K20 LEARN | Where I'm From

Summary

In this lesson, students explore themes of community and identity by analyzing a poem and creating their own poem inspired by the themes. Through these activities, students reflect deeply on their lives and learn to apply a variety of literary devices that allow them to express their creativity and share their voices. This lesson is written with 9th graders in mind; however, it could be used for many grade levels. This is a multimodality lesson, which means it includes face-to-face, online, and hybrid versions of the lesson. The attachments also include a downloadable Common Cartridge file, which can be imported into a Learning Management System (LMS) such as Canvas or eKadence. The cartridge includes interactive student activities and teacher's notes.

Essential Question(s)

How can poetry help people understand one another? What is the value in knowing your family history?

Snapshot

Engage

Students watch a spoken word poem video and respond using the First Turn/Last Turn strategy.

Explore

Using their five senses, students brainstorm memories and experiences from their lives.

Explain

Using Categorical Highlighting, students read George Ella Lyon’s poem, Where I’m From, and analyze it for literary devices and figurative language.

Extend

Students compose their own Where I’m From poem.

Evaluate

Students reflect on their writing process.

Instructional Formats

The term "Multimodality" refers to the ability of a lesson to be offered in more than one modality (i.e. face-to-face, online, blended). This lesson has been designed to be offered in multiple formats, while still meeting the same standards and learning objectives. Though fundamentally the same lesson, you will notice that the different modalities may require the lesson to be approached differently. Select the modality that you are interested in to be taken to the section of the course designed for that form of instruction.

Face-to-Face

Materials

Brainstorming Graphic Organizer (attached; one per student)
Padlet Presentation Rubric (attached; one per student)
I Am From Poem (Template) (attached; one per student)
I Am From Poem (Example) (attached; optional)
Lesson Slides (attached)
Poem Rubric (attached; one per student)
Talk Moves (attached; one per student)
Where I’m From Poem (Original) (attached; one per student)
Highlighters (multiple colors)
Pencils or pens
Writing Paper

Online

Materials

Common Cartridge (attached)
Brainstorming Graphic Organizer (attached; one per student)
Flip Presentation Rubric (attached; one per student)
I Am From Poem (Template) (attached; one per student)
I Am From Poem (Example) (attached; optional)
Poem Rubric (attached; one per student)
Talk Moves (attached; one per student)
Where I’m From Poem (Original) (attached; one per student)
Highlighters (multiple colors)
Pencils or pens
Writing Paper

Hybrid

Materials

Common Cartridge (attached)
Brainstorming Graphic Organizer (attached; one per student)
Flip Presentation Rubric (attached; one per student)
I Am From Poem (Template) (attached; one per student)
I Am From Poem (Example) (attached; optional)
Lesson Slides (attached)
Poem Rubric (attached; one per student)
Talk Moves (attached; one per student)
Where I’m From Poem (Original) (attached; one per student)
Highlighters (multiple colors)
Pencils or pens
Writing Paper

Hybrid

Engage (Face to Face)

30 Minute(s)

Use the attached Lesson Slides to follow along with this lesson.

Display slide 3. Read aloud the essential questions: How can poetry help people understand one another? What is the value in knowing your family history? Ask students to consider this question and volunteer their responses.

Display slide 4 and read aloud the lesson objectives. Explain to students that they will analyze poetry and determine how literary devices support one’s interpretation of poetry. They will also compose an original poem of their own.

Display slide 5 and play the spoken word poetry video Hands by Sarah Kay.

Sort students into groups of 3-5. Pass out copies of "Hands" by Sarah Kay to each student.

Tell students: In this poem, Sarah recites her memories of her own hands and what hands mean to us as humans. Read through the words of the poem and highlight a few lines that "speak to you." Take a few minutes to write about what you chose and why you chose it in the margins of the poem.

Display slide 6. Tell students: You will use the First Turn/Last Turn strategy in this activity. First, each of you will share one of the passages you chose from the poem with the group. At this point, do not explain why you chose this passage. Share only the words from the poem. Each of you will then explain why you think your classmate chose that passage. You can also share any comments you would like to make about the passage. When everyone has responded to the passage you shared, it is your turn to explain why you chose that passage. The next person in the group now takes a turn and continues as before until everybody has had a chance to share a passage from the poem.

Online

Engage

30 Minute(s)

Communicate the following with students. This information may be embedded in an LMS or may be shared in a virtual classroom such as Google Classroom.

Overview: In this activity, you will watch a video and read a spoken word poem by Sarah Kay called "Hands." In this poem, Sarah recites her memories of her own hands and what hands mean to us as humans. After viewing the video, you will use the First Turn/Last Turn strategy to explore, share, and discuss passages from the poem with your classmates.

