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https://sbt-www-us-east-v3.azurewebsites.net/lesson-plans/the-poet-x-by-elizabeth-acevedo/text-connection
Activity Overview
Template and Class Instructions
Rubric
Activity Overview Accordion Arrow

Activity Overview


Having students choose a favorite quote or scene from the book allows them to express which parts of the story resonated with them on a personal level. In this way, students are making a text-to-self connection that demonstrates their understanding of the characters and their development or the themes of the novel. Students can share their storyboards afterwards and have a short discussion about what the quotes mean to them.

Some students may end up choosing the same quote, but have different perspectives. This is always interesting for students to see and can open up a discussion as to how not everyone can read the same lines in the same way based on their own perspectives and personal experiences.


The Poet X Quotes

Their gazes and words / are heavy with all the things/ they want you to be. / It is ungrateful to feel like a burden. / It is ungrateful to resent my own birth. / I know that Twin and I are miracles. / Aren’t we reminded every single day?


I look at her scarred knuckles. / I know exactly how she was taught / faith.


And about this apple, / how come God didn’t explain / why they couldn’t eat it? / He gave Eve curiosity / but didn’t expect her to use it? / Unless the apple is a metaphor? / Is the whole Bible a poem? / What’s not a metaphor? / Did any of it actually happen?


It's not any one thing / that makes me wonder / about the capital G.O.D. / About a holy trinity / that don’t include the mother.


what’s the point of God giving me life / if I can’t live it as my own? / Why does listening to his commandments / mean I need to shut down my own voice?


The poet talks about being black, about being a woman, / about how beauty standards make it seem she isn’t pretty. / I don’t breathe for the entire three minutes /while I watch her hands, and face, / feeling like she’s talking directly to me. / She’s saying the thoughts I didn’t know anyone else had. / We’re different, this poet and I. In looks, in body, / in background. But I don’t feel so different / when I listen to her. I feel heard.


When I was little / Mami was my hero. / But then I grew breasts / and although she was always extra hard on me, / her attention became something else, / like she wanted to turn me / into the nun / she could never be.


And I knew then what I’d known since my period came: / my body was trouble. I had to pray the trouble out / of the body God gave me. My body was a problem. / And I didn’t want any of these boys to be the ones to solve it. / I wanted to forget I had this body at all.


But even business deals are promises. / And we still married in a church. / And so I never walked away from him / although I tried my best to get back / to my first love. / And confirmation is the last step I can give you.


I can’t remember / the last time people were silent / while I spoke, actually listening. / Not since Aman. / But it’s nice to know I don’t need him / in order to feel listened to. / My little words / feel important, for just a moment. / This is a feeling I could get addicted to.


I actually raise my hand / in English class / and answer Ms. Galiano’s question. / Because at least here with her, / I know my words are okay.


Because so many of the poems tonight / felt a little like our own stories. / Like we saw and were seen. / And how crazy would it be / if I did that for someone else?


I have no more poems. My mind blanks. / A roar tears from my mouth. / “Burn it! Burn it. / This is where the poems are,” I say, / thumping a fist against my chest. / “Will you burn me? Will you burn me, too? / You would burn me, wouldn’t you, if you could?”


“I only know that learning to believe in the power of my own words has been the most freeing experience of my life. It has brought me the most light. And isn't that what a poem is? A lantern glowing in the dark.”


“Late into the night I write and the pages of my notebook swell from all the words I’ve pressed onto them. It almost feels like the more I bruise the page the quicker something inside me heals.”


“Just because your father's present, / doesn't mean he isn't absent.”


“I will never let anyone see my full heart and destroy it.”


No one, not even your twin brother, / will understand the burden / you feel because of your birth; / your mother has sight for nothing / but you two and God; / your father seems to be serving / a penance, an oath of solitary silence.


"Pero, tú no eres fácil.” / You sure ain’t an easy one.”


“My parents probably wanted a girl who would sit in the pews wearing pretty florals and a soft smile. They got combat boots and a mouth silent until it’s sharp as an island machete.”


“She tells me words give people permission to be their fullest self and aren't these the poems I most needed to hear?”


“When your body takes up more room than your voice, you are always the target of well aimed rumors.”


“Your silence furnishes a dark house. / But even at the risk of burning, / the moth always seeks the light.”


“One thing I know for sure is that reputations last longer than the time it takes to make them.”


“Sometimes it seems like writing is the only way I keep from hurting.”


“I've forced my skin as thick as I am.”


“I close my eyes and let myself find in music what I've always searched for: a way away.”


