Kausaum Salam
Lesson Idea on Poem/Social Issues Research
Objectives of Lesson
To write an argumentative research essay on current topic of social, global, or national importance
To come up with a statement of controlling purpose based on significant readings from newspapers, Internet, magazines and books
To justify and support claims of the argument by incorporating one or more of the following: specific illustrations, facts, statistics, and documentation from contemporary sources; examining the correlation between causes and effects; proving or disproving cultural trends;
To gather information to support the thesis and concentrating on the research process that is relevant to the purpose and topic
To practice correct MLA format, citation, documentation, and incorporation of quotations, paraphrased, or summaries of information
To present a scholarly text to peers
TEKS OBJECTIVES for Unit One
8E: analyze text structures such as compare and contrast, cause and effect, and chronological order for how they influence understanding
9B: read in such a varied sources as diaries, journals, textbooks, maps, newspapers, letters, speeches, memoranda, electronic texts, and other media
9C: read British and other world literature, including classic and contemporary works
4H: use writing as a tool for reflection, exploration, learning, problem solving, and personal growth
17G: interpret literary texts such as telling stories, and interpreting scenes from narrative or dramatic texts or poems
19B: analyze relationships, ideas, and cultures as represented in various media
Activities – Part I:
1. Using a class set of poems from classical and contemporary British/world poets, examine the tone, message, theme, and social relevance of the poets’ works.
2. I recommend beginning with contemporary British satirist, **Felix Dennis and then reading works by Jackie Kay (“Shoes of Dead Comrades;” “In My Country”) to Ian Duhig’s “Chocolate Soldier,” Annie Rouse’s “Faith Healers” and “The Anaesthetist” to traditional readings from Keats, Byron, Blake, Shelley, Browning, and Wordsworth.
3. The students take notes and/or annotations on the poems. Share “links” to articles from newspapers and articles from our 1301/02 text. (Have plenty of Houston Chronicles, New Yorkers, Readers’ Digest, Newsweek around so that students may find articles of interest). An assignment may be to bring two to three articles of interest to class.
4. Using the poems as springboard for thinking, leading into the topic of interest. Work on several rough drafts, particularly for introduction.
5. Use the poet’s tone and attitude to clarify the central debate or concern about the issue. How does the poet address the issue? Is her or his tone sarcastic, bitter, humorous, earnest? Is the issue just a by-the-way product of the poet’s rumination? Why is the issue addressed in the poem relevant for today’s audience and our public issues? Is the topic uniquely expressed or succinctly debated?
6. The poem or literary connection may be addressed or re-addressed in the conclusion of the research. It is a good idea to revisit with the poet’s message as the writer struggles with the controversy related to the problem. Provide a discussion of all sides of the issue.
7. Ensure that each body paragraph relates to the thesis. Ensure each paragraph has a controlling purpose and supporting role, proving the thesis.
8. Ensure that the works cited you choose are not simply mentioned in the paper. Each works cited entry matches the citations and supports the body of the paper.
9. Work on a cohesive conclusion. Offer insight or predictions about the future of the issue.
10. Revise the paper for: logical argument, effective (not superficial) incorporation of poem, grammatical components – see rubric.
Activities – Part II;
1. Based on your research, write an original creative piece (short story, dramatic monologue, vignette) that explores the issue through the eyes of one character.
2. Experiment with the genre and create various forms of fiction that relate to your research.
3. Present your creative work to your group during portfolio readings.
Rubric on Poem/Social Issues Research
30 ___ The writer provides a clear introduction and thesis, demonstrating a controlling purpose in the paper. The writer effectively incorporates the poem as a springboard for discussion leading to the topic or the writer uses the poem to offer insight into the issue.
10 ____ Interesting and unusual links between the topic and larger questions, truths, or social themes are made in the paper.
20 ____ Each works cited entry matches the citations mentioned in the body of the paper; MLA format and documentation are accurate; direct quotations are incorporated or led into the sentences smoothly and documentation is provided for all “borrowed” ideas and supporting statements.
20 ____ The essay is free of errors in spelling, pronoun-antecedent agreement, comma splices, unnecessary fragments, run-on or fused sentences, and repetitions of ideas or word choices.
10 ____ The paper has effective transitions; the conclusion appears natural and innovative. The writer briefly restates the ideas presented, offering insight or predictions about the future. The treatment of the subject appears complete.
10 _____ The writer produces an original and creative link to the topic – free verse poem, sonnet, or villanelle, creative nonfiction, short-short story, etc.