Next, share the following procedure for students along with the links for the poem video and PDF.

Procedure:
First, watch the spoken word poetry video Hands by Sarah Kay. In this poem, Sarah recites her memories of her own hands and what hands mean to us as humans.
Next, read through the poem and note any passages that "speak to you."
Then, open the Google Slide for the First Turn/Last Turn activity and share one of the passages you chose. DO NOT explain why you chose that passage. You will do that in step 6.
After sharing your passage, share your Google Slide with the members of your group.
Open the Google Slides the other members of your group shared with you. Think about why they might have chosen that passage and comment on it.
Finally, when every group member has commented on your passage, give your reason for choosing the passage as the last comment.
Submit your completed Google Slide.

Have students watch the video and read Sarah Kay’s poem "Hands." After students read the poem and note interesting passages, introduce students to the First Turn/Last Turn strategy. Have students use the strategy to share and discuss their selected passage using their shared Google Slides.

Begin by providing students with the link to the video "Hands" by Sarah Kay and the link to the PDF of the poem. Students will also need their First Turn/Last Turn slides.

Face-to-Face

Engage

30 Minute(s)

Use the attached Lesson Slides to follow along with this lesson.

Display slide 3. Read aloud the essential questions. How can poetry help people understand one another? What is the value in knowing your family history? Ask students to consider these questions and volunteer their responses.

Display slide 4 and read aloud the lesson objectives. Explain to students that they will analyze poetry and determine how literary devices support one’s interpretation of poetry. They will also compose an original poem of their own.

Display slide 5 and play the spoken word poetry video "Hands" by Sarah Kay.

After the class has listened to Sarah Kay’s poem, sort students into groups of 3-5. Pass out a copy of "Hands" by Sarah Kay to each student.

Introduce the poem by telling students: In this poem, Sarah recites her memories of her own hands and what hands mean to us as humans. Read through the words of the poem and highlight a few lines that "speak to you." Take a few minutes to write about what you chose and why you chose it in the margins of the poem.

Display slide 6.

Tell students: You will use the First Turn/Last Turn strategy in this activity. First, one person will share one of the passages they chose from the poem with the group. Do not explain why you chose this passage. Share only the words from the poem. Each person in the group will then respond and explain why they believe you chose that passage or any other comment they would like to make about the passage. When every group member has responded to the passage you shared, it is your turn to explain why you chose that passage. The next person in the group now takes a turn and continues as before until everybody has had a chance to share a passage from the poem.

Face-to-Face

Explore

30 Minute(s)

Display slide 7. Pass out copies of Brainstorming Graphic Organizer to each student.

Tell students: Sarah Kay shared her memories of growing up in her poem "Hands." Think about the memories you have of growing up. They can be good or bad, but a mix of both would be ideal. When you recall your memories, try to think about the small things rather than the large moments. For instance, Sarah talked about holding her father’s hand. That is what some might say is a small thing that made a large impact on her life and created lifelong memories for her. Create a list by brainstorming memories from your life. Use all five senses while brainstorming ideas. Be descriptive. Don’t just say "a large slice of pizza", say "a pizza slice the size of my chest. Here are some ideas to get you started:"

Familiar foods: a scene at the table, helping cook
Family gatherings
Familiar sayings while growing up
Family members
Ancestors, family names
Parents’ work: Did you get to help them? Were you in the way?
Memorable experiences (small or large)
Family traditions
Vacations
Description of where you grew up: the geography, house, town
Familiar music, movies, books, games

Online

Explore

30 Minute(s)

Communicate the following to students:

Overview: Sarah Kay shares her memories of growing up in her poem "Hands." Think about the memories you have of growing up. They can be good or bad, but a mix of both would be ideal. When you recall your memories, try to think about the small things rather than the large moments. For instance, Sarah talked about holding her father’s hand. That is what some might say is a small thing that made a large impact on her life and created lifelong memories for her.

Distribute the following link to each student (the link creates separate copies): Brainstorming Graphic Organizer. Additionally, share the following procedure. This information may be embedded in an LMS or may be shared in a virtual classroom such as Google Classroom.

Procedure
First, open the Brainstorming Graphic Organizer.
Complete the graphic organizer by brainstorming memories from your life. Try to be specific with your memories. Don’t just say "a large slice of pizza," say something like "a pizza slice the size of my chest!"
Submit your completed graphic organizer to this assignment.

Hybrid

Explore (Virtual)

30 Minute(s)

Distribute a digital copy of the linked Brainstorming Graphic Organizer to each student. (The link creates a separate copy of the organizer for each student.)