“He is not elegant enough for a sonnet, / too well-thought-out for a free write, / taking too much space in my thoughts / to ever be a haiku.”


“She knew since she was little, the world would not sing her triumphs, but she took all of the stereotypes and put them in a chokehold until they breathed out the truth.”


“Maybe there are no words to say. I just want to be held.”



Template and Class Instructions Accordion Arrow

Template and Class Instructions

(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)



Due Date:

Objective: Create a storyboard that identifies your favorite quote or scene in The Poet X. Illustrate your quote and write what it means to you.

Student Instructions:

  1. Choose a favorite quote or scene from The Poet X.
  2. Create an image that represents this quote using appropriate scenes, characters and items.
  3. In the description box, write the quote and at least one sentence about what this quote means to you.

Requirements: Quote or Scene, Illustration, 1-2 sentences about what it means to you.

Lesson Plan Reference

Switch to: Common CoreArizonaCaliforniaColoradoFloridaGeorgiaIowaKansasMarylandMassachusettsNebraskaNew JerseyNew YorkNorth CarolinaOhioOklahomaPennsylvaniaUtah

Rubric Accordion Arrow

Rubric

(You can also create your own on Quick Rubric.)


Favorite Quote
Explain and illustrate your favorite quote from the book.
Proficient
7 Points
Emerging
4 Points
Beginning
1 Points
Explanation
The explanation of what the quote means to the student is clear and at least two sentences.
The explanation of what the quote means to the student can be understood but it is somewhat unclear.
The explanation of what the quote means to the student is unclear and is not at least two sentences.
Illustrations
The illustration represents the quote or explanation using appropriate scenes, characters and items.
The illustration relates to the quote or explanation, but is difficult to understand.
The illustration does not clearly relate to the quote or the explanation.
Evidence of Effort
Work is well written and carefully thought out.
Work shows some evidence of effort.
Work shows little evidence of any effort.


Activity Overview


Having students choose a favorite quote or scene from the book allows them to express which parts of the story resonated with them on a personal level. In this way, students are making a text-to-self connection that demonstrates their understanding of the characters and their development or the themes of the novel. Students can share their storyboards afterwards and have a short discussion about what the quotes mean to them.

Some students may end up choosing the same quote, but have different perspectives. This is always interesting for students to see and can open up a discussion as to how not everyone can read the same lines in the same way based on their own perspectives and personal experiences.


The Poet X Quotes

Their gazes and words / are heavy with all the things/ they want you to be. / It is ungrateful to feel like a burden. / It is ungrateful to resent my own birth. / I know that Twin and I are miracles. / Aren’t we reminded every single day?


I look at her scarred knuckles. / I know exactly how she was taught / faith.


And about this apple, / how come God didn’t explain / why they couldn’t eat it? / He gave Eve curiosity / but didn’t expect her to use it? / Unless the apple is a metaphor? / Is the whole Bible a poem? / What’s not a metaphor? / Did any of it actually happen?


It's not any one thing / that makes me wonder / about the capital G.O.D. / About a holy trinity / that don’t include the mother.


what’s the point of God giving me life / if I can’t live it as my own? / Why does listening to his commandments / mean I need to shut down my own voice?


The poet talks about being black, about being a woman, / about how beauty standards make it seem she isn’t pretty. / I don’t breathe for the entire three minutes /while I watch her hands, and face, / feeling like she’s talking directly to me. / She’s saying the thoughts I didn’t know anyone else had. / We’re different, this poet and I. In looks, in body, / in background. But I don’t feel so different / when I listen to her. I feel heard.


When I was little / Mami was my hero. / But then I grew breasts / and although she was always extra hard on me, / her attention became something else, / like she wanted to turn me / into the nun / she could never be.


And I knew then what I’d known since my period came: / my body was trouble. I had to pray the trouble out / of the body God gave me. My body was a problem. / And I didn’t want any of these boys to be the ones to solve it. / I wanted to forget I had this body at all.


But even business deals are promises. / And we still married in a church. / And so I never walked away from him / although I tried my best to get back / to my first love. / And confirmation is the last step I can give you.


I can’t remember / the last time people were silent / while I spoke, actually listening. / Not since Aman. / But it’s nice to know I don’t need him / in order to feel listened to. / My little words / feel important, for just a moment. / This is a feeling I could get addicted to.


I actually raise my hand / in English class / and answer Ms. Galiano’s question. / Because at least here with her, / I know my words are okay.


Because so many of the poems tonight / felt a little like our own stories. / Like we saw and were seen. / And how crazy would it be / if I did that for someone else?


