Prose to Poetry

• Day one
  The teacher presents the students with the task of composing a well-focused descriptive paragraph of 50-100 words. Students are encouraged to write from their experiences and the teacher may want to give them some ideas. I use the analogy of the camera focusing in on a particular subject or scene. What is the focus? What are you trying to capture in this photo? I may talk about my ride into school and tell them how I noticed a mother goose trying to cross the road with her brood. I would describe just the crossing of the road. That would be my picture. Now I have to put it into prose. I review the use of vigorous verbs, specific adjectives that allow readers to see the image. I remind them that so many words are empty ones and produce nothing in the reader's mind. My idea of nice is not theirs. We brainstorm some more ideas and then students need to write. Finish for homework. Often I use the descriptive paragraph as a major writing piece evaluated separately before this activity is even introduced.

• Day Two
  I give them the assignment. We talk about the differences between prose and poetry. I show them some examples of the successes students have had from moving their prose pieces to poetry. The models include various stages in the final production of a poem always nameless, I ask them what they may have done to revise the final product and produce a better poem. This always elicits a load of responses and suggestions. I do take note of the models that show one excellently place fresh simile so students know less is more and fresh and new beat old and hackneyed. They are given time to fool around with their own prose pieces and start thinking about revision, replacing words, substituting others and adding where necessary. Having a computer makes this fun and students are encouraged to experiment with form and substance. For next class, students must have first draft of poem.

• Day Three
  More writing workshop is scheduled. A mini-lesson on the importance of a title is offered. Again some examples and models might be given. Students could refer to their anthologies to peruse the titles of poems they have studied. Due dates should be given which allows students to seek one on one during the week.

• Final Day:
  Once poem is turned in and evaluated, students will be instructed on how to include it in the Poetry Index of Skaneateles School.