetry. This fact may add to the difficulty students find within the genre of poetry; however, it equally adds to its literary power.

I propose a unit that equally stresses both the reading and writing of poetry. Students who are great readers, become skilled writers and student writers, become more critical readers. The core objectives of this unit are to orient students with poetic techniques while simultaneously studying the work of Ginsberg and the Beatniks. Writing exercises play an integral role and will be a daily occurrence. Unlocking the poet within the student will lead to a higher level of critical thinking when reading poetry.

Launching the Unit

This unit centers on the study of the Beat Generation and ultimately, a close look at Allen Ginsberg�s work �Howl.� The rudimentary phases of the unit however, will focus on writing and recognizing poetry on a daily basis in an attempt to answer a question that has no concrete answer: What is Poetry?

1. Ask students to bring in a copy of song lyrics that they consider poetic. Lyrics may be taken from various genres, from classic rock to rap. Students must be prepared to share why they chose their song and what they recognize as poetic within song�s lyrics.

Questions to consider when discussing song lyrics:

� In what ways do you find these lyrics poetic?

� Do elements such as rhyme or rhythm affect the words of the song?

� Who is the speaker? Is the artist or musician speaking from his or her own point of view, or someone else�s? This question is a good way to introduce the ideas of voice and point of view in poetry

� When read aloud, without the accompanying music, are the words still powerful?

2. Using newspapers, magazines and various forms of print media, have students cut out words they find striking and arrange them to create a found poem. Found poems may be as random or organized as the students wish. Allow students to create their found poems about any subject, or give them a topic that will bring multiple interpretations, such as, describing a place.

3. Have students write a list poem. Instruct students to begin their first ten lines with the phrase �I will never,� listing thoughts, actions, or emotions they feel aptly complete the line. On the eleventh and final line, have students begin with the phrase �I will always.� Encourage students to share their pieces with the class. An interesting way to further this activity is to take a line from each students� pieces, without identifying the author, and type up a group list poem to share with students the following day.

4. Watch the clip from the Robin Williams film Dead Poets Society where the textbook definition of poetry is read. After reading this highly technical and mathematical definition of poetry, Williams� character instructs his students to tear these pages out of their books. Discuss this scene with students. Why does the professor ask his students to tear the definition out? Ask whether they feel poetry can truly be defined. After discussion, have students do a quick free write expressing their reactions to the clip and how they would define poetry.

Allen Ginsberg and The Beatniks

Ginsberg�s �Howl� created a wave of cultural change that influenced not only literature, but also the art world, popular culture, and media. Rarely does a piece of literature inflict as great an impact as �Howl� has. This may be difficult for students to grasp. To contextualize, spark an open discussion with students encouraging them to share what they know about American ideals during the early 1950�s. What was considered acceptable, decent, and moral? Have them ponder the various forms of evidence that shape their opinions, including their knowledge of American history, as well as what they�ve read, heard, or viewed through pertinent forms of media such as film or television.

When first published in 1956 by Lawrence Ferlinghetti�s City Lights Bookstore, �Howl� was seized for violating obscenity laws. The courts eventually allowed Ferlinghetti to continue publishing �Howl,� but many Americans continued to view Ginsberg work offensive and threatening to traditional American values. �Howl� cannot be discussed without tackling the idea of censorship, an issue still prevalent in American life.

�Howl� major themes include alienation, race, conformity, sexuality, and insanity, issues teens are still well acquainted with today. Discuss these themes with students. What elements of the poem evoke these sentiments? What elements of their lives today also bring forth these issues. �Howl� is a very long poem and some content is not appropriate for a high school classroom. I suggest tactfully reading the poem aloud to students. The lyrical strength strong voice within the piece will resonate.

After reading and discussing �Howl,� listen to the song �I Should Be Allowed to Think� by the band They Might Be Giants. The song takes Ginsberg�s moving first line, �I saw the best minds of my generation destroyed by madness, starving, hysterical naked,� and continues with their own take (Ginsberg 131). Aside from the first line, ask students to think about how �Howl� influences the song. What similarities or difference do they find. This activity sets the stage for one of the units final projects.

