Word as a Creative Tool

Poetry

1. Look at the following examples of the poetry of e.e. cummings

• in Just-
  spring       when the world is mud-
  luscious the little
  lame balloonman
  whistles       far       and wee
  and eddieandbill come
  running from marbles and
  piracies and it's
  spring
  when the world is puddle-wonderful
  the queer
  old balloonman whistles
  far       and       wee
  and bettyandisbel come dancing
   from hop-scotch and jump-rope and
  it's
  spring
  and
       the
               goat-footed
  balloonMan       whistles
  far
  and
  wee
  e.e. cummings

• 1(a
  le
  af
  fa
  ll
  s)
  one
  l
  iness
  e.e. cummings
  http://www.americanpoems.com/poets/eecummings/la.shtml
• If you like e.e.cummings, here is a webpage http://www.americanpoems.com/poets/eecummings/
• If you would like more poetry resources here is a website: http://www.poets.org/index.cfPoetry

2. Download "Pooh Bear". Change prose into poetry:

• try center, right, left
• delete words, phrases
• break at different places
• change the look of words (use different sizes, types, configurations)

3. Go to your descriptive paragraph that you did for homework. Turn your descriptive prose into poetry.

• Save as (so you have your original and now the new copy.
• Upload to Taskstream

Prose

1. Listen to two stories by Robert Munsch. Listen for common characteristics in the two stories.

2. What would you add to the table matrix?

3. Read your new Robert Munsch Story. What characteristics does this story have? Be ready to add to the table matrix.

4. Pretend that Robert Munsch has a writing block. How might we use the Vegetables draft to help him with his writing block?

5. Brainstorm possible topics for help Munsch with his writing block.

More about Robert Munsch

6. Use your descriptive paragraph from last week's homework (or an idea from our brainstorming) and Word to give Munsch a sample idea for his writing block. Save and upload to Taskstream (Word file).

7. For class discussion:

• What prior knowledge would students need to be successful with this lesson?
• What scaffolding elements would need to be added to help students be successful with this lesson?
• How might this be adapted to other types of writing?

8. What technology standards does this lesson meet? How can you go "beyond the standards"?

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