Tell students: Sarah Kay shared her memories of growing up in her poem "Hands." Think about the memories you have of growing up. They can be good or bad; however, a mix of both is ideal. When you recall your memories, try to think about the small things rather than the large moments. For instance, Sarah talked about holding her father’s hand. Some readers might think that is a small thing, but it made a large impact on her life and created lifelong memories for her. Create a list by brainstorming memories from your life. Use all five senses while brainstorming ideas. Be descriptive. Don’t just say "a large slice of pizza," say "a pizza slice the size of my chest." Here are some ideas to get you started:

Familiar foods: a scene at the table
Helping cook family dishes or meals
Family gatherings
Familiar sayings while growing up
Family members
Ancestors, family names
Parents’ work: Did you get to help them? Were you in the way?
Memorable experiences (small or large)
Family traditions
Vacations
Description of where you grew up: the geography, house, town
Familiar music, movies, books, games

Hybrid

Explain (Face to Face)

40 Minute(s)

Display slide 8. Explain to students they will be listening to George Ella Lyon read her poem "Where I’m From." Ask students to close their eyes and just listen to the words. Play the audio recording on slide 8.

Pass out a physical or digital copy of the attached "Where I’m From" Poem (Original)" poem to each student.

Ask students to read George Ella Lyon’s "Where I’m From." Tell them, "As you read, think about how the poet creates a sense of flow in the poem. How does the poet use word choice to bring her poem alive?"

Display slide 9. Explain to students they will be using the Categorical Highlighting strategy to analyze the poem. The categories are listed below:

Pink - repetition
Yellow - specific, vivid verbs and adjectives
Green - imagery words (think five senses)
Blue- figurative language (metaphor, simile, personification, symbolism, alliteration)

Display slide 10. Ask students to answer the following questions when they finish highlighting the poem.

What parts of the poem stand out to you the most?
What images come to mind as you read/listen to the poem?
How does the author create a sense of flow and rhythm and movement?
What inferences can you make or conclusions can you draw about the poet after reading her words?

When they finish answering the reflection questions, instruct students to: "Go back to your brainstorm list and add more of your memories to it. Remember to focus on your word choice using specific verbs and vivid adjectives and adverbs. Think of ways to describe your memories using all five of your senses. What did it sound like? Taste like? Smell like? How did it feel? What exactly did it look like? Could you compare it to something using a simile or metaphor?"

Allow students time to complete the graphic organizer.

Online

Explain

45 Minute(s)

This activity includes two parts:

For Part One, students will analyze George Ella Lyon’s poem, Where I’m From, and use the Categorical Highlighting strategy to explain literary devices.
For Part Two, students will reflect on their learning and complete a series of open-ended questions.

Communicate the following to students through your LMS, virtual classroom, or other means:

Overview: This activity has two parts. You will hear George Ella Lyon read her poem "Where I’m From." You will then look through the poem and note certain literary devices using a highlighting strategy. Finally, you will reflect on what you have highlighted.
George Ella Lyon grew up in the mountains of Kentucky. In her poem "Where I’m From," Lyon reflects on her memories and how they shaped who she is. First, listen to the author read her poem. Then, read through the text. Look for certain literary devices the author uses to help the reader understand her life. Pay attention to the rhythm and flow of the poem. How did the author accomplish this with words?"

Next, share the following procedure along with the following links of George Ella Lyon reading her poem and a copy of her poem, "Where I’m From."

Procedure:
First, listen to George Ella Lyon read her poem Where I’m From.
After listening to the poem, read through the poem.
After reading through the poem once, go back and look for certain literary devices. Use the Categorical Highlighting strategy and the highlighting tool in Google Docs to highlight the literary devices you find. Use these categories:
Pink - repetition
Yellow - specific, vivid verbs, adverbs, and adjectives
Green - imagery words (think five senses)
Blue - figurative language (metaphor, simile, alliteration, symbolism)
Use this infographic to refresh your memories of figurative language.
Once you have finished highlighting, submit highlighted document.

Face-to-Face

Explain

40 Minute(s)

Display slide 8. Explain to students they will listen to George Ella Lyon read her poem "Where I’m From." Ask students to close their eyes and just listen to the words. Play the audio recording on slide 8.

Pass out a copy of the attached Where I’m From Poem (Original) to each student.

Ask students to read George Ella Lyon’s "Where I’m From." Tell them, "As you read, think about how the poet creates a sense of flow in the poem. How does the poet use word choice to bring her poem alive?"

