Lesson Report:
Title
Poetry Translation Showcase and “Personal Archive� Narrative Setup
Students concluded a multi-lingual poetry unit by producing direct English translations and delivering bilingual readings. The class then pivoted to a generative writing activity inspired by the idea of a “personal archive,� producing visual artifacts and seeding a partner-based narrative to be completed next class. Objectives were to practice translation constraints, shared performance, and to develop narrative connections between memory, objects, and language.
Attendance
– Absent (explicitly mentioned): 0
– Early departure: 1 (Nuria, excused for ICP meeting with Dr. Andrew Nathan)
Topics Covered (chronological)
1) Opening, agenda, and admin
– Framed the session: finish poetry work, read poems aloud, begin a final activity, and briefly flag upcoming portfolio discussion.
– Admin note: one ICP student (Nuria) would leave just before 2:00 p.m. for a required meeting; instructor confirmed early release.
2) Finalizing English translations of poems
– Task: Each student created a direct English translation of their poem for accessibility to the class. Constraints: no phone or external tools; translate as directly as possible to preserve original sense.
– Clarifications and vocabulary support occurred in-room (e.g., searching for verbs like “to extinguishâ€�).
– Time management: ~5–7 minutes given, with reminders to wrap up.
3) Poetry Reading Session: bilingual performance
– Setup:
– Within each group, nominate two readers: one to read the English translation, the other to read the original-language version.
– Classroom management: requested quiet; windows closed due to external noise.
– Performances and examples (themes/feedback):
– Group A (Korean/English): “The final love in our hearts … kindness … childhood … love … known in our hearts.â€�
– Instructor noted interest in how students handled constraints and variables in translation.
– Group B: “Traditions keep our memories. Languages form communities. Spirits help us move forward. Friendship and freedom. Following your dreams is our way.â€�
– Group C (non-English original + English): On being human, fear, and freedom: “Human … even though has this feeling, human is a creator that values the freedom.â€�
– Instructor praised passion and delivery.
– Group D (culture): “What is culture? … Let a person defeat the fear [to do] what he desires.â€�
– Instructor called it inquisitive and insightful.
– Group E: “May heaven and spirit, you don’t forget our good tradition. Language is the sign of who you are. Village is the grandfather’s land. We are terrified of responsibility.â€�
– Instructor joked in solidarity about responsibility; highlighted thematic strength of “language as identity.â€�
– Group F (men’s place/choice): “For the men’s place there are only two ways when they choose by heart … Men always make mistakes … they find the right place for them.â€�
– General feedback threads:
– Noted rhyming, rhythm, and enthusiasm.
– Emphasized the exercise’s purpose: experimenting with translation types and reconstructing meaning across languages.
4) Transition mini-lecture: from translation to personal memory archives
– Textual touchstone: Reference to “Blue Hazeâ€� (Mugwin text) featuring an archival task—reading, selecting, and copying pieces for future generations.
– Concept framing: Build a “personal archiveâ€� of meaningful items that anchor memory and identity.
– Examples: photos, videos, childhood toys, postcards, or any personally significant object (including items no longer physically possessed).
– Instructor’s model: lifelong photo archive (~76,000 photos) as artifacts linked to specific memories.
– Task 1 (ideation):
– In notebooks, list 5–6 physical objects for your personal archive.
– For each, add a few words about what the object represents or its personal connection.
– Q&A: Yes—include what the item means to you.
5) Visual archive creation (no labels)
– Materials: one clean sheet of paper divided into four panels.
– Task 2 (drawing):
– Choose four items from your archive list; draw each item in a separate panel.
– Constraint: no words, labels, or numbers; only a drawing of the object.
– Task 3 (semantic hints):
– Add three words above each drawing that reflect your personal connection to the object (not the object’s name).
– Aim: provide interpretive clues to meaning, not identification.
6) Swap-and-story generative writing setup
– Pairing: Swap your sheet with someone you haven’t worked with recently; no names on papers to reduce bias.
– Prompt (provided in group chat): Begin the story with “My eyes sparkled when I saw her. It was…â€�
– Constraints:
– Write ~4–5 sentences on the back of the received sheet.
– Incorporate all four drawn objects and use the connection-words provided on the front.
– Content is flexible (any setting/characters) as long as the constraints are met.
– Time: Began drafting; paused due to time.
– Admin: Nuria departed mid-activity for ICP meeting.
7) Closing and next steps
– Instruction: Take the sheets home and bring them back next class.
– Plan for tomorrow:
– Finish the swap-and-story pieces first thing.
– Run one additional (traditional orientation) activity.
– Provide more details about the portfolio.
– Scheduling note: Only two sessions tomorrow (done before lunch). Instructor cannot alter official meeting times.
Actionable Items
Immediate (next class)
– Collect and finish swap-and-story drafts:
– Ensure every student has a partner’s sheet and completes a 4–5 sentence story using all four objects and attached words.
– Provide 5–10 minutes to wrap drafting; then share a few aloud if time permits.
– Portfolio briefing:
– Outline required artifacts, reflection components, deadlines, and evaluation criteria.
– Clarify how today’s archive/story work may feed portfolio pieces.
– Poetry artifacts:
– Optionally collect English translations and originals (or ask students to upload) for portfolio consideration and instructor records.
Short-term
– Language support:
– Share a small glossary of tricky translation verbs/phrases that surfaced (e.g., “extinguishâ€�) to standardize vocabulary across languages without phones.
– Documentation:
– Create a shared folder or LMS space for: bilingual poems, personal-archive lists (optional), and the final stories.
– Participation tracking:
– Note students who did not read today (if any) for inclusion next session.
Administrative
– ICP coordination:
– Record Nuria’s early departure as excused; ensure she receives any missed instructions or portfolio details.
– Materials reminder:
– Remind students to bring their four-panel sheets back to class.
– Have spare paper/markers ready for anyone who forgot.
Homework Instructions:
NO HOMEWORK
No out-of-class work was assigned; the instructor said, “we’re going to have some time to briefly finish this up first thing tomorrow morningâ€� and only asked students to “keep those, bring it home with you, and then take it back… have it here tomorrow,â€� without directing them to complete any tasks at home.