Writing Lesson Plan 1

Grade level: 9th grade Language Arts

Length of lesson: 90 minutes
Description of setting, students, and curriculum—and any other important contextual
characteristics: 9th grade Language Arts classroom. There are 24 students arranged in base
groups which consist of 6 tables of 4 students.
2 of the students have specific learning disabilities in reading, specifically in reading
comprehension. 1 student is on a behavior improvement plan, the student struggles to pay
attention in class, and as a result is disruptive and distracting to others. 1 student has an IEP due
to parental disagreement with the curriculum. 1 student is an ELL, he has been in the United
States for 5 years now and speaks very proficient English, but still needs a lot of support with
reading and writing. 2 students come from a non-English speaking household, and although
completely fluent, they sometimes struggle with sentence structure or vocabulary.
The students will have just started a new Unit on Power of Language, with this lesson
particularly focusing on introducing the students what it means to use language as a tool to
communicate identity. They will begin to brainstorm what makes for powerful identity writing.
Students will have already used writing territories for previous units, and I will have modeled
and done one with them in the previous class to show them what a writing territory looks like.
Students will be exploring different topics to write about, that they will have brainstormed
previously.
The students should be able to understand that brainstorming is a pre-writing strategy, therefore
students will participate in this brainstorming lesson, where they will spend time working on a
topic blast, and have another free-write for their memoir. Next, they will be deciding which topic
they would like to focus on to write about for their summative assessment poem. The next lesson
will be devoted partially to in-class writing, with an ongoing writing workshop throughout class.
Students will get to meet with me individually throughout this class period to touch base about
their writing. This same lesson will also be devoted to peer editing and revisions in the form of a
writing workshop. Students will turn in a first draft of their poem for which I will be giving them
feedback on their work. Then they will have the opportunity to edit and revise their work in-class
and for homework. There will be one final lesson in which students will be able to peer-edit one
last time, before having to present and hand in a final draft of their poems on the 5th day of the
unit.

Strategy Requirement Satisfied:

(Note: Refer to the list in the syllabus or the document called “Lesson Plan Overview”)

Objectives:

Understand:

1. Students will understand that good writing comes from using pre-writing strategies, like
brainstorming.

2. Students will understand that brainstorming is on-going throughout the writing process.
3. Students will understand that good writing has been improved through continuous revision.

Know:

1. Students will know how to give peer feedback on writing.

2. Students will know how to use the feedback they receive in order to make revisions to their
writing.

Do:

1. Students will be able to use their pre-writing brainstorming strategies for their personal
writing.

2. Students will be able to make revisions on their writing based on feedback they receive.

SOL’s:
7.7 The student will write in a variety of forms with an emphasis on exposition, narration, and
persuasion.
b) Use a variety of prewriting strategies including graphic organizers to generate and organize
ideas.
c) Organize writing structure to fit mode or topic.
g) Select vocabulary and information to enhance the central idea, tone, and voice.

CCS’s:
CCSS.ELA-LITERACY.W.7.4
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types
are defined in standards 1-3 above.)

Methods of Assessment:
[How will you know if the intended learning occurred?] Describe all methods of assessment used
in this lesson or which are related to this lesson and come in a future lesson (use the sentence
stems provided). After each assessment, indicate in brackets the number(s) of the related lesson
objectives that the assessment is evaluating.

