# data[].attributes.body
WHAT: Summary of what the strategy is

WHO: Who introduced me to the strategy

# data[].attributes.body
HOW: How to use the strategy in the classroom

# data[].attributes.body
WHY: Why the strategy is useful

# data[].attributes.body
Thank you to Emily Pelke for the inspiration for this portfolio format! https://padlet.com/pelke018/6017z84nbhfxkmvy

# data[].attributes.body
WHAT: Backward planning, or backward design, asks teachers to first identify their desired results (what do they want students to know, understand, or be able to do after a lesson or unit?), determine what evidence could assess that the results have been met, and then plan learning experiences and instruction that lead to the desired assessment opportunities and actual learning outcomes (Wiggins & McTighe, p. 17-18).

WHO: We read about backward design in Wiggins and McTighe (citation below) and have discussed the concept in several classes.

# data[].attributes.body
HOW: Teachers might start with enduring understandings/essential questions, or with standards (from the state, NCTE, WIDA, etc.) After establishing what students should learn/understand, then teachers should plan learning activities and assessments.

# data[].attributes.body
WHY: Backwards planning requires teachers to put more intention into all learning activities. This leads to more meaningful activities that lead students toward meaningful understandings and meeting of required standards, and avoids "busy work" or activities that are engaging but don't offer rigor or learning opportunities.

# data[].attributes.body
Wiggins, G. & McTighe, J. (2005). Understanding by design.

# data[].attributes.body
WHAT: K-W-L "Know, Want to know, Learn" is a flexible pre-reading strategy that can be used for other content that asks students to brainstorm what they already know or want to know about a topic. At the end of a lesson or activity, they return to the chart to reflect on what they learned (and see if they learned what they wanted to learn).

WHO: I have encountered and used this strategy in my past work, I think I was first introduced to it by Christina Villaseñor Perry at 826 Valencia. We read about it and the research in our textbook for CI 5451, citation below!

# data[].attributes.body
HOW: K-W-L is a format that can be used in many different contexts! One example is to have students use it as a note-taking template; they could fill out the K and W at the beginning of a lesson and fill in the L at the end of a lesson. Another example is to have students fill out the K-W collaboratively (maybe on butcher paper) before an activity and come back to fill in the L at the end. I have done this in a "stations" format before, which allows students to talk in small groups about each topic and what they know and want to know about it, and also to see what other students have said in previous groups.

# data[].attributes.body
WHY: K-W-L charts can be a great way to help students think about what prior knowledge and funds of knowledge they are already bringing to a new subject, and consider what curiosities or gaps of knowledge they have that can be filled in during the lesson/unit. The K and W can also serve as formative assessments on what students already know about the subject. Returning to fill in the "L" can help students think back on their learning ("chew on" or "elaborate") and demonstrate to themselves what they learned during the lesson/unit.

# data[].attributes.body
Bromley, K. (2014). Active engagement with words. In Hinchman, K. A. & Sheridan-Thomas, H. K. (Eds.), Best practices in adolescent literary instruction, 2nd edition. The Guilford Press.

# data[].attributes.body
WHAT: This is a "during reading" strategy that asks students to divide a page of notes in half hotdog style. One one half of the side, they write "From the text" and on the other side they write "My thoughts." While they're reading, they copy quotes from the text as well as their understandings and/or questions.

WHO: Sierra and Theresa introduced this strategy during their 9/22/21 micro-teaching lesson.

# data[].attributes.body
HOW: Invite students to create a double-entry journal about a specific passage during class or for homework.

# data[].attributes.body
WHAT: Finding Related News is a post-reading strategy that connects themes from a book to real-world news.

WHO: Rachel + I found this strategy online (citation below) and used it for our micro-teaching lesson on 9/29/2021.

# data[].attributes.body
WHAT: A strategy where you consider the Role of the writer, Audience of the writing, Format of the writing, and Topic you are writing about.

WHO: Brynne and Hannah introduced this during their micro-teaching lesson on 9/29/21.

# data[].attributes.body
HOW: After students have a read a book and discussed the themes in it, have them select a theme and find a related current news story. They can then create a written or visual (or other multimodal) representation of the connection between the theme and the news story. In our micro-teaching lesson, we had students create posters in groups to represent that connection. Students can then reflect (orally or in writing) the reasons that reading connects to the real world.

