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I know, but since we're here why don't we find out why people love it, hate it, and continue to write so much of it.
Margaret Nelson December 10, 2010 ECI 430/435 Fall 2010 Young/Lee
Part I: Unit Title and Preface
Unit Title: Poetry: I know, but since we're here why don't we find out why people love it, hate it, and continue to write so much of it.
This unit is intended for a sixth grade Language Arts class with mixed ability levels. Ideally, there would be twenty-five students, between eleven and twelve years old, ranging from average ability to high ability level. The gender make-up of the class would have a slight majority of females, around 55-60% and males at around 40-45%. In regards to diversity, there would be an equal mix of Asian and Hispanic students, and a slightly higher percentage of African-American and Caucasian students. Most students will come from middle-class families with only a small number of students living in a lowincome household. Their interests are varied and numbered, including, but certainly not limited to, music of all genres, sports, reading, drama, and art.
Organizational Principle: Theme:
Emotion and Identity are two topics that seem to plague every student at some point in his/her middle school career. Whether it's about peer pressure, hormones, or self-discovery, students struggle every day with who they are and what that means in their school environment. Because poetry covers so many different cultures and lives, I wanted to make sure that my topics were broad, and yet would be relevant to each student in some way. I want students to be have the opportunity to write whatever they feel is important to them and I think that Emotion and Identity were two themes that could give direction while also giving freedom. Even though they are broad, I think Emotion and Identity get at the heart of what is revered and emulated in poetry and will give students the opportunity to not only understand themselves better, but may give them a window to see their peers through that they may never have noticed.
Primary Subject Matter Focus: Content:
The content focus of this unit is Poetry and the elements of poetry. This includes not only literary terms like alliteration, rhyme, and meter, but also theme, plot, and voice. Students will see poetry used in several different contexts, such as literature, music, and advertising in order to show the versatility and universal thread of poetry throughout the world. Students will also be given the opportunity to write and perform their own work in class, putting the elements into practice. Even though I've heard the groans from students when poetry is introduced into the classroom, I think the universal aspect of poetry keeps students connected to each other and globally to others, which will always be an important aspect of education. Poetry spans time and culture, bringing political, social, and personal ideals together into verse and I think it's an element of the curriculum that should continue its presence in the classroom.
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How would you describe poetry? What words do you associate with poetry? How has poetry changed history? How has history changed poetry? What are some of the similarities/differences in poetry around the world? How can poetry help writers express themselves/their identity? What are the different ways to show emotion through poetry?
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Students will appreciate works from poets around the world Students will recognize poetry in the world around them (ads, music, literature) Students will appreciate/respect the work of their peers Students will build confidence in their own writing and performance of their work
General Unit Objectives: SWBAT: [Cognitive]: 1. Identify poetic elements in verse and prose 2. Better understand poetic elements 3. Write a collection of creative poetry 4. Critique peers' poetry constructively 5. Revise work based on peer review [Affective] 1. Listen attentively to peers/poets 2. Discuss poems in group setting 3. Participate in peer feedback sessions [Performance] 1. Explain poetic elements in context 2. Demonstrate oral recitation 3. Produce video performances North Carolina Standard Course of Study Objectives: Language Arts(Grade 6): 1.03-Interact appropriately in group settings by: listening attentively, showing empathy, contributing relevant comments connecting personal experiences to content, and monitoring own understanding of the discussion and seeking clarification as needed. 5.02-Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) 4.01-Determine the purpose of the author or creator by: analyzing the effects of author's craft on the reader/viewer/listener. Social Studies(Grade 6): 8.01- Describe the role of key historical figures and evaluate their impact on past and present societies in South America and Europe. 10.01-Trace the development of relationships between individuals and their governments in selected cultures of South America and Europe, and evaluate the changes that have evolved over time. 11.01- Identify the concepts associated with culture such as language, religion, family, and ethnic identity, and analyze how they both link and separate societies.