Display slide 9. Explain to students they will be using the Categorical Highlighting strategy to analyze the poem. The categories are listed below:

Pink - repetition
Yellow - specific, vivid verbs and adjectives
Green - imagery words (think five senses)
Blue- figurative language (metaphor, simile, personification, symbolism, alliteration)

Display slide 10. Ask students to answer the following questions when they finish highlighting the poem.

What parts of the poem stand out to you the most?
What images come to mind as you read/listen to the poem?
How does the author create a sense of flow and rhythm and movement?
What inferences can you make or conclusions can you draw about the poet after reading her words?

When they finish answering the reflection questions, instruct students to: "Go back to your brainstorm list and add more of your memories to it. Remember to focus on your word choice using specific verbs and vivid adjectives and adverbs. Think of ways to describe your memories using all five of your senses. What did it sound like? Taste like? Smell like? How did it feel? What exactly did it look like? Could you compare it to something using a simile or metaphor?"

Allow students time to complete the graphic organizer.

Face-to-Face

Extend

60 Minute(s)

When students have completed their brainstorming, pass out the attached I Am From Poem (Template). Then, ask students to go back to their brainstorming list and plug those memories into the template to create an original piece of writing. When students complete the template, ask them to write their poems on a blank sheet of paper.

Remind students to include literary devices such as similes, metaphors, and imagery in their poem (refer back to the linked infographic on figurative language, if needed). See the attached Poem Rubric for assessment, distributing copies to students if desired.

Instruct students: When you write, you want your reader to be swimming in your memories! They should be able to close their eyes and experience the memories with you. No one else sees the world as you do. You don't have to know where to begin. Just start and let the words flow.

Allow time for students to write and revise their poems.

Online

Extend

60 Minute(s)

This activity has two parts. The second part is optional. Decide whether or not you wish to include the optional activity.

First, students will revisit their brainstorming and create their own poems inspired by George Ella Lyon’s poem Where I’m From. Each student is provided with their own copy of a template to guide them, but they may choose to write their own version without the template.

Communicate the following to students through your LMS, virtual classroom, or other means:

Overview: Using George Ella Lyon’s poem, "Where I’m From," as a model, along with the provided template, write your own "Where I’m From'' poem. Be sure to include literary devices such as repetition, imagery, and figurative language. You want your reader to be swimming in your memories! They should be able to close their eyes and experience your memories with you. No one else sees the world as you do. You don’t have to know where to begin, just start, and let the words flow!

Next, share the following procedure along with the following links:

Procedure (Part One)
First, open the provided writing template.
Then, open your Brainstorming Graphic Organizer. Include the following details:
Add your memories.
Focus on word choice using specific verbs and vivid adjectives and adverbs.
Think of ways to describe your memories using all five of your senses.
What did it sound like? Taste like? Smell like? How did it feel? What exactly did it look like?
Can you compare to something using a simile or metaphor?
Plug those memories into the template to create an original piece of writing. If you choose to compose your poem without using the template, that is perfectly fine. This is your poem. Own it!
Include literary devices such as repetition, similes, metaphors, and imagery in your poem. (Refer back to this infographic on figurative language, if needed). Use this rubric to determine what you need to include in your poem.
If you are struggling with this assignment, look at these two poems modeled after Lyon’s poem.
"I am From" by Shelby Blackwood
"Where I’m From" by Melanie Poonai
Open a new word processing document (Google Docs, Word, etc.), and write your poem using the information you entered on the template.
Submit the written copy of your poem.

Share the following if you wish to include the optional Part Two:

Procedure (Part Two)
Go to Padlet and record yourself reciting your poem.
Comment on a couple of your classmates’ video presentations. Think about what you liked about their poem. Maybe you liked something they said that reminded you of your own experiences. Or maybe you enjoyed how they phrased something.

Hybrid

Extend (Virtual)

60 Minute(s)

Distribute a copy of the linked and attached I Am From Poem (Template) to each student. Depending on your needs, you can use attached Word version, the attached fillable PDF version, or the following link, which creates a separate copy for each student: I Am From Poem (Template)///. Using "Where I’m From," as a model along with the template, invite students tp write their own "Where I’m From'' poem. Students should go back to their brainstorming list and plug their memories into the template to create an original piece of writing. When they complete the template, ask students to write their poems in Google Docs or another word processing application.

Remind students to include literary devices such as similes, metaphors, and imagery in their poems. (Refer back to "12 Figurative Language Styles for Creativity" if needed.) Readers should be able to close their eyes and experience each poem’s memories. Tell students, "No one else sees the world as you do. You don't have to know where to begin. Just start and let your thoughts flow."