# data[].attributes.body
HOW: Students are asked to think through the ROLE (who you are as a writer), the AUDIENCE (to whom you are writing), the FORMAT (the form of your writing), and the TOPIC (what you're writing about). This could be applied in a mock trial, writing from a character's perspective, etc.

# data[].attributes.body
WHAT: A vocabulary teaching strategy in which students generate definitions and sentences for vocabulary words and teach their classmates.

WHO: Class reading from BPALI (citation below). Kayla and Marina introduced this during their micro-teaching lesson on 10/06/21.

# data[].attributes.body
WHY: This explicitly connects literature to real-world issues and events, and challenges students to make connections and recognize the value of reading literature.

# data[].attributes.body
HOW: Teachers provide notecards with vocabulary terms and one definition written on them. Students rewrite the definition in their own words and create a visual image representing the word. Then students use co-centric circles to teach one another the definitions in partners. They trade cards so they after they learn a new term, they have to teach it to their next partner. At the end of the activity, students write sentences with the new vocab card they are holding.

# data[].attributes.body
https://englishpost.org/examples-of-post-reading-activities/

Shelby & Rachel's Presentation: https://docs.google.com/presentation/d/1pt_iFyzFN-kfEuiiW400dUyb-FDsMeEmStmEBFMbuxg/edit#slide=id.gf10821b50a_1_0

# data[].attributes.attachment_link.readable_text
Post-reading activities help students understand texts further, through critically analyzing what they have read and these are carried out after you have implemented successfully Pre-Reading Activities and While-Reading Activities

Pre-reading. while-reading and post-reading activities make up the three important stages for reaching a reading lesson

Post or After Reading activities are helpful for several reasons:

It helps students use the newly learned words.

It promotes the use of the language in creative ways.

13 Examples of Post-Reading Activities

Remember that post-reading activities are freer activities that tend to focus mainly in two skills:

These are 13 examples of post-reading activities that you should check out.

1. Creative Writing

Ask students to choose 10-15 words from the text. You can provide categories for the words e.g. the most interesting words / the most important words. Students then write a text using the words.

This text could be a story, poem or newsreport.

2. Areas of Interest

Ask students to say which part of the text is the most important/interesting and which part is not interesting or important.

3. Creative Discussions

Prepare four or five simple questions and ask students to talk about those question for 3 minutes and after that ask one member of each pair to go and talk to another person of the group.

4. Quiz Your Classmates

This activity can help us determine how much students learn during the reading.

Ask your students to prepare 5 questions about what they read, once they have them ready, you can tell the students to make groups of 4 and then they can ask those questions to each other.

5. Finding Related News

After students have finished reading, they can browse on the internet for a new related to something they read

For example: if they read something about moral and values, they can find examples of altruism on the web and they can share that information with their classmates.

They can report the information they found orally or write some comments about it.

6. Prepare a Survey

Students can prepare a survey about the information they just read.

Using again the example of the moral and values reading, students can prepare questions such as:

1. What would you do if you found a wallet near to your house?

2. What would you do if you found a five dollars bill in the classroom?

They can prepare the survey in class and ask the survey to their classmates or they can go home and bring the results and report them during next class.

I recommend creating surveys using Google Forms or Microsoft forms so they can use their mobile devices as part of their learning.

7. Parts of the Speech

Ask students to spot the different parts of the speech from the reading, then they quiz their classmates asking questions such as:

why type of word is moral? How would you use that word in a sentence?

If you need to know more about the parts of the speech in preparation for the class. The Parts of the Speech website can help you with that.

8. Questions from Pictures

Teachers shows a collage and ask student to look at the collage carefully and how some of the pictures relate to the reading they did.

There are plenty of websites and apps that can help learners create a collage.

Using websites and apps such as the ones to create collages reduce the time the students spend on the task and integrate mobiles devices in the learning process.

9. Character Analysis

If you read a story, there must be one or two characters involved, analyze those characters and prepare a set of question that you would like to make them.

When all classmates have prepared their questions, ask them to give you their answers and then as a group try to answer the questions.

10. A Graphic organizer

(also known as a concept map or mind map) is usually a one-page form with blank areas for learners to complete with ideas and information which are connected in some way.'
How can Graphic Organizers Improve Learning?

1. can help convey large chunks of information concisely.

