Tempered

Writing Workshop

Workshop Title: Taylor’s Version

Step 1

Say, “Watch the following music video. Then briefly talk about the song. What emotions does Taylor convey through her lyrics?” Then briefly discuss.

Step 2

Now read “Tempered” by Teri Ellen Cross Davis. When you’re done reading, discuss the similarities between the two pieces. How do both works overlap with one another?

Step 3

Tell your students, “Think of a Taylor Swift song that you’d like to use as inspiration for your own poem. What elements do you want to share? Why? Jot down as much as you can.” Then give them a few minutes to brainstorm.

Step 4

Ask your students to compose a poem similar in sentiment to “Tempered” in which they compose a poem inspired by the lyrics of Taylor Swift (or somebody else).

Step 5

When the students are done, have them share their responses with one another.

The full presentation may be found HERE.

Analytical Lesson

Area of Focus: Various

Step 1

This lesson allows students to analyze various concepts and skills, so it is recommended that you have covered several of the “standalone” lessons before assigning this one.

Step 2

Start by showing your students the following poem.

Step 3

When you’re done, ask your students to think of a popular song that reflects the same idea, theme, concept, etc. as the poem. Ask your students to explain their reasoning behind their choices.

Step 4

Have your students open the following document and read the introduction and directions with them. In this assignment, your students are going to read “Tempered” by Teri Ellen Cross Davis and strategically match it with one of four provided Taylor Swift Songs. Students will have to explain their reasoning behind their choice by examining specific lines from the poem that thematically parallel the song. When you’ve gone over the instructions, give your students time to work.

Step 5

When your students are done, ask them to share their responses. Most students will have landed on the “right” answer, but some students may have different – yet valid – interpretations of the piece.

Step 6

When your students have shared their findings, you may show them the “correct” response from The New York Times along with the specific lines/words they chose to be of note in the poem.

*This lesson can be modified to use any of the poems in the full collection inspired by Taylor Swift’s music.