Opens with Nancy Sinatra and Billy Ray Cyrus versions of “These Boots Are Made for Walkin.'” Discussion of what their boots symbolize. Definition of an adage with initial example, “Walk a mile in my shoes.” Students offer others. Point: singers, writers, and students often infuse ordinary objects with extraordinary meaning(s)—and readers can “get” their meaning. Skylights case in point: Jim Irons, in his poem, “No More Fires to Fight,” in the fall Skylights set.

Readings and discussion of “No More Fires to Fight.” Focus on those "dreaming boots.” Ask students to name some possible “sweet” (not smelly!) boot memories the speaker in Jim Irons' poem may have thought his old fire fighting Whites had in their minds. Discussion of terms “animation” and “personification.”

Writing: Students select a favorite item of clothing. Poet/teacher suggests effective devices of enumeration and spatial description may be used. Examples/discussion. (Organizing by importance, first thing seen, or left to right, top to bottom, big to little, etc.) Students write a prose description of their item, detailing its physical characteristics.

Rewrite: Students use similes and metaphors to make their prose descriptions more vivid.

Writing: students animate/personify their item making it dream and speak.

Writing: Using their prose descriptions, poetic enhancements, and the item's dreams and voice(s), students write their “These X Are Made for Xin'” poem.

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Workshop 2

Name Giveaway (Skylights poet and English teacher)

Writing: students list five of their most important character or personality traits. Then they write paragraphs about two of these traits, providing examples, occasions, or instances of when that character or personality trait was clearly revealed.

Discussion of Phil George Skylights poem, “Name Giveaway,” in the fall Skylights set. Definitions of surnames and given names. Explanation of naming feasts and ceremonies amongst the Nez Perce. Discussion of what names mean.

Break.

Research period: (The English teacher has brought to class a number of baby name books or dictionaries with listings of given names in them.) Students must look up their name in these volumes (or on-line?) and take notes on what their name means; if the student's name is not listed, they may a) write what they have been told about their name by their parents or b) what they believe led to their being so-named. (If neither, have the student find a name similar to their own and use it.)

Discussion of whether students like their names. Are their names “apt”?

Writing: Students list reasons/examples why their names are appropriate or inappropriate, or why they like or dislike their names.

Writing: Students write a list poem which justifies their current name, their “giveaway” of their current name, or their adoption of a new name.

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