Trish O'Connor

Pedagogy of Creative Writing

“A story about the Body” and IW ch. 5

Since this chapter is all about how a story is built, and the many ways we can analyze its construction, I would ask students to employ their new vocabulary and new tools of analysis to deconstruct Haas' poem.

I. Begin by reading Haas' piece aloud.

Ask if this is a story. We understand it is a prose poem, but does it contain elements of a story? How can it be both?

II. Ask students to write for ten minutes answering these three questions:

1. Identify protagonist and antagonist. What does each want? Better question, what does each character think s/he wants? Look beneath the surface, as you would in that bowl of petals/bees.
2. Can we see rising action? Point it out. Do you think the story follow the inverted check mark pattern (p 169). Can you see a connect/disconnect pattern?
3. What is the climax or turning point? How do you know?

III. Students discuss findings with a partner.

IV. Return to the class discussion.

V. Plot the Plot points on the board together

VI, Discuss the significance of the bowl of petals and bees. How does the bowl affect your read of the rest of the piece? What role does the gifting of the bowl play in the story structure?

VII . As a reader, what is the feeling you're left with at the end of story? Discuss impact.

VIII. Now look at the piece as a poem (as a class). Distinct from prose, a poem is more concerned with the sound of the words as they play off of each other. How does it work as a poem? Does sound enhance the story? If so, how?

Write:

A three to five paragraph story that includes major elements of story structure a la the inverted check mark on p 169 and/or the connect/disconnect graph on p. 170.