Diagnostic Formative Summative

Title of assessment tool:
Writing Territories/Personal
conferences
Students will demonstrate
what they already know
about personal writing by
having created writing
territories in previous classes
to get them thinking about
what they could write about
in their “Mirror Poem”, and
how to think deeper and in
more detail about specific
personal events. The students
will also have had personal
conferences with the teacher
where I will have gone over
some of the writing
territories they were
comfortable sharing with me.
Criteria: Students will not
receive a grade for this, but I
will be looking to see that
they completed their writing
territories with diligence and
took the exercise seriously. I
will be looking for topics that
will allow them to write an
effective poem.
How data will be used: This
will allow me to gauge how
they feel about their own
writing and if they were able
to brainstorm some initial
ideas for a personal poem.
How students will receive
feedback: Students will
receive in-person feedback
during the conferences where
I discuss with them some of
their previous writing and
talk about how they feel
Title of assessment tool: Title of assessment tool:
Exit Slip Student Memoir
Students will show their Students will ultimately be
progress toward being able to assessed (today or in a future
use their brainstorming lesson) on their ability to write
strategies for poetry writing a cohesive and well written
by being able to express in “Mirror Poem” by not only
what ways the writing turning in a final draft of their
territories, and the free-write poem, but also being able to
were useful to them in order to present their poems to the
begin thinking of a topic to class. They will also be turning
write about for their poems. in their previous draft, that I
They will also be able to will have given them feedback
understand that brainstorming on. They will equally have
is a crucial part of the writing participated in a writing
process, and will acknowledge workshop, and I will have
this in the exit slip. allowed plenty of time for peer
editing and independent
Criteria: Students will not be revisions.
graded on this, but I will be
looking for them to have Criteria: I will be expecting to
answered the prompt see what the students consider
thoroughly, especially being to be their best, final work for
able to recognize the a “Mirror Poem”. I will be
importance of brainstorming expecting to see them able to
and revision for their writing. incorporate specific elements
of the original “Mirror Poem”
How data will be used: I will by Lucille Clifton that we will
use this as a way to see if the have studied in class, as well
students are understanding the as being coherent,
importance of brainstorming grammatically well writing and
as a pre-writing strategy, as spelling-proofed.
well as revision as an ongoing
process. It will help me gauge How data will be used: I will
whether or not I need to spend be using the students’ poems as
more time on reviewing the a way to assess whether or not
purpose of pre-writing they understand the power
brainstorming, as well as language holds for expressing
revision. identity. This will help me
gauge their progress towards
How students will receive the ultimate summative
feedback: Students will be assessment, the Into the World
getting their exit slips back, Project. This will also allow
with feedback on their me to see how their writing is
answers, as well as tips on progressing throughout the
 about their writing in
general. They will also
receive feedback on their
writing territories, and
whether or not they are
detailed or provide good
writing topics or not. In
order to determine this, I will
be looking to see if the topics
are conducive to writing a
“Mirror Poem” that follows
the structure of the original
the students will be reading. I
will also make sure the topics
are appropriate, and ask for
the students to elaborate on a
few of the writing territories
during the conference to
make sure they can write
about the topic.
U1, K2, 7.7b
how they can apply this kind
of exercise to the writing of
their own “Mirror Poem”.
U1, U2, K2, D1, D2, 7.7b.c.
CCSS.ELA-
LITERACY.W.7.4
year, and allow me to have a
better idea of what to work on
with them as a whole class, and
individually in the following
lessons. It will also allow me to
personalize the support
students will get from me in
order to help them reach the
objectives they may not have
met.
How students will receive
feedback: Students will be
receiving feedback in the form
of a grade and a completed
rubric. They will also each be
meeting with me when their
final poems are returned, and I
will be holding individual
conferences to go over their
work, and set specific goals on
how to improve their writing,
and what they should be
focusing on next.

U1, U2, U3, K2, D1, D2

CCSS.ELA-LITERACY.W.7.4

Materials Needed:
Appendix A: Do Now
Appendix B: “What the Mirror Said” by Lucille Clifton
Appendix C: Exit Slip

Procedures/Instructional Strategies
Each step should have bolded heading that identifies the activity, and then is followed by the
teacher scripting, student and teacher actions, and a description of the activity.
[Note: Any words that represent what I would say directly to students appear in italics.]

Beginning Room Arrangement:

Students will be expected to come in and sit at their assigned seats, there will be no changes in
the seating today or throughout the lesson. The seats are arranged as base groups with the
students in six groups of four students. The classroom is arranged in this manner, so that the
students always have an elbow-partner to work with, and are easily be able to do group work,
without disrupting the class’ seating arrangement, or getting up. I will have hand-written the “Do
Now” on the board, before the students come into the classroom. That way I can focus on being
present and greeting them as they enter the room.
 1. [_5_mins.] Welcome/ “Do Now”
Good morning y’all, it’s good to see everyone today. As you are coming in and get started, I
want y’all to take a look at the “Do Now” that I have written up on the board. Y’all should be
taking out your writing journals, and spending the next 5 minutes answering the prompt that is
up. This is independent work time, so I should hear no talking during this activity. (See
Appendix A)
(While the students work on the “Do Now”, I will be walking around the room, checking in with
students, and making sure that they are all getting settled and working on their “Do Now”.)

2. [_30_mins.] Bridge and/or Hook to lesson

Alright y’all, please put your pencils down. Would anyone like to share what they wrote in the
writing journal? (I will call on about 3 students to share what they wrote about, there are
typically quite a few volunteers, but I want to keep this part of the lesson short, to make sure we
have plenty of time for the rest.)