Possible Materials and Supplementary Texts:
General Materials: ● Pencils* ● Journals* ● Whiteboard/Markers* ● Folders Novels/Anthologies: ● Shakespeare Bats Clean-up by Ron Koertge (YA Novel written in poetry form)* ● What My Mom Doesn't Know by Sonya Sones (YA Novel written in poetry form) ● Crank by Ellen Hopkins ● Cool Salsa by Lori Carlson (Collection of Bilingual Poems) ● Excerpts from The Columbia Anthology of American Poetry(Poe, Whitman, Wheatley, Frost)* ● Excerpts from Twentieth-Century Latin American Poetry: A Bilingual Anthology* Technology: ● Flip Cam(s)* ● Computers for Digital Videos ● CD Player/ Computer music player* ● Projector/Doc Cam Multimedia: ● Various Pastoral/Natural Paintings ● Movie “Slamnation” ● Songs from Artists around the world* ○ Pink Floyd ○ House of Pain ○ U2 ○ Selena ○ Enrique Iglesias ○ The White Stripes ○ Enya ○ Pelican ○ August Burns Red ○ Broken Social Scene ○ Keith Forsey/Gary Chang ● Jingles from various advertisements* ○ Freecreditreport.com ○ Oscar Mayer ○ Dr. Pepper
1. 2. 3. 4. 5. 6. 7. 8. 9. Poetry Slam(Use of Flip Cams) Poetry Critiques (Peer and Known Authors) Free-writes with various topics Open Discussions about various Poems Digital Workshops for videos/works Crafting Days (For students to revise and rework that poems) Journaling Small group discussion/critiques—learning teams Student presentations of lyrical poetry
10. Lecture 11. Discussion of musical/lyrical poetry 12. “Slamnation” 13. Poetic Elements Quiz 14. Exit Passes 15. Poetry Portfolios
(All Referenced Materials are located in the Appendix) Day 1: Introduction to Poetry (Lesson Plan) Because of the resistance that is usually found with students during a poetry unit, I want to introduce students to the topic informally, so they don't feel overwhelmed or trapped by the unit. I will have written on the board a few of the focus questions that will frame the unit, including “How would you describe poetry?” and “Why do people write poetry?” Students will begin the class by first writing in their journals for the first fifteen minutes of class and then discuss together what they consider poetry and what they do not. For the majority of the class time, I will introduce a wide range of authors, and styles, focused on the themes of emotion and identity giving students the opportunity to see different elements that makes each piece unique. We will talk about what types of poems we will be studying in the next few weeks and answer any questions they have about the unit. During this time I would also give them an idea about the poetry slam and poetry portfolio that they will turn in at the end of the unit, but specifics will come later. I will give each student a folder where they are to keep all of their poetry work for the unit that will eventually make up their poetry portfolio. For homework, students are given the assignment to free write for 15 minutes to come up with ideas for poems. Day 2: Introduction to Poetic Devices Students will free-write in their journals for 10 minutes at the beginning of class. I would open the class up for any student who wished to share his/her free write, with students giving positive feedback to whomever shares. I would ask a few students to share what we discussed the day before, specifically what our unit was on and what type of things we already knew. From there, I would introduce Elements of Poetry to the students through a guided handout, including alliteration, rhyme, mood, tone, simile, metaphor, and poetic examples of each. Once we have finished going over the notes, I will put up different poems on the overhead/projector and as a class, we will discuss what elements we can see in each of the poems and what the elements add to the poems. Students will be informed that the next Wednesday they will be having a quiz based on the literary elements we've covered. For homework, students will take one of the poetic terms we talked about and write a poem using that element. Day 3: Haiku I will have haikus either written on the board or projected on the board from American, European, and Japanese authors. Students will read the haikus and write briefly in their journals what they notice about the poems I have listed, including length and themes. I will introduce the elements and notable authors of the genre, giving the cultural history of the haiku and how it's progressed, which should not take more than 10-15 minutes. Once I've covered the history, we will move to the activities for the period. Students will take out a scrap piece of paper, write down one of the four seasons, a two syllable word associated with that season, and then students will trade papers and be given 10 minutes to write a haiku based on what they are given by their classmate. When the 10 minutes are up, students will be given the opportunity to share if they would like. Another possible activity, students are taken outside to observe nature and write haikus based on what they see around them. If the weather is not conducive to going outside, I will project pastoral/natural pictures on the board and students will write
