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MASS POETRY FESTIVAL 2021 - Shared screen with speaker view
C D Collins
01:15:20
greeting from Kentucky Shawnee, Cherokee, Wyandot
Shannon Murphy (she/her/hers)
01:15:39
Nice to see you again, CD!
C D Collins
01:16:12
You’re looking grand.
Shannon Janovitz
01:18:00
Cite strong textual evidence
Emily Wills
01:18:06
Determiinng theme?
Emily Wills
01:18:13
(Ooops, spelling)
Shannon Janovitz
01:18:15
inferences drawn from text - analysis
Fred Haas (He/Him)
01:18:32
Reading for meaning
Lisa (she/her)
01:20:27
Thematic connections
Carol Hobbs
01:20:53
Sometimes thematically linked with other texts.
Shannon Janovitz
01:21:04
I focus on thematic connections to our units or use a poem related to what’s happening in the world for journaling. Also: https://teachlivingpoets.com/
Emily Wills
01:21:06
I usually share a poem from the youth poet laureate so kids can see that people “their age” are famous poets.
Shannon Murphy (she/her/hers)
01:21:11
I teach what I love. I am constantly grabbing new poems I come across via Poetry magazine, poem-a-day, my own reading, Poetry Out Loud.
JORDAN FRANKLIN
01:21:20
^^^
Lisa (she/her)
01:21:21
Opportunity for timely conversations/contemporary poets/diversity of voices
Lauren Bullock | she/her
01:21:25
Brave New Voices
Shannon Janovitz
01:21:26
https://teachlivingpoets.com/
Maria Papadopoulos
01:21:44
Poetry 180 volumes 1 and 2
Carol Hobbs
01:21:45
American Academy of Poetry; Poem a Day
Aimee L
01:22:05
I've taught electives on Poetry. SO the whole course is on Poetry. I have used different Norton Anthologies of Poetry
Emily W (she/her)
01:28:26
Wow!!
Jennifer Garfield (she/her)
01:29:11
Do you have a link to the poem? I need to process :)
Shannon Murphy (she/her/hers)
01:29:18
The parent-child relationship appeals to a student audience.
Fred Haas (He/Him)
01:29:26
Parent/adult-child connection, recognition of anxiety by child in adult
Carol Hobbs
01:29:37
Great sensory details
Emily W (she/her)
01:29:51
Kids have been to the movies. That’s a basic life-to-text connection.
JORDAN FRANKLIN
01:29:53
Historically relevant, i.e interaction with cops
Maria Papadopoulos
01:29:56
situation featured with police interaction reflects current life
Carol Hobbs
01:30:27
Language is accessible
Fred Haas (He/Him)
01:31:39
The moment when a father seems smaller
Jeannie Mullins
01:42:25
can you put links in the chat
Lauren Schmidt (she)
01:42:59
https://docs.google.com/presentation/d/1HwTrq0DDkE5Os1x20tnguD6FtOqC6S9J0lhbg-JoynU/edit?usp=sharing
kristyna.m.young
01:45:29
I have to leave for a meeting in 5 minutes but I wanted to join the beginning of the workshop
kristyna.m.young
01:45:51
Thank you for checking in. I really enjoyed the poem you shares with all of us.
Jeannie Mullins
01:57:22
Thank you Lisa for guiding us through that!
Shannon Janovitz
01:57:25
FUN!!! Amazing poem and great to talk with people about it.
JORDAN FRANKLIN
01:57:32
Heavy
Shannon Janovitz
01:57:37
The poem isn’t fun, the activity was fun.
Lisa (she/her)
01:57:38
Great group work- thanks all!
Lauren Bullock | she/her
01:57:57
Definitely heavy. Still processing
Maria Papadopoulos
01:58:11
who is the poet?
Shannon Janovitz
01:58:27
How do you introduce this poem
Volunteer, Agostinha Depina (she/her)
01:58:51
Kevin Bowen
Dr. Maru Colbert
01:58:59
It is caustic and I believe a lot of SOMETHING should precede its introduction to students...
Shannon Janovitz
01:59:00
How do you prepare students for the content before reading?
JORDAN FRANKLIN
02:05:19
I though Communion or the Holy Ghost or something.
Emily W (she/her)
02:06:03
Yes, the host is another word for communion
Mary Dibinga (she/her)
02:06:24
I would discourage saying slurs out loud—they can be referenced without saying them.
JORDAN FRANKLIN
02:06:25
Wait, I got that right?!? Thank you two years of Catholic school!
JORDAN FRANKLIN
02:07:05
Thanks Emily!
Jennifer Garfield (she/her)
02:07:33
Thank you for bringing that up Mary.
JORDAN FRANKLIN
02:09:02
Also, isn’t there a Saint Francis?
Emily W (she/her)
02:09:14
A couple of them!
Jennifer Garfield (she/her)
02:09:44
I am concerned about students in class who are struggling with their own gender identity or expression. How will this poem fall on them? How do you address this in class?
Jeannie Mullins
02:10:01
I was wondering that too Jennifer
Emily W (she/her)
02:10:10
Francis of Assisi, Francis de Sales, Francis Xavier, etc.
Shannon Murphy (she/her/hers)
02:11:04
We also noted the differing connotations of each slur and the significance of the order of them: ending on Queen.
Mary Dibinga (she/her)
02:11:24
I think it’s really important to give students poems that give them agency. I think it’s really important not to use something like this alone and without a lot of context and norms. I think there are other poems that are a better entry point.
Shannon Janovitz
02:12:43
Thank you, Lauren. Great session.
Lauren Schmidt (she)
02:12:49
www.laurenmarieschmidt.com
Aimee L
02:12:53
Thank you for a great session!
Lauren Schmidt (she)
02:12:55
Schmidt.laurenmarie@gmail.com
Celia Lang
02:13:10
Thank you this was excellent. lots of help for crafting questions from the poems.
Carol Hobbs
02:13:19
carolhobbspoet.com
Kathleen Gillespie
02:13:23
Thanks so much!
Lauren Schmidt (she)
02:13:25
Thanks, everyone!
JORDAN FRANKLIN
02:13:30
Thank you!
Lisa (she/her)
02:13:36
Thank you!
Carol Hobbs
02:13:39
Thank you for this, Lauren and Masspoetry
Shannon Murphy (she/her/hers)
02:13:39
Thank you!
Jeannie Mullins
02:13:40
Thank you!
Maria Papadopoulos
02:13:43
Thank you!
Fred Haas (He/Him)
02:13:44
Really lovely, thanks
Theresa House
02:13:50
Thank you!
Host Elisabeth Weiss Horowitz (she, her)
02:13:52
Great workshop! Thanks!