2. encourage strategic thinking: describing, comparing and contrasting, classifying, sequencing, identifying cause and effect,etc

3. can be used to aid reading comprehension, students can brainstorm around a topic, summarize texts and do other learning activities, such as organizing and storing vocabulary, planning research, writing projects, etc

4. are easy to use with all levels and ages

5. are non-linear and thus allow for multiple connections between ideas

#11 Questioning the Author of the Book or story

Ask learners to prepare a set of questions that they would make to the author of the book or story

#12 The End of the Story

Another post-reading activity is asking learners to change the end of the story. Changing the ending of a story to something unpredictable requires some thinking.

#13 Designing a Poster to Advertise the Book

This activity could easily linked to the use of technology in the classroom. Simply ask learners to create a poster using a tool like Piktochart or Canva

Final Thoughts

Remember that teacher must start a reading lesson with a warm-up followed by pre-reading activities and while-reading activities, finally he or she must apply some of the techniques featured in this post to end that reading successfully.

What after-reading strategies do you like to use in your classroom?

Do you have favorites that work well in your classroom?

Please share with us in the comment section below, we would love to hear your thoughts.

English Teaching Related Posts

Make sure that you check some of these posts before you go

These are some posts related to teaching listening:

These are some posts for teaching methodology:

These are some assessment related posts

# data[].attributes.attachment_link.title
13 Examples of Post-Reading Activities - EnglishPost.org

# data[].attributes.attachment_link.description
Post-reading activities help students understand texts further, through critically analyzing what they have read and these are carried out after you have implemented successfully Pre-Reading Activities and While-Reading Activities Pre-reading. while-reading and post-reading activities make up the three important stages for reaching a reading lesson Post or After Reading activities...

# data[].attributes.body
WHAT: Preview, Predict, Prior Knowledge, Purpose is a pre-reading strategy. Students make a chart with sections for each of these four Ps as they examine and consider the book.

WHO: Kayla and Marina introduced this strategy in their 9/29/21 micro-teaching lesson.

# data[].attributes.body
HOW: Students can explore the hard copy of a book and consider it before starting to read. With a chart, they can make notes about all 4 Ps.

For Preview, they take a look at the whole book and answer these questions: What do you notice about the cover? The synopsis?What information are you given about the author? Does this book make you excited? Not? Why?

For Predict, after examining the book, students answer: Make predictions about the plot, theme, main characters, what will be included in the book, etc.

For Prior Knowledge, students answer these questions: What did you know about the author before reading the author bio?
Have you read a similar book? What do you already know about this topic? Have you seen the movie? If so, how similar or different do you think it will be?

For Purpose, students answer: Think of the unit that we are on right now…Why are we reading this book? What will we learn from reading this book? Will this book connect to your life in any way? Why or why not?

# data[].attributes.body
WHY: The 4 Ps is a strategy that can help increase student excitement/engagement about an upcoming book, and make predictions both about the content of the book and its connections to the unit/themes/skills/content of the class.

# data[].attributes.body
Kayla and Marina's Presentation:
https://docs.google.com/presentation/d/1VgQT8wH0TIagwp8zVb7ZnjoduNRN1EcvOy-N_5LnZwA/edit#slide=id.p

# data[].attributes.body
WHY: RAFT asks students to break down how and why they are writing. Being conscientious of all four components of writing can help them create clearer writing more directly related to their goal/purpose.

# data[].attributes.body
Hannah & Brynne's Presentation: https://docs.google.com/presentation/d/1ge0y7IKvBCQ9Gcv9ta8aJsOvB5UnlvuoS0CzcI1mWKY/edit#slide=id.g8a51556a8f_0_346

# data[].attributes.body
WHY: Creating and generating content (a definition, a visual image, and a sentence) are ways to show and apply learning. Teaching another also requires mastery of the content.

# data[].attributes.body
Bromley, K. (2014). Active engagement with words. In Hinchman, K. A. & Sheridan-Thomas, H. K. (Eds.), Best practices in adolescent literary instruction, 2nd edition. The Guilford Press.

Kayla and Marina's Presentation: https://docs.google.com/presentation/d/1lG2_wb0BM1KFUbMmmHp5aNTFZm6wJMEbYC47P1-1-fw/edit#slide=id.p

# data[].attributes.body
WHAT: The Frayer Model is a vocabulary strategy that involves dividing a paper into four quadrants with the vocabulary word in the middle. The 4 quadrants provide areas for students to include a definition, a sentence, examples, and a visual representation of the word.

