Senior Teaching
Back to Poetry Assignments

• As a culminating project, each student will thoroughly analyze and teach a poet from the syllabus to his/her classmates, showing the skills developed in this course.

• Due to timing, seniors will teach a class about a poet from our syllabus.

1. Choose a poet remaining on our syllabus and sign up for the day on which we’ll discuss that poet.
2. Research your poet, both his/her life and work, as well as criticism of that work. You should be well informed on the poet’s life and historical context, as well as any literary/cultural movements of which this poet was a part. You will need to turn in a bibliography of at least ten sources listed in correct MLA format. Of these ten, at least three but no more than five should be reputable online sources. At least three should be analytical articles from critical journals or books. DO NOT LIST ENCYCLOPEDIAS ON YOUR BIBLIOGRAPHY. Every encyclopedia on your bibliography will cost you three points off your final grade.
3. Prepare to teach the class on your poet. This includes assigning reading to your classmates ahead of time, if desired—I will assign reading, but you may ask for specific poems to be included. You may give a brief quiz to start your lesson (no more than five points), but if you want it to count for a grade, you should see me at least a day in advance to approve your quiz. I may also choose to give a quiz on your poet. You should have in mind which poems you want to discuss and how you want to discuss them. Do you want students to work in groups? As a class? Will you prepare discussion questions on handouts ahead of time or suggest them extemporaneously? What kind of audiovisual aids will you use? How will you hold your classmates’ attention? How will you assess what they’ve learned at the end of class?

1. Go over your plans with me at least two days in advance. I will gladly make copies if you have them ready for me at least two days before your lesson.
2. Random advice: Have fun, relax, and be creative. Teach the class in the way you’d like to be taught. Think about using PowerPoint or other technology to ease your way. Look for recordings of your poet’s work. Consider making a video interpretation of a poem. Think about having your class emulate the poet’s style. Choose a poet who genuinely interests and challenges you. Do your research, but don’t feel you need to have all the answers when you teach the class—I certainly don’t.
3. Note: Students will continue to receive class participation grades during senior teaching.

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