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Lesson Plan

So Much Depends Upon…Sixteen-Word Imagery Poems Inspired by "Love That Dog" by Sharon Creech by NNWP

Subject

English Language Arts (2005), English Language Arts (NYS P-12 Common Core)

Grade Levels

Intermediate, 6th Grade, 7th Grade

Description

Inspired by both William Carlos Williams and the main character in Sharon Creech's Love That Dog, the writer will create four original 16-word poems that capture interesting images. The writer will then choose a favorite 16-word poem and ask, "Why would so much depend upon that image to someone else?" The writer can then create a short story or extended poem about an original character who might have written the 16-word poem.

Website(s)

Northern Nevada Writing Project
The National Writing Project
Sharon Creech

Six-Trait Overview

The sixteen-word poem portion of this writing assignment will focus your students on voice... the goal of the short story or extended poem is to write a realistic-sounding explanation from an imagined character's point-of-view. When students use their best 16-word poem as part of a longer story, they will be focused on this lesson's support trait...word choice as carefully considered words will lead to stronger imagery in these short poems.

Author

This lesson was created by Northern Nevada Writing Project (NNWP) Teacher Consultant Dena Harrison.
To view other lessons by Dena, click here.

Materials

Copies of Love that Dog Middle School Models (one per student)
Copies of Love That Dog Pre-Writing hand-out (one per student)
One copy of Wheelbarrow overhead
Copy of Love That Dog by Sharon Creech
Copies of Word Choice Revision and Response Notes
Copies of Voice Revision and Response Notes

Voice revision and response notes.pdf

Word Choice revision and response notes.pdf

Love That Dog middle school models.pdf

Love That Dog Pre-Writing.pdf

Wheelbarrow Overhead.pdf

Duration

Two 45-minute class periods

Background Information

Read in class Love That Dog by Sharon Creech. It takes no longer than a week to share with your students, and it's a great introduction to a poetry unit. We dare you not to cry as the book ends...in sadness and in joy. The main character resists poetry, even though his teacher shares some of the best with his class. As he starts to let his guard down and toy with poetry in his notebook, we clearly see him imitate the techniques of the great poets. Of particular interest, is his imitation of William Carlos Williams' "The Red Wheel Barrow," which inspired this writing lesson.

You don't have to have read the entire book before you utilize this lesson.

Step-by-Step Procedure

Day 1

Anticipatory Set:

Have William Carlos Williams' "The Red Wheel Barrow" on the overhead. Ask students to recall where they have seen a similar poem? In Love That Dog, the main character impersonates the poem with his own topic: a blue speeding car. 'Why does so much depend upon that blue speeding car?' we ask, and by the book's end...we know.

Ask students to identify the number of lines and any rhyming words.
Tell students they will be creating their own sixteen-word poems, and they will be taking their favorite and turning it into the inspiration for a short story about a character, or for a longer poem.
Assign students to groups and distribute the Love that Dog student model hand-out.
Have students follow the directions at the top of the hand-out.
- The directions are for students to read the original poems and then the longer poem/story that was inspired by the poem. Then, students should discuss with their groups if the longer piece answered why so much depends upon the original image.
- Ask students to highlight or underline three or four words in each poem that really develop the imagery.
Debrief and discuss as a class. Have students share the words they underlined or highlighted.
Revisit Williams' poem and any sections of Creech's book and ask students to identify examples of imagery.
Ask your students to brainstorm their own 16-word poems. Since four of the sixteen words are already determined for them, stress the importance of making the remaining twelve words really need to be words that grab us with their imagery.
Distribute the Love that Dog Pre-Writing Sheet. Allow students time to write their first poem. Assign homework.

Closure: Ask for student volunteers to share what they have written so far.

Homework: Students will write four sixteen-word poems (complete pre-writing sheet).

Day 2

Anticipatory Set:

Have students share their four short poems with partners or in groups and talk about each poem's word choice. How were the poems' verbs and adjectives?

Instruct the group to discuss, "Why would so much depend upon that image to another person...like a character in a story?"
Have the groups brainstorm the possibilities based on individual poems. If your students know how Love That Dog ends already, they will understand why so much depends upon the main character's blue speeding car. Hopefully they will be able to find a possible story behind one of their So Much Depends Upon poems.
Allow students time to select one poem and expand it into a rough draft of a longer poem or a short story.
Distribute the Word Choice Revision and Response Notes and the Voice Revision and Response notes so that each student has one of each. Have students proof-read and rank their rough drafts using the notes.
Assign students to a partner and have them peer share their pieces. Students should be focusing on word choice and voice in their comments and responses to one another's pieces.

Depending on class time, you may also have students edit each other's papers.

Homework: Have students write another draft based on the feedback from peers. Students may also want to illustrate their pieces. The final copies will be placed in students' writing portfolios.