Can I have three volunteers to share what they wrote, just briefly?
Mark: I wrote about seeing myself, and everything that I want for myself. Like, when I look in the
mirror, I always think about how I want the day to be or if I have a soccer game, that I want to
be the best player possible.
Rachel: I also talked about sports, I run track and cross-country. I wrote about looking in the
mirror and seeing what I am capable of accomplishing, but also being afraid of not being good
enough. I wrote words like pain, euphoria, pride, determination. I also talked about how it felt to
cross that finish line at the very end.
Caelainn: My entry was about seeing my past in the mirror. I sometimes look at myself and think
about how people say I look like my mom or my day, and that makes me think about how I am
connected to my family members. It’s almost like I am a small piece of a larger puzzle.

Thanks for sharing, those were some really insightful responses. Alright, so last time we talked a
little bit about the power that language has to express our individual identities. We looked at an
example by reading Lois-Ann Yamanaka’s short story “Obituary”, and we also looked at Phillis
Wheatley’s poem “On Being Brought from Africa to America”. Remember that what you wrote
for today’s Do Now, can also serve as inspiration for your own poems you will be working on
today. Today, I want us to start thinking about different things we can start writing about for our
memoirs. First, we are going to do a little brainstorming exercise and then we are going to move
into reading two short examples of poems, that we are then going to use as models to write our
own. Everyone ready? Great.
I know that everyone here has practiced brainstorming in a lot of different classes, and we’ve
done it together as well, but I want to take a minute or so to just refresh our memories on what
brainstorming is, and how we use it when we write. Can anyone tell me what brainstorming is?
(Here I will be giving students a minute to think about a brief definition of brainstorming, some
answers I will be expecting are: a group discussion on a certain topic to produce ideas, thinking
about a certain topic to produce ideas, thinking about a topic or a problem… Students should
have no trouble giving an accurate definition or even description of what brainstorming is.)
Can anyone share what they came up with as a definition? Yes, Charlie.
Charlie: Brainstorming is, when we as a group or as individuals, think about a certain topic, and
come up with ideas or facts about it.

Yes, that’s a great way to define brainstorming, and can you maybe tell me when we typically
use brainstorming?

Charlie: Yeah, so, I think we usually use it at the beginning of a writing project, like before we
get started, we think of a bunch of ideas related to the topic we want to write about.

Yes, thanks Charlie. We use it especially when we are getting ready to write about a certain
topic and we want to come up with some ideas. What I also really want to emphasize, especially
for the purposes of our personal writing brainstorming, is that there is no wrong answer. For
this next part, we are going to use brainstorming as part of our writing process for our own
poems. It is so crucial to take the time to brainstorm, because it really gets you thinking not only
about a specific topic, but how that topic relates to you and your life, and how you can make it
personal and write about from your perspective.

Today I want us to brainstorm independently for five minutes, by doing a quick topic blast in our
writing journals. I want each of you, in the middle of your page to write the words “Who Am I”.
I am going to set the timer, and I want everyone to write as much as they can in 5 minutes on this
topic. This can be anything you want from a definition, or a word that you would describe
yourself with, an activity, anything you feel relates to this topic. Remember the point of a topic
blast, like we have done previously so many times in our journals, is to write as much as we can
think of about the specific topic of the topic blast. There are no wrong answers, and feel free to
be as personal as you wish with this. Does anyone have any questions? Alright, I’m setting the
timer, you may begin.

(While the students write in their journals, I will be walking around the classroom making sure
that the students are staying on task, and writing as much as they can during the allotted 5
minutes. I will equally be providing extra support to my ELL students, and those who need a
little extra help brainstorming ideas. For my ELL students, I will be stopping by their desks, and
checking in with them to make sure they understand what the topic blast is. They will have used
this brainstorming tool many time in the classroom before, but I still will be double checking to
make sure we are all on the same page about what to do. For the students who seem to just be
struggling with coming up with ideas about the topic, I will be prompting them to think about
personal stories, times when they felt they regretted something and why. By prompting them to
think about personal memories or feelings, it will not only help them get started on the topic, but
will also get them thinking about topics that can be used for their poems.)

