Teacher: Ms.

Eder
School: Lesher MS
Title: Day 4: Buffet Etiquette and Spoken Word

Date: 9/17/2014
Content Area: English
Grade Level: 7

Content Standard(s) addressed by this lesson:

7.1.2.b. Analyze the main ideas and supporting details presented in diverse media and formats (e.g.,
visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
(CCSS: SL.7.2)
7.1.2.c. Delineate a speakers argument and specific claims, evaluating the soundness of the reasoning and
the relevance and sufficiency of the evidence. (CCSS: SL.7.3)
7.2.1.a.ii. Determine a theme or central idea of a text and analyze its development over the course of the
text; provide an objective summary of the text. (CCSS: RL.7.2)
7.2.1.b.ii. Analyze how a dramas or poems form or structure (e.g., soliloquy, sonnet) contributes to its
meaning. (CCSS: RL.7.5)
7.2.1.c. i. Use Integration of Knowledge and Ideas to Compare and contrast a written story, drama, or
poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to
each medium (e.g., lighting, sound, color, or camera focus and angles in a film). (CCSS: RL.7.7)
Understandings:
The student will understand that the spoken word holds just as much value as the written word.
The student will understand that the form/structure has an effect on the meaning of what is being said.
Inquiry Questions:
What impact does a speakers voice (inflection, speed, volume) have the meaning of what is being said?
Does the poems meaning change from when you read it to hear it?
Evidence Outcomes:
Using class discussion and lecture I can: analyze the meaning of a spoken word poem by providing
helpful insight through small and large group discussion.
This means: students could look at any spoken word poem and follow the main idea, be able to
summarize that idea, and give their own response to those ideas.

Planned Lesson Activities

Name and Purpose of Lesson

Approx. Time and Materials

Anticipatory Set

Procedures

Buffet Etiquette and the Spoken Word

Spoken word poetry is something that I was not exposed to until college, and I believe it
has immense power in showing students that poetry can be diverse and more interactive.
With that being said, when presented to a new form of any type of literature it is important
that students have the ability to grapple with its meaning in an effective way.
One 75 minute class period.
SmartBoard, Youtube, kids need to bring their laptops/iPads, the following videos:
https://www.youtube.com/watch?v=Lri1YkMdarM Buffet Etiquette
https://www.youtube.com/watch?v=5wc87-w3_q8 Linsanity Speaks by George
Yamazawa
https://www.youtube.com/watch?v=VoP0ox_Jw_w What Type of Asian are You?
by Alex Dang
https://www.youtube.com/watch?v=qyj75GiyQH4 Hip-Hop by Beau Sia (2:20) There
is some language in this, but I think it is worth using
For this anticipatory set I want the students to be presented with something that they think
is boring or difficult poetry, and I am hoping to flip this idea on its head. I will give the
student the poem, Buffet Etiquette in written form and have them read it and we will
discuss it. I will then pull up the YouTube video, and most students get pretty excited
about videos in class. I will then have them put everything off their desk and listen to the
poem without any distractions.
10 minutes: Anticipatory set
20 minutes: Discuss what was different between the spoken and written poem is. Refer to
discussion questions link in the Weebly page below for the guiding questions of this
section.
10 minutes: Discuss what the poem is actually saying. If the students naturally bring this
into the previous discussion that is okay, but if not then it needs to be done here. Once
again refer to the discussion questions link to see what will be guiding this portion.
10 minutes: Break students into groups of 4 or so and give them another spoken word
poem with the written form as well. Have them read the poem first and then watch the
poem as a group.
15 minutes: As a group have them discuss the differences between the written and spoken,
and have each group use the discussion tracker of what their main ideas are so the teacher
can ensure they are on topic.

Closure

10 minutes: closure
We will share out what each groups video was about and the main differences, and then I
will introduce what I want the students to do for next class period. They are to write, in
their journals, what they major differences and impacts that the genre of spoken word has
on the meaning. Please refer the lesson materials for the half sheet assignment they will
follow for this. (They tape the prompt into their journal and I check It off next class. I will
also assign the Socratic Seminar prep sheet for the next class period.

Assessment
This is going to be done through the discussion trackers and journal entries. I will need to
see well thought out responses and ideas that have thought put into them while following
what is being asked of them.