writing down my family2 unit

8/14/2019 Writing Down My Family2 Unit

1/14

WRITING DOWN MY FAMILY

Using Oral Histories as research for autobiographicalpoems.

William Stafford Archive with Lewis and Clark College:2009/2010

By Robin Judd

let there bespaces in yourtogetherness

and let the

winds of theheavens dance

between you.let it be a

moving seabetween the

shores of yoursouls.

Kahlil Gibran


2/14

WHAT IT IS Think Oral Family History meets

autobiographical poetry.

Using Staffords poems as a backdrop for wordorder, organization, and word choice, studentswill write poems about their families.

In a workshop Where students generate their own discussions, their

own writing prompts, their own writing circles.

Where students will receive feedback from theteacher, the principal, and their peers.

Where students will learn about themselves byhearing the stories other students share.


3/14

INTERVIEW GUIDELINES Choose one parent to interview Start with five urgent questions ask about the

things you want to know really badly but might

not have been brave enough to speak abouthonestly before now.

Transcription:

You may use recording devices and tapes or cds ifyou have them available to use at home. If youhave a recorder on a cell phone, you may use

that.

Otherwise, you will be handwriting yourinterview questions and responses and typing the

information you record in class.


4/14

MODELING QUESTIONING AND

LISTENING: ON SPEAKER PHONE

WITH MY MOM Model the interview process for students by having

them call my mom

Have students ask one question before they meet her Once she begins talking, have students prepare

questions as she responds: they must listen carefullyfor this

The best speakers are the best listeners: interruptingcan disrupt the conversation

You can formulate more interview questions using theway your subject responds:

To clarify confusion To go into more depth and detail about the same topic To formulate new topics and questions about related topics


5/14

POEMS BY WILLIAM STAFFORD:

FROM THE LEWIS AND CLARK

ARCHIVESPoems will be used for daily reading and writingactivities: as a springboard for students to think

creatively about their lives.

Parentage: Heroism Some Shadows: Home Listening: Hearing his father A Memorial: Son Bret As a parent reflecting on the

suicide of his oldest son.

Remembering Brother Bob As an older brotherreflecting on the death of his younger brother

Elegy As a son reflecting on the death of his father. Troubleshooting: Seeing his father


6/14

PARENTAGE Who is your father?

To you To your family To everyone else

Where does he belong? What do you want from him?


7/14

SOME SHADOWS: WHERE IS YOUR

HOME?

Girl Oldest sister of four Her mom was severely depressed

after Joan (moms older sister)committed suicide.

Cheerleader Average student

Wife Devoted Loving Controlling She spit in his face during the only

argument I ever witnessed. Mom

Neurotic Present always Thorough Honest

Boy One younger brother LAPD dreams Good student, active student

life

Surfer Husband

Comic relief Loving Devoted

Dad Respectful Questioning Honest He went to the ER after

sampling some of my brothersmarijuana: I called for theambulance.

Mom: Is she happy? How

has dad changed her?

Dad: was/is he happy?

How has mom changed

him?


8/14


9/14

A MEMORIAL: SON BRETQuestions to support comprehension:

Why was Bret brave? Describe the relationship between the narrator

and Bret. What happened to Bret?

Taking it a little deeper:

What are the responsibilities of parents? How have your parents succeeded/failed with

you?


10/14

REMEMBERING BROTHER BOB

Name and describe yoursiblings:

Ryan Kristen Judd: bornSeptember 15, 1976 in

West Covina, CA. He is

currently married to

Katherine ElizabethSanders, has been for 7

years. They are raising

their first son, Lukas

Ryan Judd: born

December 31, 2009.

Describe your favoritesibling memory:

I remember sitting infront of Carrows waitingfor my mom to get offwork with my brother.We were on a benchtalking and laughing asusual. I must have been15 which would have

made him 18 or 19. I dontremember what he said,but I do rememberlaughing so hard I fell outof the bench and onto thecold hard concretesidewalk.

Brothers and SistersMemories


11/14

ELEGYo How do you define loss?

What are all the ways you could lose a person?o How do you cope with loss?

What are some healthy strategies/alternatives thatyou could use in the future?

elegy [el-i-jee]noun, plural -gies. 1. a mournful, melancholy, or

plaintive poem, esp. a funeral song or a lamentfor the dead. 2. a poem written in elegiac meter.

3. a sad or mournful musical composition.


12/14

TROUBLESHOOTING: PARENT

SYMBOL

Larry Norman Judd Loves reading and

thinking.

Crazy about hisgrandson resident

babysitter and his kids.

Always finds ways tomake people laugh.

Catholic: hed say hissymbol is the crucifix,

but I know better than

that.

Symbol: 2-lane asphalthighway Freedom Responsibility Running for the

longest time my dad wasa runner from problems,conflicts, disagreements

and a hider. Theres something

concealing yet vulnerableabout a highway atnight.

Choose a parent and

describe him/her: Dad

Describe and define their

symbol: 2-lane asphalt

road


13/14

LEARNING OBJECTIVES Interview a parent to find more information

about their families.

Use interview responses and questions to infusecreative writing with relevant information,stories, and family anecdotes.

Define and use active verbs, lively adjectives, andinteresting nouns in autobiographical poetry.

Analyze and discuss major themes in poems byWilliam Stafford.

Brainstorm, write, and revise original,autobiographical poetry.


14/14

OREGON STANDARDS TO SUPPORT

INSTRUCTION Increase word knowledge through systematic vocabulary development;

determine the meaning of new words by applying knowledge of wordorigins, word relationships, and context clues; verify the meaning ofnew words; and use those new words accurately across the subjectareas.

Listen critically and respond appropriately across the subject areas. EL.HS.LI.02Demonstrate listening and reading comprehension of

more complex literary text through class and/or small groupinterpretive discussions.

EL.HS.LI.13 Evaluate the impact of word choice and figurativelanguage on tone, mood, and theme.

EL.HS.WR.08 Revise drafts to improve the logic and coherence of theorganization and controlling idea, the precision of word choice, andthe toneby taking into consideration the audience, purpose, and

formality of the context.

EL.HS.SL.17Analyze how language and delivery affect the mood andtone of the oral communication and make an impact on the audience.

EL.HS.SL.05Analyze the occasion and the interests of an audience,and choose effective verbal techniques and language to convey ideas.

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