Back when I was a brand-new teacher in 1987, I had the life-changing good fortune to be part of the New York City Writing Project’s month-long summer institute, where I was introduced to ideas about teaching and learning that have been foundational to everything I’ve done professionally since.
One sweaty afternoon, to break up a day of sitting, reading and writing, the two facilitators introduced us to this exercise, which I immediately stole for my own classroom and used successfully for years.
Directions:
Begin by putting students into small groups, and giving everyone a copy of Charles Simic’s “Stone.” (Note: Though you can substitute any poem, this one has never failed me.)
Don’t read the poem aloud or tell your students anything about it. Just invite them to read it to themselves quietly at least twice, marking it up on a second read. For instance, they might underline the words, phrases and lines that stand out for them.
Then, give them the following instructions:
"You now have 30 minutes with your group to come up with a way to perform this poem that brings it alive for the class. You can do anything you want as long as you follow two rules: Every member of the group must be involved, and, at some point in the performance, we must experience the entire piece as it was originally written."
As they work, circulate and answer questions as needed. (My students always went into a frenzy of discussion and planning, calling me over for questions like, Can we use props? Make costumes? Add instruments? Percussion? Sing it? Incorporate dance moves? Repeat words? Sure, I’d say, whatever – as long as you follow the rules I’ve already given you.)
When the 30 minutes is up, establish an order in which the groups will perform. Then, sit back, watch and prepare to be amazed at all the different, yet intersecting, interpretations your students will offer. In fact, the real magic of the exercise might be how deftly it shows students that there is no one “right” reading, and that a good poem offers you something new every time you encounter it.
I’ve done this exercise in both 75 and 60 minute classes, and longer is better. But no matter how much time you have, save a few minutes for reflection at the end. You can ask, “What now stands out for you about this poem?” or “What do you want to remember about it?” and invite students to first write in response, then discuss as a class. Even after this reflection, however, don’t be surprised if your students come to class the next day still wanting to talk about “Stone” and process the experience.
Further Reading:
Katherine Schulten has been an editor at The New York Times Learning Network since 2006. Before that, she spent 19 years in New York City public schools as an English teacher, school-newspaper adviser and literacy coach.
The Learning Network has scores of additional ideas for National Poetry Month. For instance, from now until April 21, your students are invited to contribute to a collective poem on the subject of “small kindnesses.”
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