Jada E. Johnson
Found Poems
 A type of poetry created by taking words,
phrases, and sometimes whole passages
from other sources and reframing them as
poetry by making changes in spacing and
lines, or by altering the text by additions
and deletions.
 Students use the authors words to create
their own new text.
News Paper
Blackout
Poems
By: Austin
Kleon
Emotionally – Life is hard. When things are stressful at home or outside of school, we, as
teachers, are sometimes less patient, or we are more critical of something or someone, or
we shut down. The same thing happens to children, only they do not always have the
coping mechanisms that adults have (exercise, counseling, peer support). Therefore, when
children (young, middle and old) experience stress, they can sometimes appear less
attentive, or show other signs of stress that keep them from focusing on that all important
“slope”. I had a desk in my room that was for “time out”, not just for the “go to time out
because of your behavior”, but ‘sometimes we need a little space and that is a place that is
safe’. If a student asked to go there I would let them. Once class got started I could go over
and find out what was going on or ask if they wanted to go to the guidance office. The best
advice here is that when students show some emotional changes 1) don’t take it personally,
and 2) let the guidance counselor know.
Emotionally – Life is hard. When things are stressful at home or outside of school,we,
Found Poem
by Jada
Johnson
as teachers,aresometimeslesspatient,or we are morecritical of something or someone, or we
shut down. The same thing happens to children, only they do not always have the coping
mechanisms that adults have (exercise, counseling, peer support). Therefore, when
children (young, middle and old)experience stress, they can sometimesappear less
attentive, orshow other signs of stress thatkeep themfrom focusingon that all important
“slope”. I had a desk in my room that was for“time out”, notjust for the “go to time out
because of your behavior”, but ‘sometimeswe need a little space and that is a place that is
safe’. If a student asked to go there Iwould let them. Once class got started I couldgo over
and find out what was going onor ask if they wanted to. go to the guidance office. The best
advicehere is that whentudents show some emotional changes 1) don’t take it personally,
and 2) let theguidance counselor know.
Using a
passage from
Nancy
Ruppert’s
‘Differentiation
for the 21st
Century’
Found Poems in the
Classroom
 Poems need to retain the meaning of the original
text.
 Students must carefully consider the author’s
purpose, syntax, and specific word choices.
 This encourages students to discover how authors
use specific words and images to capture the essence
of their writing and the information they would like to
convey.
Found Poems in the
Classroom
 Supports comprehension after reading
 Used as a review of vocabulary and key terms
 Gives literary experience in classes outside of language
arts
 Encourages the use of figurative and descriptive
language
 Students become more insightful readers and develop
creativity in thinking and writing
Creating a Found Poem
 As they read through the passage circle, highlight, or list
the strongest words in the passage. Strike through
repetitive or unnecessary words.
 Pay special attention to the author’s original meaning,
word choice, word order, and phrases that require
emphasis or reflect back to information presented in the
content lesson.
 Emphasize purposeful reading first, otherwise students
will focus on the technical aspects of creating a poem
instead.
Creating a Found Poem
 Start poems with a strong word or phrase.
 As much as possible, honor the author’s original
word order. Think about which phrases require
emphasis.
 Edit the poem for verb tense and add words to
maintain grammatical sense (keep additions to a
minimum).
 Title the work and write a final draft to present or
turn in. Include a citation of the text used.
References
 Fisher, D., Brozo, W. G., Frey, N., & Ivey, G. (2011). 50
instructional routines to develop content literacy.
(2 ed., pp. 31-33). Boston: Pearson.
 Jenkins, M. (2000). Teach yourself 101 key ideas:
Genetics. (1 ed., pp. 1-101). Chicago:
NTC/Contemporary Publishing.
Directions (Printed Out)
1. As you read through your passage circle or list the strongest words
in the passage. Strike through any repetitive or unnecessary words.
2. Pay special attention to: words and vocabulary that we have
covered in class, causes, & symptoms/ problems associated with
condition.
3. Start your poem with a strong word or phrase. As much as possible
honor the author’s original word order. Think about which phrases
require emphasis.
4. Edit your poem for verb tense and add words to maintain
grammatical sense (keep additions to a minimum).
5. Title your work and write a final draft to present to the class.