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Providing students with rich, approachable texts is an essential goal in an English classroom, but unfortunately, students rarely contact poetry that has any semblance of modernity. Students generally can't see themselves, their experiences, or the experiences of their family in the assigned poetry of our textbooks. This is because most textbooks rely on the "giants" of the genre, the canon of old masters whose work lacks the contemporary experiences that permit students to see in their own lives and the lives of their family, friends, and community. As a result, meeting the demands of Nevada's standards using textbook poetry materials is prohibitive to actual learning. Modern, approachable poetic materials — in quantities that allow students to take them home — permit students to wade into poetic waters freely, even in distance learning environments. Once comfortable with the genre's modern expression, approaching complex texts of the poetic canon is more feasible and prepares students for poetic demands on AP Exams and college classrooms. Modern poetic texts are an avenue to meeting these demands because they: 1) allow students to look at pairings or whole collections of poems and respond to "varying demands of audience, task, [and] purpose" within the poetic discipline, as our standards demand; 2) are effective at expressing cultural perspectives ELA RL.6); 3) provide exceptional opportunities for examing how individual elements (words, phrases, lines, stanzas) contribute to meaning through structure (ELA RL.4); 4) often speak to each other, offering opportunities to see how poets respond to, transform and manipulate each other's words (ELA RL.7); 5) are concise texts that permit the careful selection of evidence to support analysis (W.1.b; W.1.c); 6) can easily be used to apply varied writing disciplines (such as literary analysis and rhetorical analysis) and provide excellent models for creative writing too!

About my class

Providing students with rich, approachable texts is an essential goal in an English classroom, but unfortunately, students rarely contact poetry that has any semblance of modernity. Students generally can't see themselves, their experiences, or the experiences of their family in the assigned poetry of our textbooks. This is because most textbooks rely on the "giants" of the genre, the canon of old masters whose work lacks the contemporary experiences that permit students to see in their own lives and the lives of their family, friends, and community. As a result, meeting the demands of Nevada's standards using textbook poetry materials is prohibitive to actual learning. Modern, approachable poetic materials — in quantities that allow students to take them home — permit students to wade into poetic waters freely, even in distance learning environments. Once comfortable with the genre's modern expression, approaching complex texts of the poetic canon is more feasible and prepares students for poetic demands on AP Exams and college classrooms. Modern poetic texts are an avenue to meeting these demands because they: 1) allow students to look at pairings or whole collections of poems and respond to "varying demands of audience, task, [and] purpose" within the poetic discipline, as our standards demand; 2) are effective at expressing cultural perspectives ELA RL.6); 3) provide exceptional opportunities for examing how individual elements (words, phrases, lines, stanzas) contribute to meaning through structure (ELA RL.4); 4) often speak to each other, offering opportunities to see how poets respond to, transform and manipulate each other's words (ELA RL.7); 5) are concise texts that permit the careful selection of evidence to support analysis (W.1.b; W.1.c); 6) can easily be used to apply varied writing disciplines (such as literary analysis and rhetorical analysis) and provide excellent models for creative writing too!

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About my class

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