I have no more poems. My mind blanks. / A roar tears from my mouth. / “Burn it! Burn it. / This is where the poems are,” I say, / thumping a fist against my chest. / “Will you burn me? Will you burn me, too? / You would burn me, wouldn’t you, if you could?”


“I only know that learning to believe in the power of my own words has been the most freeing experience of my life. It has brought me the most light. And isn't that what a poem is? A lantern glowing in the dark.”


“Late into the night I write and the pages of my notebook swell from all the words I’ve pressed onto them. It almost feels like the more I bruise the page the quicker something inside me heals.”


“Just because your father's present, / doesn't mean he isn't absent.”


“I will never let anyone see my full heart and destroy it.”


No one, not even your twin brother, / will understand the burden / you feel because of your birth; / your mother has sight for nothing / but you two and God; / your father seems to be serving / a penance, an oath of solitary silence.


"Pero, tú no eres fácil.” / You sure ain’t an easy one.”


“My parents probably wanted a girl who would sit in the pews wearing pretty florals and a soft smile. They got combat boots and a mouth silent until it’s sharp as an island machete.”


“She tells me words give people permission to be their fullest self and aren't these the poems I most needed to hear?”


“When your body takes up more room than your voice, you are always the target of well aimed rumors.”


“Your silence furnishes a dark house. / But even at the risk of burning, / the moth always seeks the light.”


“One thing I know for sure is that reputations last longer than the time it takes to make them.”


“Sometimes it seems like writing is the only way I keep from hurting.”


“I've forced my skin as thick as I am.”


“I close my eyes and let myself find in music what I've always searched for: a way away.”


“He is not elegant enough for a sonnet, / too well-thought-out for a free write, / taking too much space in my thoughts / to ever be a haiku.”


“She knew since she was little, the world would not sing her triumphs, but she took all of the stereotypes and put them in a chokehold until they breathed out the truth.”


“Maybe there are no words to say. I just want to be held.”



Template and Class Instructions

(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)



Due Date:

Objective: Create a storyboard that identifies your favorite quote or scene in The Poet X. Illustrate your quote and write what it means to you.

Student Instructions:

  1. Choose a favorite quote or scene from The Poet X.
  2. Create an image that represents this quote using appropriate scenes, characters and items.
  3. In the description box, write the quote and at least one sentence about what this quote means to you.

Requirements: Quote or Scene, Illustration, 1-2 sentences about what it means to you.

Lesson Plan Reference

Switch to: Common CoreArizonaCaliforniaColoradoFloridaGeorgiaIowaKansasMarylandMassachusettsNebraskaNew JerseyNew YorkNorth CarolinaOhioOklahomaPennsylvaniaUtah

Rubric

(You can also create your own on Quick Rubric.)


Favorite Quote
Explain and illustrate your favorite quote from the book.
Proficient
7 Points
Emerging
4 Points
Beginning
1 Points
Explanation
The explanation of what the quote means to the student is clear and at least two sentences.
The explanation of what the quote means to the student can be understood but it is somewhat unclear.
The explanation of what the quote means to the student is unclear and is not at least two sentences.
Illustrations
The illustration represents the quote or explanation using appropriate scenes, characters and items.
The illustration relates to the quote or explanation, but is difficult to understand.
The illustration does not clearly relate to the quote or the explanation.
Evidence of Effort
Work is well written and carefully thought out.
Work shows some evidence of effort.
Work shows little evidence of any effort.


How To Differentiate Personal Connection Lessons

1

Start With a Class Discussion

Students need to understand that everyone sees the world in a different way because of their past experiences. A discussion can help students to create respect for their classmates and the way they see the world. The teacher can share a quote that he/she connects with in order to get things started.

2

Have Students Find Important Quotes

When it comes time to find meaningful quotes, some students will be able to dive right in on their own, while others will need more scaffolding to help them understand. You can give students a list of quotes that typical students might find meaningful, or help students personally recall something that had meaning for them.

3

Create an Image and Description

Students can clarify their thinking and connection to the text by creating an illustration and writing a brief description. Again, this will be different for everyone, with some students able to write more sophisticated descriptions than others.

Frequently Asked Questions about Favorite Quote From The Poet X

What is a text-to-self connection?

Students do not read in a vacuum. A text-to-self connection is created in the reader when he or she reads something that has personal meaning for them. There are so many ways that students can make connections, and they will not read a line the same way as someone else. This truly personalizes the reading experience.

How do personal experiences come into play with literature?

No two students have experienced the world the same way. They have different families, different homes, different values, etc. Even when reading the same lines in the same books, their perspectives will vary. Because of this, students can have quite disparate reactions to the same text.




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