That’s the time. Please finish off that thought and then let’s all come back together and share
what we came up with. I am going to erase the Do Now that was written on the board and write
our topic blast topic “Who Am I” in its place. Now let’s go ahead and make this a class
brainstorm. I want everyone to take turns raising their hands, and sharing something they came
up with during the 5 minutes, as you share, I will write everything on the board. If, as you are all
sharing, you think of something new to add, please feel free to raise your hand and share.
(During this part of our exercise I will be at the board writing everything the students came up
with during their brainstorm.)
Can anyone get us started with something they came up with? (Here I will call on different
students to share.
Anna: I wrote that I am a student, a sister, and a friend. I also wrote German-American.
Joe: A football player, a brother, and a fatherless child.
Lydia: Brave, but not brave enough.
Ella: Smart, funny and sometimes tough to be around.
Max: Along those same lines, I wrote that I am African American, proud, strong, a musician, and
a swimmer.

Those are all such great thoughts y’all, and I’m hearing a lot about the relationships we have
that help shape who we are, like our family and friends. I also loved the fact that y’all included
nationalities, ethnicities, and even sports as ways of defining who you are. Thinking about this,
how could we define identity?

Jayden: I think the best way to describe identity is to say it’s who and what we are, but it’s also
everything that we are made up of.
Lydia: Yeah, I’d say it’s also feeling of belonging. Our identity is wrapped up in what or where
we feel we belong to.

Great job, y’all. There are some many good ideas related to the topic of identity. I really want
y’all to really think about those big and even little things that make up our individual identities,
think deeper than just a nationality or sport. What makes you truly you?
Thank you to everyone who shared. We are now going to move into the next part of our lesson,
so I want everyone to clear their desks of everything except for a pencil.

3. [_15_mins.] Read-Aloud & Discussion

For this next part, I will be reading two poems aloud to y’all. I am passing out a copy of the both
poems for y’all to follow along with. I don’t want to see anything on your desks except for a
pencil right now, because I want y’all to focus on listening to the poems I am going to read to
you. Does everyone have a copy of the poems? Great, now listen closely and pay attention to
how the poets talks about their identities, and the ways in which they express who they are. The
first one I will be reading is called “What the Mirror Said” by Lucille Clifton. Think about how
she describes herself, the words she uses. The purpose of this reading is for y’all to become
familiar with what the different types of ways language can express who we are as individuals,
and the some of the different ways identity can be expressed in writing. (See Appendix B)

(I will read the poems, and go over any vocabulary words the students don’t understand, and
explain the poems. I will start by reading the first poem, and then pause for any questions or
vocabulary issues. I don’t foresee any vocabulary issues. We will then, as a whole class, go over
what the poem as whole means and what the poet is trying to express. Then I will read the
second poem. I will be asking for students to define any words I feel may be challenging to some
of the ELL students, or students who don’t have a very good knowledge of the Indian culture.
We will then also be going over the second poem as a whole class.)
What did everyone think of these poems? I thought it was really interesting and I had to think for
a while about what I would’ve done in the same situation. First, I’d like to hear some
impressions y’all got from this passage. What did you think about it, what did you learn? As y’all
raise your hands to answer the questions I will be writing down everything we come up with on
the board.

(Here I will be anticipating responses such as comments about how the use certain words to
describe themselves, or what they see in their surroundings. I am expecting the students to point
out the different metaphors used by Lucille Clifton in her poem to describe her physical self, but
also her strength as a woman. I am hoping for them to talk about the particularly Indian words
Patel uses in his poem to really emphasize his connection to his cultural identity. I am also
anticipating responses regarding Patel’s description of setting, and folklore, and perhaps a
comment about how the presence of food in his poem really brings out this connection with his
culture. Finally, I am anticipating responses about the difference in voice in both of the poems,
and the type of language used.)

Those are some great insights on the passage. Now, I would like y’all to look at the poems and
tell me how you think both authors express identity.
(Here I will let the students take 5 minutes to go over both of the poems and look at all the
details relating to each of the poets’ identities. I will be writing all of the student responses on the
board, for them to be able to keep track of what is being said.)
Great, now if we look at Chetan Patel’s poem, we can see that he uses a very effective repetition.
Jaylen, you mentioned just a minute ago, so great job. Patel throughout the poem repeats “I
see”. This is really powerful because like y’all said there is that emphasis on not only what the
poet sees, but what he sees as specifically making up his own identity. As readers, we are able to
see through his eyes what is important to him, and what makes him unique.
That’s what a “Mirror Poem” is all about. Now, we are going to move into the last part of our
lesson, which is brainstorming for your own poems. Y’all will be doing some writing, so I want
everyone to take out their laptops out and their writing-territories from last lesson, and get ready
to write.

