Summary
This lesson allows students to reflect on and discuss their perceptions about writing. Shifting the focus from writing from scratch to using words already written as a starting place, students engage in reading and creating blackout poems from newspaper articles. Students also practice listening and speaking skills as they read and present their creations. Ultimately, students determine if and how their perceptions about what writing is changed as a result of this lesson.
Essential Question(s)
How can creative constraints, such as blackout poetry, help writers overcome writer’s block and rethink what it means to write creatively?
Snapshot
Engage
Students watch a video about Austin Kleon, a blackout poet, and engage in a Magnetic Statements activity.
Explore
Using the I Think/We Think instructional strategy, students read and respond to poet Austin Kleon's blackout poems.
Explain
Students create an original blackout poem using a newspaper article as a mentor text.
Extend
Students read and present their blackout poem to their classmates.
Evaluate
Students complete a reflective free-write and both a self and peer evaluation.
Materials
Magnetic Statements (attached; for facilitator’s use)
I Think/We Think handout (attached; one per student)
Example Blackout poems (online)
Newspapers
Sharpies or black markers
Writing materials: pen, pencil, paper, etc.
Computers/tablets
Dry-erase pockets and markers (optional)
Preparation
Print and post the attached Magnetic Statements around your classroom before you begin this lesson.
Engage
20 Minute(s)
Use the attached Lesson Slides to guide the lesson. Display slides 3–4 to briefly introduce the essential question and learning objectives with students.
Display slide 5 and show students the “Blackout Poet” YouTube video, an interview with Austin Kleon. Because many students might be unfamiliar with Blackout Poetry, this video will provide some helpful background information.
As students watch, ask them to think about their own personal feelings and conceptions about writing; students should also consider a specific time they struggled with writing.
Move to slide 6 and review the Magnetic Statements instructional strategy. This will help uncover their ideas and attitudes about their own struggles with writing and/or a time they felt they had writer's block.
Direct students' attention to the statements posted in your classroom. Allow a few minutes for them to walk around and read each statement.
Then, ask students to move next to the statement that most repels them. Have them discuss with the other students around their chosen poster. Then, invite one person from each group to share common ideas.
Repeat this process by asking students to move next to the statement that most attracts them, or that they align with the most. Then have students discuss and share out.
Explain to students that Kleon's solution to his writing dilemma was to create blackout poetry out of newspaper articles. Students will be doing just that for this lesson.
Explore
25 Minute(s)
Place students into small groups of three. Instruct groups to research Austin Kleon’s blackout poems located on his website. Ask groups to choose two poems they want to focus on.
Move to slide 7 and review the I Think/We Think instructional strategy with students. Pass out the attached I Think, We Think handout to each student. Explain that students will first individually respond to the three poems their groups chose in the “I Think” column. Then, they will come together with their assigned group and share their responses, and fill out the “We Think” column. This is a front and back handout.
Encourage students to focus on anchor words, themes, and central ideas portrayed in each poem as they complete their handout.
Once students have read, responded to, and discussed two blackout poems, ask for each group to share out with the whole class.
Explain
25 Minute(s)
Display slide 8 and pass out the attached Poetic Elements handout to each student. Working in the same groups as before, have students review their chosen poems and use their handout to identify examples of two of the four following elements found in their poems:
Tone
Mood
Imagery
Figurative language
Once groups have completed their handouts, move to slide 9 and facilitate a whole-class discussion, asking students to respond to the following prompt:
“How does the tone, mood, and inclusion of specific figurative language contribute to the overall themes of these poems?”
Transition to slide 10 and review the Blackout Poetry instructional strategy with students. Tell students that they will be moving from reading example blackout poems to creating their own poetry. Allow time for students to peruse newspaper articles and choose one to use as a mentor text for their own blackout poems.
Once students have chosen their mentor text, pass out a black marker to each student and ask them to take out a piece of paper and follow the steps below:
Write down any words or phrases that relate to a specific topic or theme you want to focus on.
Scan the text and circle any anchor words (words that are relevant to your theme or topic).
List your anchor words on your paper and plan out your poem.
Use your marker to black out the text, line by line, except the words and phrases you have chosen to use in your poem.
Extend
30 Minute(s)
As an extension, give students sufficient time to read and present their newly created blackout poem to the class. Have them first read their poem aloud and then show their classmates how it looks visually on the paper.
Evaluate
15 Minute(s)
Display slide 11 and review the Quick Write instructional strategy. Play the five-minute timer and ask students to take out a piece of paper and respond to the following prompt for their quick write:
“Revisit your responses to the magnetic statements activity. Did your creative process change the meaning of what it is to be a poet or writer?”
Allow students time to complete their quick write.
Resources
K20 Center. (n.d.). Blackout poetry. Strategies. https://learn.k20center.ou.edu/strategy/84
K20 Center. (n.d.). I think/We think. Strategies. https://learn.k20center.ou.edu/strategy/141
K20 Center. (n.d.). Magnetic statements. Strategies. https://learn.k20center.ou.edu/strategy/166
K20 Center. (n.d.). Quick write. Strategies. https://learn.k20center.ou.edu/strategy/1127
Kleon, A. (2016). Austin Kleon. https://austinkleon.com/category/newspaper-blackout-poems/
Kleon, A. (2016). More of Austin Kleon's newspaper blackout poems and a way for students to share their own: Newspaper blackout. http://newspaperblackout.com/
Texascountryreporter. (2010, February 22). Blackout Poet [Video file]. https://www.youtube.com/watch?v=XqB9kXzJ0UA
Welch, C. (2015). Elements of Poetry. Lexiconic Resources. http://learn.lexiconic.net/elementsofpoetry.htmhttp://learn.lexiconic.net/elementsofpoetry.htm