B. Analyzing the Model Poem (15 minutes)
- Tell students that today they will become familiar with the rubric for the two-voice poem by using it to analyze the model poem.
- Distribute the two-voice poem rubric and invite students to look at the text in italics and the text in bold. Ask:
* “What do you notice about this rubric?”
- Call on one or two students to share their thinking. Listen for: “The words in italics look similar to the essay rubric” or “The words in bold mention Salva and Nya.” Explain to students that this rubric is based on the same rubric as the essay. That is because they need to use many of the same skills to write this research-based poem, even though it is a different type of writing. However, there are criteria on the rubric that are specific to the two-voice poem; they will focus on those criteria today.
- Show the two-voice poem rubric using the document camera. Tell students that you are going to demonstrate how to analyze the model poem using the rubric and that you will focus on the organization of the poem.
- Direct students to look at the “3” column on the rubric and read aloud the criteria for organization:
* “exhibit clear organization, with the use of appropriate transitions to create a unified whole”
- The poem has a beginning, middle, and end that connect to each other to create a unified poem.
- Point out that the beginning of the poem sets the scene by saying, “Life challenges us ... here in Sudan.”
- The middle of the poem shows the common experiences of Nya’s uncle and Uncle Jewiir, such as: “My people were forced to leave our village ...” and “For my family, I would do anything.” Mention that the common experiences serve as transitions from one idea to the next and that the author used both voices to do that.
- Finally, read the last line for both voices: “Tomorrow will be better than today ...” and tell students that this ends the poem in a way that addresses the focus of the poem: Leaders help people to make a change. Be sure students see that that is the goal that both leaders had throughout the poem.
- Turn students’ attention back to the rubric and point out that the model poem earns a 3 on the rubric for organization because it has a beginning, middle, and end that connect to each other and create a unified poem.
- Instruct students to work with their seat partner to analyze the poem using the rest of the rubric. Point out that you modeled how to analyze the poem with the rubric using only part of the row titled “Cohesion, Organization, and Style,” so students should be sure to look at the rest of that row as well.
- While the class is working, circulate around the room and make sure students are referring to the poem and the rubric. If you hear students say the poem is “good” or “bad,” encourage them to justify their answers.
- After 5 minutes, debrief the groups’ discussions. Ask students to show how they graded the poem on the first row by holding the corresponding number of fingers in the air (0–4). Cold call one or two students to explain their thinking. Listen for: “I gave it a 4 because the evidence from the text helped develop the theme of the poem.” Repeat this process for each row. Listen for students to say things like:
* “The main idea of the poem is developed with concrete evidence like 4 million people being forced to flee their homes, so our group gave it a 4 for Command of Evidence.”
* “The author used punctuation correctly, so we think it earned a 4 for Control of Conventions.”
- Tell students that now that they have an understanding of the expectations for the two-voice poem, it is time to start planning their own poems.