4. [_35_mins] Writing/Question Flood

Alright, now that y’all are ready, I am going to briefly explain what y’all are going to be doing
and then we will get started with writing. I would like y’all to take a look at the writing
territories you worked on last lesson. Now while you are looking at your writing territories, I am
going to write three poem prompts on the board. These are some openings that I want y’all to
use for your poems. (See Appendix C) As you reflect, just think about what you’ve already
written in your writing territories, and consider if any of these elements you’ve used to describe
who you are, would be something you’d like to use to write about. I am going to set the timer for
10 minutes, and for those 10 minutes I would like y’all to just write, silently, as much as you can
using one or two of your writing territories, and the poem prompts. If you find it difficult to
combine the two, that’s okay. Just do your best in trying to write as much as you can during
these 10 minutes. Does anyone have any questions?
(Here I will give the students the opportunity to ask questions, it is very straightforward and I’m
not anticipating this being a difficult task for them to do. They have also had practice all year
with independent writing using different prompts and working independently.)
I’m setting the time for 10 minutes, please get started.
(As the students write, I will be walking around the room, checking in with the students that need
more support, especially my ELLs. I know that my ELL students sometimes struggle with
writing, especially when there is a time constraint. I will be spending some time with each
student, asking them to show me what they plan on writing about and to explain it to me briefly.
I will make sure they have available vocabulary to write about their chosen topic, by asking them
if they can describe what they are planning to write to me. They also all have translators and
dictionaries available on their laptops, and are allowed to use them for vocabulary purposes. I
will also be making sure that my student that has some behavioral issues is focused and on task,
by monitory his behavior and allowing him to do his writing at the standing desk that is at the
back of the class. I will check in with him periodically throughout the 10 minutes, but typically if
the student starts a task, he is able to stay focused on it. I will equally be walking around to
answer questions and provide support to any student if needed, including vocabulary or helping
prompt the student’s thinking by asking them general questions about what they are writing.)
How is the writing going Jayden, I see that you haven’t written a lot, are you feeling stuck?
Jayden: I don’t have anything to write. I don’t know what to do.
Alright, well let’s think. Can I see which writing territory you wanted to write about?
Jayden: I wanted to write about being a soccer player, and that defining who I am.
That’s a great start. Why don’t you begin by writing a little bit about why you believe playing
soccer is what makes you who you are today? Tell me how you felt as you were preparing to
shoot. Use the sentence prompts up on the board and try to complete one of those sentences,
that’ll get you started.
Jayden: What if I don’t have any ideas after that?
Well, start by completing the sentence stem, then think about the Patel poem, how he describes
what he sees, what do you see when you play soccer? What makes it so special and personal to
you?
Jayden: Oh, I get it now. Ok, I can write that then!
Yes, great. I can’t wait to read it.
(I will continue to circulate the room, and have interactions such as this one to provide support
and guidance to the students, until the ten minutes are up.)

Finish up that thought and please look up at me. Now for this next part we are going to do a
question flood. We’ve already done this a few times before for other writing assignments, but I’m
going to remind y’all of what it entails. You are going to switch laptops with a partner, and then
for 10 minutes, you are going to read their work and add questions everywhere you think they
could or should elaborate. You should be writing as many questions as possible in the next 10
minutes. There will be no talking to your partner to ask questions, if there is anything you want
to know, write it as a question or comment on their writing. Is everyone ready? Alright, I’m
setting the timer for 10 minutes, please get started.
(Again, as the students are writing I will be walking around the room, keeping the students on
task and providing help whenever needed.)
Alright y’all, finish up what you are writing, wherever you are. It doesn’t matter if you didn’t get
through everything, that’s totally fine. Now, I want y’all to give the computer back to your
partner. We are going to write one last time for 10 more minutes. For this final time, I want y’all
to revise what you have already written using the questions your partner posed. We have already
done a lot of revision work on our writing in this class, but can someone please remind the class
what revising means? Yes, Ella.
Ella: Revision is when the writing makes alterations to the content of the writing, like changing
certain words, adding detail, or changing the tone.
Great, thank you, Ella. Can anyone tell me how that is different from editing? Joe?
Joe: Editing is at the sentence level, its more specific and relates more to fixing grammar,
spelling or sentence structure.
Great, thank you, Joe. That’s right, revision is bigger picture, content related changes, which is
why you will be doing some revising of your writing with your partner’s question flood. You
don’t have to answer all of them, some of them might be answered later in your work, and maybe
some answers you don’t want to provide right now.
(Again, as the students are writing I will be walking around the room, keeping the students on
task and providing help whenever needed.)
That’s time y’all. How did everyone feel about this exercise? I know for myself that it’s really
helpful when someone gives me feedback, both positive and negative. Let’s take the next couple
minutes to debrief, and talk about what y’all liked and what y’all didn’t like about this exercise.
Anyone want to start us off?