Extending the Unit

One way to extend study of the Beat Movement is to have students read works from other notable Beat writers. One of the unique characteristics of the Beat Movement is the fact its influence appears in a variety of literary works, extending well beyond the genre of poetry. Some accompanying works include Jack Kerouac�s On the Road, Ken Kesey�s One Flew Over the Cuckoo�s Nest, and although considered a difficult read for many, William S. Burroughs� Naked Lunch. When reading these selections, have students identify motifs within the texts characteristic of the Beat Movement. What themes tend to reoccur? Connections may be drawn through stylistic, political, or ideological elements. Furthermore, can connections be made to Ginsberg and his work specifically?

To extend understanding of how significant the influence of Ginsberg�s �Howl� continues to be, have students go on a �Literary Hunt� for a piece of poetry, prose, or even a song, they feel connects with the ideas or stylistic elements of the Beat Movement. In reference to �Howl,� these pieces may touch on the themes of race, conformity, sexuality, or insanity. Stylistically speaking, students may look for pieces that exhibit similar poetic elements such as voice, structure, rhythm, or use of figurative language. Students must find a work that was created after 1956, the year Ginsberg penned �Howl.�

To further the study of poetic devices, have students write an ekphrasis poem. An ekphrasis poem is a piece written as a response or reaction to a piece of visual art. There are numerous examples of ekphrasis pieces within the American canon, including Lawrence Ferlinghetti�s �[In Goya�s greatest scenes we seem to see].� Assigning an ekphrasis poem is also an ideal way to collaborate with other classes. Arrange an art show with the school art teacher and have students write ekphrasis pieces on student art. In a week or two, when poems are polished, student poets can hold a reading and share their pieces with the student artists that inspired them.

Poetry Selections Geared Towards Young Adults

There are wealth of poetry resources for young adults out there, including works created by their fellow teens. Here is just a portion of some examples. The following information is taken from amazon.com. A full citation appears in the Works Cited Section.

� Things I Have to Tell You: Poems and Writings by Teenage Girls, by Betsy Franco Yas, is a collection of writings by young women which tackles issues such as body image and other pressures teens face. The poems are illustrated with black and white photos.

� You Hear Me? Poems and Writings by Teenage Boys, also by Betsy Franco Yas follows a similar format; however, this piece is geared towards young men.

� Angst!: Teen Verse From the Edge, by Karen Tom, contains gritty language and intense subject matter such as drug use and violence.

� Paint Me Like I Am: Teen Poems From Writers Corps, by Bill Aguado contains pieces by many disadvantaged youths and grapples with many issues teens in urban communities are faced with.

Samples of In Class Writing Activities

� Focusing on simile and metaphor, have students write a simile or metaphor about themselves. Students should choose one object to compare themselves with and then begin their poem with �I am� or �I am like.� On the following lines, instruct students to compare themselves to that object in greater detail, creating an extended simile or metaphor.

� Write a personification poem. Have students pick one object or animal and write the object or animal�s point of view. The poem must include sensory details, exhibiting the five human senses. What does the object see, hear, feel, smell, and taste?

� Read Susan Mitchell�s poem �The Dead.� In this piece, Mitchell writes of what the dead can do that the living cannot. Have students play with this idea and write a poem about what they think the dead can, or cannot do. Students may even wish to write from the point of view of the dead.

� This interesting revision technique also makes for a fun in class activity. Have students type or write out an extra copy of a poem they have already written. Then have students cut up the poem into individual lines and phrases and rearrange their words. Student poets may find that some words are unnecessary and choose to cut them out. Also, when rearranging words, students may discover an entirely new poem.

