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Poetry Theatre II Prepared for Mrs.

McOrmand’s Grade 6 class by Grace Chung Pro(ra& )rea: Lan( a(e an# Literacy $Poetry' * +tran#: Ora! ,o&& nication Ti&e -ra&e: .% &in tes /ate: )pri! 120 2%13 $1ri#ay' 2eso rces: chart on what slam poetry is, success criteria from 2oetry Theatre +, 2ostA+t notes, optional1 mic stand

Lesson Overview Students will have a chance to perform some of their work from this week. Alternatively, students may choose to exhibit shape (concrete) poetry. The first half of the class will be dedicated to editing shape poetry and or rehearsing work aloud. Expectations: Students will ! (pp."#$...) %verall 1. &isten in order to understand and respond appropriately in a variety of situations for a variety of purposes' 2. (se speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes' 3. )eflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations. Specific 1.2 *emonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a variety of situations' including work in groups 1.9 +dentify a variety of presentation strategies used in oral texts and analyse their effect on the audience (e.g., the unexpected use of humour or of changes in pace) Teacher prompt: ,-hy do you think the speaker paused for so long at that point in the story./ 2.5 +dentify a range of vocal effects, including tone, pace, pitch, volume, and a variety of sound effects, and use them appropriately and with sensitivity towards cultural differences to help communicate their meaning (e.g., create different-sounding “voices “for the characters in a dramatization of a story) 3.1 identify, in conversation with the teacher and peers, what strategies they found most helpful before, during, and after listening and speaking and what steps they can take to improve their oral communication skills Vocab !ary: expression, volume "in#s On $2%&in': 0Spoken -ord1 The )oots of 2oetry3 4 Sarah 5ay https1 watch. v6789a:;<=#>( (?.=@min) )emind students of what we talked about on last >riday 4 poetry theatre, slam poetry. -e will be learning how to perform poetry today.

2ull out the success criteria from 2oetry Theatre +. )eview with the class. Also review what slam poetry performance poetry is. (A A poetry competition 4 poets either perform alone or in groups. A A spoken word competition A Budged on two components 4 poem itself' manner and enthusiasm of performers [Helps develop fluent reading lines need to be read !ith poetic rhythm and e"pression#$ &et3s talk about speaking styles 4 in light of last week3s performances, would you change keep add to any ways in which we approached it. &et3s look at some videos 4 in a way, spoken word poetry is a bit like rap, so we3ll start off with that. >or each of the below, pause after each video and identify performance features. -arn language Singular 4 02retty3 5atie Cakkai (=.=#min) https1 watch.v6CDwBl=EF8G# 2aired spoken word 0-hen &ove Arrives3 4 Sarah 5ay and 2hil 5aye (@.#$min) https1 watch.v6mdBDa(H?5$gIlist62&@##8>@DE>D<@@DA#Iindex6"D Jave each student make a Kot note for themselves 4 (write 9uestion on board) 4 -hat performance feature do they want to focus on and develop. 4 have them write one note for themselves and one note for the teacher with their name on it (stick these onto a piece of paper). )ction $2%&in': 7ive students time to choose a poem they had worked on this week or last week that they would like to perform. -rite these choices on the board1 a) Ghoose a poem you had written this week or last week to perform today by yourself b) Ghoose a poem to perform together with a partner that you or your partner had worked on c) -hen you are finished with the above, pull out your shape poetry to finish up L Cake sure you stick your 2ostA+t note onto your poem. -ork on your performance style. ,onso!i#ation3/ebrie- $2% &in': Jave students create a semiAcircle around the carpet area to form a 0stage.3 Jave students perform their pieces. At the beginning of each performance, have students read their 2ostA+t note 4 what performance techni9ue are they working on. Jave they achieved it. + &&ative )ssess&ent or Eva! ation Opport nities: This is an opportunity for students to practice performing spoken poetry. +t is a formative in building their voice and confidence.

Gheckmark in Performance Poetry1 Fovice 2oet 2erformer, *eveloping 2oet 2erformer, Artistic 2oet Carked according to key feature they are focusing on. 4o&ewor5 )ssi(n&ent: Fo homework should be assigned for this lesson. /i--erentiate# Instr ction: Cultiple +ntelligences1 +nterpersonal 4 students have the option to work in pairs and perform in front of the class +ntrapersonal 4 students have the option of working alone Cusical 4 videos to engage learners :isual 4 videos to engage learners 2e-erences: A Tyndale (niversity Gollege 4 H.<d &iteracy and &anguage notes A Cinistry *ocument1 %&he Ontario Curriculum Grades '() *anguage+ (?##D)