WHO: Nathan and Kaylin introduced the Frayer Method in their micro-teaching lesson on 10/06/2021.

# data[].attributes.body
HOW: Have students (in groups or individually) fill out a Frayer Model chart. Nathan and Kaylin also introduced the idea of making this as a game, where students would fill out a chart in groups then have other groups guess what vocabulary term it was for.

# data[].attributes.body
WHY: Enables students to generate content related to the terms and think about it in multiple ways (including application and visual ways).

# data[].attributes.body
Kaylin and Nathan's Presentation: https://docs.google.com/presentation/d/1z5Nwlqg4owQDyS2c1z2bnIXUiY_43B4-dgVvD1_7fFI/edit#slide=id.g35f391192_00

# data[].attributes.body
WHY: Double-entry journals can be used as a "during reading" strategy to help students summarize what they are reading and also dig into what questions they have. This creates an easy format for students to ask questions or dive into discussion in class.

# data[].attributes.body
https://docs.google.com/presentation/d/1b6uD85DtTySyfx_PmgVpYzLK9Jg_gqw8V0YYb9WCXZQ/edit#slide=id.p

# data[].attributes.body
WHAT: Paragraph shrinking is a during-reading strategy that helps students summarize and elaborate on what they're reading a paragraph at a time.

WHO: Gaby and Abby introduced this strategy during their micro-teaching lesson on 10/20/2021.

# data[].attributes.body
HOW: First, model paragraph shrinking. Then, have students work in pairs to read and summarize (shrink) a particular paragraph. They can then create a 2-sentence summary and/or a visual representation of the main idea of the page or paragraph.

# data[].attributes.body
WHY:

# data[].attributes.body
Gaby and Abby's presentation: https://docs.google.com/presentation/d/1GhzZ55HDA4dX8osUInzIqZGLhpCSPDaLx6uVs8UZ7p0/edit#slide=id.gf970fca13c_0_0

# data[].attributes.body
WHAT: Bingo activity where students think about quotes and relate them to book themes and real-life events or issues.

WHO: Brita and Julie introduced this activity during their micro-teaching lesson on 10/27/2021.

# data[].attributes.body
HOW: After finishing a text and discussing themes, students can work in groups or as individuals to complete the Bingo activity and can then share out what connections they made from the quotes to larger themes and real-world events/issues.

# data[].attributes.body
WHY: This explicitly connects literature to real-world issues and events, and is also a fun activity and friendly competition.

# data[].attributes.body
Brita and Julie's micro-teaching slides and worksheet.

# data[].attributes.body
WHAT: This lesson incorporates vocabulary into the "one sentence story" model wherein groups had to write one sentence with the given vocabulary word, then pass their paper on to the next group. They then had to continue the story using the next provided vocabulary word. The pattern continues until the stories make it all the way around the room, and then read the stories aloud.

WHO: Kathleen and Rachel introduced this activity during their "opening writing" lesson on 1/26/2022.

# data[].attributes.body
HOW: This can be used to have students review content or discipline vocabulary, as Rachel and Kathleen modeled. It makes for a fun, collaborative, and silly way to review words and definitions.

# data[].attributes.body
WHY: Enables students to interact with the vocabulary "in real life" or "in context" of a story, and work collaboratively with their classmates.

# data[].attributes.body
https://docs.google.com/presentation/d/1CfaZwbH79ee9jtp0qLbF6tl-dap_wFtqIEa2UTNCiLo/edit#slide=id.p
Kathleen & Rachel's Slides from 1/26/22

# data[].attributes.body
WHAT: Read example poems by Margaret Walker. Students then get writing time to draft their own poems, as well as prompting questions such as:

Think about the example poems - you can connect to a larger group you identify with or think about specific people you share community with

What is a question you have for this community or a message you want to share with them?

In this short writing time, your poem will be a short working draft!

WHO: Brynne and Gaby introduced this activity on 1/19/2022.

# data[].attributes.body
HOW: Discuss ways of framing community, introduce model poems, and give students time to think about what type of message they might want to write "for their people."

# data[].attributes.body
WHY: Gives students a genuine way to think and write about the important people/communities in their lives, and gives concrete examples of ways to get started if needed.