Concluding Activities

This poetry unit culminates with two major activities. The first assignment consists of students rewriting Allen Ginsberg�s �Howl,� from their point of view, addressing the issues and struggles they feel are prevalent within their generation, just as Ginsberg did in 1956. After both heightening their writing skills through the study of stylistic poetic devices and reading the various works included within this unit, students are expected to produce polished and thoughtful poems. Encourage students to explore themes similar to those in Ginsberg�s �Howl,� such as conformity and other societal issues; however, also encourage them to explore new avenues. What is key is that students express what they feel through their personal lens. What do they see? Perhaps their views hold great hope for the future, nostalgia for the past, or even apathy. To spark this writing assignment, begin with an in class free write, asking students to ponder the following questions:

� What makes you crazy?

� What brings you joy?

� What frightens, scares, worries you?

� What do you question?

Encourage students to put sincere thought into their writing, reminding them that when writing poetry, there are no write or wrong answers, as long as a strong effort is put forth.

On the day the assignment is due, rearrange the classroom and create an inviting setting for a poetry reading. It is important to create an environment where students feel comfortable sharing their work throughout the unit, so as to make activities such as a poetry reading successful and fun. If dealing with a more timid group, have students break into groups of four or five and share their writing with group members. Each group can then pick one or two selections to share in front of the entire class. Invite other classes to come and listen, dedicating the day to a celebration of student poetry.

The second unit ending activity consists of a dramatic poetic performance. Have students select a poem from a published American poet that is of at least 16 lines in length to memorize and perform before their classmates. Students will bring their selection to life through dramatic interpretation, utilizing expressive elements such as costumes, lighting, or music. The more creativity students put into this assignment, the more enjoyable the activity will be for both performer and audience. Discuss the use of effective performance and speaking techniques such as voice, eye contact, and body language with students. Ask them what grabs their attention when they hear someone read or perform and encourage them to consider such captivating styles within their own pieces. Again, create an inviting setting; hang a dramatic backdrop on the wall to set the stage and let the students do the rest.

Works Cited

30 Apr. 2007 <www.amazon.com>.

Addonizioo, Kim, and Doianne Laux. A Poet's Companion. New York: W.W. Norton & Company, 1997.

Burroughs, William S. Naked Lunch. New York: Grove P, 1959.

Dead Poets Society. Dir. Peter Weir. Perf. Robin Williams. Silver Screen Partners, 1989.

Ginsberg, Allen. "Howl." Postmodern American Poetry. New York: W.W. Norton & Company, Inc., 1994. 131-135.

Greco, Debbie S. "Introduction to Poetry." The Educator's Reference Desk. 16 Feb. 1996. 30 Apr. 2007 <http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Language_Arts/Literature/LIT0008.html>.

Kenneth, Donelson L., and Alleen Pace Nelso. Literature for Today's Young Adult. 7th ed. Boston: Pearson Custom, 2005.

Kerouac, Jack. On the Road. New York: Penguin Books, 1976.

Kesey, Ken. One Flew Over the Cuckoo's Nest. New York: Signet, 1962.

Kowit, Steven. In the Palm of Your Hand. Gardiner: Tilbury House, 1995.

L. C. Van Wyhe, Tamara. "Remembering What is Important: the Power of Poetry in My Classroom." English Journal 96 (2006): 15-16.

LyricsDepot.Com. 28 Apr. 2007 <http://www.lyricsdepot.com/they-might-be-giants/i-should-be-allowed-to-think.html>.

Moorman, Honor. "Backing Into Ekphrasis: Reading and Writing Poetry About Visual Art." English Journal 96 (2006): 46-53.

"The Beat Movement." 28 Apr. 2007 <www.rooknet.com/beatpage/index.html>.

Tsujimoto, Joseph I. Teaching Poetry Writing to Adolescents. Urbana: ERIC Clearinghouse on Reading and Communication Skills and the National Council of Teachers of English, 1988.

Warner, Mary L. Adolescents in the Search for Meaning: Tapping the Powerful Resource of Story. Latham: The Scarecrow P, Inc., 2006.