Hybrid

Evaluate (Virtual)

30 Minute(s)

Distribute digital copies of the attached and linked Poem Rubric for the assignment to help guide students’ reflections. List the steps for the reflection activity for students:

First, think about the steps you took in writing your poem.
Listened to a model poem
Analyzed the model poem for literary devices
Considered the literary devices used in the poem and how the use of those affected the rhythm and flow of the poem
Brainstormed ideas for your poem
Used the basic form of the model poem to write your own
Next, write your thoughts about the process down on paper. Think about how each step helped you write your poem.
Submit your reflection.

Online

Evaluate

30 Minute(s)

Here, students will create a Padlet board as they reflect on their writing process.

Communicate the following to students through your LMS, virtual classroom, or other means:

Overview: The final part of this lesson is for reflection. You will reflect on the writing process. You will also think about the examples of literary devices you used in your poem and how those literary devices helped your writing."

Next, share the following procedure along with the Flip sharing link, Flip rubric, and the Talk Moves (sentence starters) document link:

Procedure
Think about the steps you took in writing your poem.
Listened to a model poem
Analyzed the model poem for literary devices
Considered the literary devices used in the poem and how the use of those affected the rhythm and flow of the poem
Brainstormed ideas for your poem
Used the basic form of the model poem to write your own
Next, write your thoughts about the process down on paper. Think about how each step helped you write your poem.
Submit your reflection.

Face-to-Face

Evaluate

30 Minute(s)

Display slide 11. Hand out the attached Padlet Presentation Rubric to guide students’ reflections. Consider distributing a copy of the attached Talk Moves handout to help guide student discourse. Review the steps for the reflection activity.

First, think about the steps you took in writing your poem.
- Listened to a model poem;
- Analyzed the model poem for literary devices;
- Considered the literary devices used in the poem and how the use of the devices affected the rhythm and flow of the poem;
- Brainstormed ideas for your poem;
- Used the basic form of the model poem to write your own.

Next, write your thoughts about the process down on paper. Think about how each step helped you write your poem.
Submit your reflection.

Resources

I am from poem template. [PDF]. Life Path. https://www.lifepathsresearch.org/wp-content/uploads/Narrative-I-am-from-Poem-
K20 Center. (n.d.) Categorical Highlighting. Strategies. https://learn.k20center.ou.edu/strategy/192
K20 Center. (n.d.). First Turn/Last Turn. Strategies. https://learn.k20center.ou.edu/strategy/50
K20 Center. (January 27, 2021). Online Discourse Etiquette [Video]. YouTube. https://www.youtube.com/watch?v=yPUXQAuhD3E
K20 center. (n.d.). Padlet. Tech Tools. https://learn.k20center.ou.edu/tech-tool/1077
Kay, S. (n.d.). Hands [PDF]. PennyKittle. https://pennykittle.net/uploads/images/PDFs/Workshop_Handouts/Hands.pdf
Lyon, G.E. (n.d.) Where I’m From [Audio]. George Ella Lyon. http://www.georgeellalyon.com/audio/where.mp3
Lyon, G. E. (n.d.) Where I’m From. George Ella Lyon|Writer & Teacher. http://www.georgeellalyon.com/where.html
Lyon, G. E. (n.d.). Where I'm From [PDF]. Smithsonian Center for Learning and Digital Access. http://www.smithsonianeducation.org/educators/professional_development/workshops/writing/george_ella_lyon.pdf
Neel, Andrew. (August 28, 2019). Assorted Map Pieces [Photograph]. Pexels. Retrieved from https://www.pexels.com/photo/assorted -map-pieces-2859169/
Poonai, Melanie. (n.d.) Where I’m From Democracy and Civic Engagement. FacingHistory. https://www.facinghistory.org/resource-library/teaching-inspector-calls/where-im-from
S I (May 10, 2014). Sarah Kay - Hands [Video]. YouTube. https://www.youtube.com/results?search_query=sarah+kay+hands
YourDictionary. (n.d.) 12 Figurative language styles for creativity [Infographic]. Yourdictionary.com.
https://assets.ltkcontent.com/files/figurative-language-infographic_2020-10-29-081532.pdf?mtime=20201029011532&focal=none

Authentic Lessons for 21st Century Learning

Where I'm From

Poetry

Summary

Essential Question(s)

Snapshot

Instructional Formats

Materials

Materials

Materials

Engage (Face to Face)

Engage

Engage

Explore

Explore

Explore (Virtual)

Explain (Face to Face)

Explain

Explain

Extend

Extend

Extend (Virtual)

Evaluate (Virtual)

Evaluate

Evaluate

Resources

Publisher

Downloads

Standards

Facilitator Resources

Learner Handouts