# data[].attributes.body
https://docs.google.com/presentation/d/1VtzMPVe800c0JSQx38RUSE2DG_uuvBM1gNbEV-x9m38/edit#slide=id.p

Slides from Brynne and Gaby 1/19/22

# data[].attributes.body
WHAT: Students read example name texts, brainstorm about their name using an organizer, and craft a text about their name. Then students share with a partner or small group about what they shared and give each other supportive feedback.

WHO: Introduced by ABT on 1/12/2022.

# data[].attributes.body
HOW:
For brainstorming and drafting:
Use Name Poem Organizer from Christensen Book.

-History of your name

-Stories about your name

-Associations with your name

-Word play with your name

-Nicknames

-Interior monologue about your name

Brainstorm then craft a text about your name

For sharing:

What type of feedback would you like? (“I appreciated…” “I wondered…” “This made me think of…”)

# data[].attributes.body
WHY: A high-interest topic with which students have much experience and emotion, and a fairly accessible entry point for many students. Open-ended but also has many ways to scaffold i.e. organizer. Instructor should be mindful of framing -- chosen names, first or last names, nicknames, etc. are all fair game. Positive and negative writing is okay.

# data[].attributes.body
Christensen, L. (2017). Reading, writing, and rising up: Teaching about social justice and the power of the written word. Rethinking Schools. (pp. 9-14)

# data[].attributes.body
WHAT: An opportunity for students to reflect on and draw an important neighborhood/area in their life and then to write a narrative that takes place in that setting.

WHO: Introduced by Hannah and Julie on 1/26/2022.

# data[].attributes.body
HOW: Students first read/hear examples of neighborhood narratives. Then, they see a model of a neighborhood map and are asked to draw their own neighborhood map and put Xs where specific incidents happened. Then students share their maps with a partner. After sharing their maps, students visualize their stories and then have a few minutes to draft the narrative they just told their partner. Then students share with a new partner.

# data[].attributes.body
WHY: This gets students thinking about setting and narrative and has them focus on real and specific memories at specific locations. Instructor should be mindful to be inclusive in describing the activity -- it doesn't have to be the neighborhood where your house is; it can be any neighborhood or place important to you/with strong memories.

# data[].attributes.body
https://docs.google.com/presentation/d/1clpRi_I1zLd8kUZ7MtfQ_WxN-4o7TD8oE90nGFd-aHw/edit#slide=id.g35f391192_00

Slides from Hannah & Julie 1/26/22

# data[].attributes.body
WHAT: This lesson has students write from the point of view of a different perspective (an object or person) besides themself.

WHO: Introduced by Megan and Kayla on 2/9/2022.

# data[].attributes.body
HOW: Students are given a piece of paper with a random noun on it, and must write from that point of view. A model was provided from the point of view of a door. In the example lesson by Megan and Kayla, students were instructed to write a "poem," but the format was not prescribed. Students had 5 minutes to write. Then, students found their "word twin" (another student assigned the same noun) and shared their work. Students shared out to the whole group what the experience was like and what similarities/differences they noticed with their word twin.

# data[].attributes.body
WHY: This gives students an opportunity to write from a perspective outside their own, and to imagine how another person or thing might experience the world. It also gives students an opportunity to share their writing with a partner and discuss the similarities/differences in their writing experiences about a similar topic/from a similar POV.

# data[].attributes.body
https://docs.google.com/presentation/d/17DjplARFCeRk3DWuO9Vv2V7Be0wHcZitAb8PMtGvghM/edit

Slides from Kayla & Megan 2/9/22

Adapted from: Christensen, L. (2017). Reading, writing, and rising up: Teaching about social justice and the power of the written word. Rethinking Schools. (Ch. 3 “Writing the Word and the World” lesson on Persona Poems)

# data[].attributes.body
WHAT: Students are asked to write about a "blurry" memory.

WHO: Theresa and Sierra introduced this on 2/9/2022.

# data[].attributes.body
HOW: Students are asked to think of a blurry memory they have and, without questioning themselves, to write everything they can about it. Additional prompts include, "who is there?" and "Smells. Sights. Tastes. Touch. Sounds." Then students are asked to identify to the best of their ability what they know is true, what is definitely made up, and everything in between.

Additional ideas for application from the class:

Choose a timeframe for a blurry memory, i.e., last two weeks, a dream, a happy memory, etc.

untrustworthy narrators

Give time for students to brainstorm, with frames, before choose memory

Part of a research unit, particularly when discussing/comparing  primary and secondary sources (e.g., accuracy of primary sources)

Intro to short story unit

Incorporating identity in narrative writing

Writing/Graphic Novel Unit

Memories are distorted, introduction to creative writing

Historical contexts, perspectives, voices,

Memoirs, voices left out

Reflective on what you remember about certain texts, what does that say about power in language?