Kayla: I really loved how we got feedback on what we wrote, and then immediately were able to
make the revisions while it was all fresh in our minds.

Joe: I agree. I liked having our writing time divided up into two parts, it gave us a little break. I
feel like 10 minutes is a little short though, I felt as though as soon as I got started, I had to stop.

I hear you, Joe. It’s really hard sometimes to feel like you just got started writing and getting in
the grove of things and having to stop. Any last comments?

Jayden: I really liked getting feedback, but the question flood was a little overwhelming for me,
and I felt like there were to many possible things I could change. I wish there were less
questions.

That’s a great point Jayden. We did this for y’all to experience all the different types of revision
and later on editing exercises y’all can do when writing. Great job y’all!

5. [_5_mins] Exit Slip/Closure

Great work everyone! It looks like we have just enough time to do one last closing activity. I am
going to pass out an exit slip to each of you with a prompt at the top of the page (See Appendix
C). Please put your names on it so that I can collect it when y’all are done. Does anyone have
any questions about the prompt?
(Here I will take any questions students might have about the prompt.)
Alright, please answer the question as thoroughly as you can in the remaining time. I will be
walking around the class if you have any questions.
(I will circulate the room while students are working to make sure they are answering the
prompt. I will be providing support to the students who may have trouble comprehending the
prompt.)

Differentiated Instruction to accommodate one or more of my profiled students:

(This is where you identify specific aspects of this lesson which have been differentiated in order
to address the needs of one or more of your profiled students—identify them by name)

One of the ways I made sure to accommodate my students is by picking poems that are short and
have vocabulary that is accessible to all students. The focus of the class was not to read, but to
look at the poems and be able to identify the components of identity writing using a mentor text.
I purposely picked these poems so that it was easily understandable for all students, and would
allow even the students that need more help to be able to understand them with ease. I wanted all
of the students to be able to understand as much as possible what was being asked of them. I
equally made sure the poems were short and readable to all students, and appropriate for the
students with IEPs. The bulk of the differentiation will also take place when I circulate the room,
as students work individually this will give me an opportunity to spend some one-on-one time
with the students that are having difficulty working through the prompt or comprehending the
poems. I will be able to conduct mini-conferences with those students to touch base with where
they are and how much more additional scaffolding I will need to provide them after this lesson
is done, before they are able to implement this reading strategy on their own. For the student that
is identified as having behavioral issues, Tommy, he is seated at the front of the class, with his
desk closest to mine. I will be keeping a close eye on Tommy as I teach and monitoring his
behavior. We have had many discussions during which I told him he could walk around the class
silently, without disrupting the students if need be, and he could fidget, as long as it doesn’t
impede on his learning or his peer’s learning. At various points during the lesson, I will be
stopping by his desk to make sure he is focused and on task, and if he acts up, I will make sure to
have a discussion with him, after having given the other students directions on what to do next.

Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers, handouts,
etc.)
Appendix A: Do Now

“What do you see when you look in the mirror?”

Appendix B:

“What the Mirror Said” by Lucille Clifton

listen,
you a wonder.
you a city
of a woman.
you got a geography
of your own.
listen,
somebody need a map
to understand you.
somebody need directions
to move around you.
listen,
woman,
you not a noplace
anonymous
girl;
mister with his hands on you
he got his hands on
some
damn
body!

“Tiger Eyes” by Chetan Patel

I look into a mirror I see the river flooding

And watch the history inside of me in the monsoons,
Flood out. The locusts lying
I see the Kshatriya warrior, in the fields of Jammu.
Sword in hand, I see the tiger eyes
The Sudra laborer, waiting in the high grass
Working hard at his feet. For me to come back
I see the stories passed and relive the past.
Under the Banyan tree
And the cleansing Ganges,
Slicing down the Himalayas.
I see the village Panchayat,
The Lok Sabha,
The House of People.
I see the deep-fried Samosas,
Full of carrots and peas,
Wrapped in flour,
Ready to eat.
Appendix C: Poem Prompts (they will be written on the board)

“Listen, /You a _____”

“The mirror told me…”

“I look into the mirror

And watch the history inside me…”
Appendix C: Exit Slip

Name: Date:

“How was the brainstorming exercise before reading useful to you? How will you use this
for your own writing?”

“How can you incorporate more revisions into your personal writing? Did you find it
useful?”