Tag Archives: imitation

Mini-Lesson Monday: Identifying & Imitating Voice

Comedy is all about voice, and we’re gearing up to notice and imitate as much voice-filled comedy as possible in the next few weeks.  When thinking about how to help students identify and craft their own written voices, I thought of a lesson Amy and I shared in Franklin a few weeks ago.

721003Objectives: Using the language of the Depth of Knowledge Levels:  students will make observations about a writer’s craft, identifying patterns in sentence structure, punctuation, and word choice to help define voice.  Or, in the Common Core, students will interpret words and phrases phrases as they are used in a text and analyze how [they] shape meaning or tone.

Lesson:  I’ll distribute copies of this excerpt from Peak by Roland Smith, which will serve today as both a booktalk and a mentor text.  I’ll introduce the piece as a book I loved, then segue into how it serves as an examplar of voice.

“Peak–that’s the main character’s name–is writing the whole book in the form of journals to his English teacher, so his voice is very conversational.  I found him pretty hilarious and sarcastic.

“Today we’re going to look at this excerpt from page one and try to see how Peak creates his writing voice.  Let’s all read this and annotate for craft–just notice HOW he’s saying what he’s saying.”

PeakVoiceLesson-page-001

After a few minutes of student annotation, which I am doing alongside them on the document camera, I’ll ask students to share their noticings in their table groups.  “Share with your tables what you notice about Peak’s sentence structure, punctuation, and word choice,” I’ll say, writing those bold terms on the board.

Once students have shared in small groups, I’ll ask each table to share out what they noticed.  As a group, we’ll arrive at some conjectures about Peak’s use of:

  • parenthetical asides to the reader
  • occasional fragments amidst his varied sentence structure
  • relaxed jargon
  • rhetorical questions.

Once we have those key terms in our notebooks, along with great examples from the text, I’ll ask students to practice using these skills.

“In this case, using these writing moves create a writer’s voice unique to Peak.  We’re going to imitate this piece now by writing a quickwrite about how we each got our own names.  Write your piece imitating Peak’s style, and use those four writing moves as you do.”

Follow-Up:  We’ll all take about eight minutes to craft our name stories, imitating Peak’s voice, in our writer’s notebooks.  We’ll share them in our small groups, then use that quickwrite as a seed prompt for a possible comedy best draft as we move through the unit.

How do you help your students craft their writers’ voices?

Mini-Lesson Monday: Imitating Poetry

Reading more poetry with my students has been a goal of mine these past few years, and it’s been a goal I feel has been readily achieved with ideas like creating Heart Books or reading novels in verse.

But writing poetry–well, that’s a different story.

Students who aren’t accustomed to writing poetry need a scaffold before they can leap into free verse composition without a topic, genre, or form prompt.  For this scaffold, I use imitation.

Objectives — Using the language of the Depth of Knowledge Levels:  Identify patterns of language, structure, and punctuation in a given poem; Modify the style of the given poem to suit your purpose; Create a poem in the style of a given poem.

41KeFnbnPfL._SX330_BO1,204,203,200_Lesson — Before the mini-lesson, I will have already booktalked two of Mary Oliver’s books–A Poetry Handbook and Dog Songs, which is always a favorite with my students.  As the mini-lesson begins, I’ll read to them from Oliver’s chapter on imitation.

“You would learn very little in this world if you were not allowed to imitate,” Oliver begins. “Before we can be poets, we must practice; imitation is a very good way of investigating the real thing.”

“I have some poems here today for us to imitate and investigate,” I follow up.  I pass out the following options, lately garnered from my incredible poetry seminar with Mary Ann Samyn:

“Read over these quickly, and choose one you’d like to imitate.  Then open to a fresh page in your notebook.”

“I’m going to write with you, and I’m going to choose ‘A Display of Mackerel,'” I say.  “It seems long, but look how short the lines and stanzas are.”  I put my chosen poem under the document camera.  “Now, this poem is about a display of fish, and I want to imitate it and write about a display of something.  There’s a pretty big display of colorful objects in my room…” I trail off.

“Your library!” Nathan helpfully supplies.

“Yep,” I agree.  “I’m going to imitate this poem and write about my bookshelf.  I’m just going to change a few words per line, but I’m going to keep all the punctuation and the numbers of words the same.  It’s so easy to write poetry this way.”

On the document camera, I begin my imitation next to Doty’s original:

They lie in parallel rows,                   They rest in slumped rows,

on ice, head to tail,                           on shelves, spine to spine,

each a foot of luminosity                   each a sheaf of wisdom

“See how easy that is?  I keep Doty’s structure, punctuation, and even some of his words.  I just change a few to make the poem about my display of books, rather than his display of mackerel.  Now you take a few minutes to give this a start.”

We set about writing together.

After 10-15 minutes, we each have a full imitation poem.  We break into small groups, working with others who imitated our same poem.  We read our poems aloud.  Feedback is given on what we notice–similarities to and diversions from the original, and the effects of both.

Follow-Up — We’ll practice imitation a few more times before we leap into writing poetry independently.  When we do, I’ll ask, as always, that my students create a small anthology of their work on that genre–some samples of their early forays into poetry through imitation, as well as a few examples of their own independent attempts.  I’ll definitely include my “A Display of Books” in my own anthology, as I find it a lovely description of my library that I’d like to preserve.

My Imitation Poem: “A Display of Books”
by Shana Karnes & Mark Doty

They rest in slumped rows,
on shelves, spine to spine,
each a sheaf of wisdom

creased with cracked spines,
which divide the plots’
most gripping sections

like bands of color
in a double rainbow.
Vibrant, luminous

prismatics: think indigo,
the wildly rainbowed
spectrum of a springtime rain,

think sun spearing through clouds.
Wonder, and wonder,
and all of them in every way

unique from one another
–everything about them
a onetime blend of letters. Thus,

they’re all creative expressions
of a million different souls,
each a tenuous effort

of the soul’s footprint,
writer’s essence. As if,
after a lifetime of drafting

at this printing, the author’s
taken irreversible steps,
each as permanent

in its inked completion
as the one next door
Suppose we were shoulder-to-shoulder,

like these, the same but different
from our universe
of neighbors—would you want

to be yourself only,
unduplicatable, doomed
to be in print? They’d prefer,

plainly, to be award winners,
forever honored. Even now
they seem to be straining

forward, heedless of their lifelessness.
They don’t care they’re ink
and simple paper,

just as, presumably,
they didn’t care that they were imagined:
all, all for all,

the rainbowed shelf
and its acres of brilliant words,
in which no verb is singular,

or every one is. How eager they seem,
even on shelves, to be different, selfish,
which is the price of publication.

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