Discussion Questions:

What do you wish you knew?

How did the blurriness impact your writing process?

(If) When did you feel stuck? What reactions did you feel in your body when you experienced this?

# data[].attributes.body
WHY: This activity gives students the opportunity to write about an incident without having to feel certain that they know/remember everything exactly as it happened. The application suggestions above can also help tie the activity to specific units/content that the class may be discussing.

# data[].attributes.body
https://docs.google.com/presentation/d/1bfxYYL7abVX6Kr6XsmeXFAo4WXufeUgjP3-Td0KcVMo/edit#slide=id.p

Slides from Sierra & Theresa from 2/9/22.

Adapted from “It Happened in Fragments” by Isela Xitlati Gómez R. from How Dare We! Write

# data[].attributes.body
WHAT: This activity allows students to use a photo (from their phone camera roll or provided by the teacher) to write a quick narrative (nonfiction or fiction).

WHO: Marina and Kaylin used this for their opening writing lesson on 2/16/2022.

# data[].attributes.body
HOW: Students use dice to select a number. Then, they choose the photo in their camera roll with that # (for example, if they rolled a 6, they choose their 6th most recent photo or their 6th ever photo) and write a narrative about it. The narrative can be fiction or nonfiction. In Kaylin and Marina's example, students had 7 minutes to write and then 2 minutes to share with a partner.

# data[].attributes.body
WHY: Students are interacting with tactile and engaging elements (dice + personal photos) to prompt their writing. People are often eager to share stories from their own lives. If used with students, make sure to have an equally engaging option for students who may not have smartphones/photos available.

# data[].attributes.body
https://docs.google.com/presentation/d/1v8ZrznSI1SRfm72b95YuFYM7q0z6F8_baEv6-QFQTYk/edit#slide=id.p

Slides from Marina and Kaylin's lesson 2/16/2022

#2: https://justaddstudents.com/fun-writing-activites/

#11: https://reflectionsfromaredhead.com/writing-prompts-for-self-reflection/

# data[].attributes.body
WHAT: This activity uses a random emoji generator to show students 5 random emojis, one at a time. For each emoji, the students are expected to write one sentence. However, they're supposed to connect each sentence into a story.

WHO: Nathan and Brita introduced this on 2/23/2022.

# data[].attributes.body
HOW: Review transition terms or any other skills/concepts you want students to practice during the story write. Emphasize that this is quick writing focused on making connections.

Another idea is to play a version of tellestrations where students write based off certain emojis, then summarize via emojis, then write a new story based on the emojis, etc.

# data[].attributes.body
WHY: This is an engaging, visual quick-writing activity that encourages students to make connections between ideas. It can also be used to teach/reinforce transition words and phrases as students try to connect their ideas within the paragraph.

# data[].attributes.body
https://docs.google.com/presentation/d/1lX2JAUD5IpkHsV0xPYmC_Fx4fUniKFnbQ1j0eO4VABY/edit#slide=id.p

Slides from Nathan and Brita's lesson 2/23/2022.

# data[].attributes.body
WHAT: The activity introduces students to the concept of "emulation" or "imitation" in poetry and gives them a few example poems and an opportunity to practice emulating another poet.

WHO: Lesson taught by Anna + Shelby on 3/2/2022, adapted from 826 Digital.

# data[].attributes.body
HOW: Introduce/discuss what "emulate"/"emulation" means, show an example of a famous poem with another poet's emulation thereof and discuss how the poet emulated the original. Then look at other model poems and discuss what aspects of the poem stand out and how a poet might emulate it. Then give students a chance to try their own emulation poems.

# data[].attributes.body
WHY: This helps students look closely at the elements of a poem that make the poem work (or not). It also gives students a starting point with a ghost line and possible structure to use in drafting their own original work.

# data[].attributes.body
https://docs.google.com/presentation/d/1ZpvxmDXjulAXfYMwlisX6HnYxfKJyFbT5zpMINDP7Mk/edit#slide=id.p

Slides that Anna and Shelby used 3/2/2022.

Emulation Poetry Spark on 826 Digital: https://826digital.com/sparks/emulation-poetry/