Utilizing "I Poetry"

For "I Poetry" to be successful, students must be immersed in the subject matter. In addition, the teacher must constantly model the format to the students. For example, when I taught tenth grade World Literature, my students were required to read the book Night by Elie Wiesel. Anyone who has read Wiesel's autobiography will agree that he creates an empathy within the reader about the atrocities of the Holocaust. By the conclusion, my students had completed numerous activities, watched many videos, and participated in many seminar discussions. However, could the students put themselves in Wiesel's position? Could they accurately encompass all his tribulations with a voice as poweful as the author? As I read Dr. Frye's blog about the importance of scaffolding and informational poetry, I began to brainstorm how how I could have utilized this activity.

I would approach the "I Poem" much like the papers my students write. I would utilize a graphic organizer where the students would analyze the physical appearance, actions, speech, behavior, what others think, and how the person perceives himself/herself. The students would locate examples from the book that support each characteristic. Afterward, I would employ Think Pair Share where the students could select a partner to examine their activity.
Then as a class we would look at any emerging traits of the author such as cunning, loyal, etc. As the students completed each step, I would also do this (only with another character from the novel).

Students would then compose a rough draft to share in their writing circle. Students would already have been presented with a rubric. Each student would suggest improvements if needed. Finally, students would type this poem and present it to the class.

These are merely ideas; I have not done this type of poetry before. Therefore, there may be unforeseen problems. This is how I "envision" it. Lastly, this would be a great culminating activity for a research paper on a famous individual. Students could literally dress as the individual and deliver it as the actual person might have (ex. Martin Luther King Jr.) Students would not only enjoy this approach, but they would retain the information better because he/she has become the individual and is using a different voice!