The Two-Headed Calf

Writing Workshop

Workshop Title: Stars

Step 1

Tell your students, “Watch the following video. Then discuss why this moment has garnered so much attention? What makes this moment touching and beautiful, despite the fact that the fish died shortly after this filming?” Then give them time to discuss.

Step 2

Read “The Two-Headed Calf” by Laura Gilpin. When you’re done, discuss the tone of the piece in general. How does the speaker portray this moment?

Step 3

Say, “Choose a moment that most people would consider solemn. Then create a list of the way(s) in which beauty and meaning can be extracted from that moment.” Then give them a few minutes to brainstorm.

Step 4

Ask your students to compose a poem similar in sentiment to “The Two-Headed Calf” in which they choose a “solemn” moment and write about it in a way that underscores the “beauty” behind it.

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: Line Breaks

Step 1

Start class by sharing the introductory lesson on line breaks with your students.

Step 2

Now show your students the following video about the viral “anglerfish.” When the video is done, ask your students why so many people found that fish and its ascent – even though it died moments later – so emotional and touching? Where was the beauty to be found in that moment? What was its silver lining? Briefly discuss.

Step 3

Open the following link and read the “unformatted” version of “The Two-Headed Calf” by Laura Gilpin. As you’re reading, ask your students to pay attention to the similarities between the story of the anglerfish and that of the two-headed calf. How do their fates/stories overlap?

Step 4

Have your students open the following document and go over the instructions with them. In this assignment, your students are going to edit the “unformatted” version of the poem and create line breaks to impact the reading of the text. Also, let them know that it’s not “essential” if they get everything “correct” or in the exact same format as the original piece; what matters is that they are making meaningful decisions about their artistic choices. When you’ve gone over the instructions, give your students time to work.

Step 5

When there are about 15 minutes left, ask your students to share where they chose to break lines and their rationale behind it. Take a few responses.

Step 6

If time permits, you may show them the following student sample.