haikus based on the pictures. The students and I will share our haikus for the last part of class, giving positive feedback and then I will announce the topic for the next day at the conclusion of the class, which will be sonnets. Homework will be to free-write and come up with at least two to three haikus for tomorrow. Day 4: Sonnets For the first 10 minutes of class, students are asked to write in their journals anything they know about sonnets, and then what they would like to know about sonnets. Before sharing journal entries I will give students the opportunity to share the haikus they wrote for homework and encourage students to continue to share in the coming weeks. Because sonnets are usually very difficult for students, we will cover the material over two class periods, which I will tell the students at the beginning of the period. I will have students volunteer to read from their journals what they know about sonnets, which will lead our initial discussion of the form. Continuing from there, I will take a solid 20 minutes introducing the elements and notable authors of the genre through examples from history. This would include examples from Shakespeare, Elizabeth Barrett Browning, and more contemporary poets' work. For the main activity, students will be put into a small group and given two lines of Shakespeare's Sonnet IX, cut into separate words, and asked to put the lines together based on iambic pentameter. The groups will have 15 minutes to try and put the words into order. As a class, we will see the poem in it's entirety and see how the students put the lines together to form a sonnet. Students are assigned for tomorrow to attempt two stanzas for their sonnet, which will go into their portfolio at the end of the unit. I let the students know that we will be continuing to look at sonnets in class tomorrow and working on what they've written at home. Day 5: Sonnets Cont. At the beginning of class, we will review as a class the information that was introduced the day before with regards to iambic pentameter and other elements of sonnets. Students will be put into their workshop groups, which they will work in throughout the rest of the unit, and share with those in their group what they had written at home. I will have students in discussion for 15 minutes, so that each student can share with his/her group. After giving each other feedback on what they have written, the students will take another 15 minutes to continue working on their sonnets, while I walk around and answer any questions. We will come back together as a class to discuss what we've learned through listening to our classmates and if there are any more questions, I will discuss them with the class. Students are then assigned to continue working on the remainder of their sonnet and will turn in their draft the next day, so I'm able to give them feedback on what they've done. Day 6: Free Verse (Lesson Plan) Students will free write for the first 15 or so minutes of class based on the prompt, which will be written on the board, “What is a free verse poem and what does it look like?” Students will then attempt to create what they believe is a free verse poem and during this time I will return their sonnet drafts to the, with my feedback. Once the 15 minutes is up, students can share their poems with the class and then I will show them a few examples of free verse poetry. Because there is no structure to free verse, I will focus more on themes and examples in different contexts. For the main activity, students will get into their workshop groups and I will hand out one line of a poem, song, book, etc. (In appendix) to each group and they will be given the next 20 minutes to write a free verse poem collaboratively, in any way they choose, based on the line that I give them. They can each write one line, building on the person's line above them, each writing one word, or just collaborating on the images and ideas for the poem. Once all groups are done, each group will share their poem with the class and talk about what elements and themes they had in their poems. I will post their poems up on the board, or my website so parents and students in other classes can see each other's work. I will remind students that they will have their quiz on the poetic elements on Wednesday. For homework, I will have students make sure all of their poems /work thus far are in their folder, because I will be collecting it the next day to see their progress.
Day 7: Poetry in Music (Lesson Plan) Students will journal for the first ten minutes of class based on the prompt written on the board, “What is your favorite song/musical artist?” At this point, I will come around and collect their work folders and make sure I have all of the available folders before addressing the prompt. Once I've collected everyone's work I will ask students to share what they've written in their journals about their musical interests. Once a number of students have shared I will ask them whether or not they believe that music is poetry and ask why people write music. Hopefully they will tell me yes and make some reference to expressing one's self or an experience. Ideally, I will be able to use some of their journal responses to transition into the content of poetry in the context of music. I will share with students some European/South American songs/artists, pointing out some of the different poetic elements and themes that can be found in the lyrics, displaying the lyrics on an overhead or projected on the board. We would also talk about how someone's identity and culture could be shown through their songs/poetry. Then, students will get into their workshop groups and each group will be given a popular song and as a group they will have 15-20 minutes to find and label poetic terms and themes and then discuss what those elements do within the song and how it helps show the theme. In the last few minutes, we will have a few groups share what they found and learned from the activity and those who do not have time to share will be able to share the next day, because we will finish our discussion of poetry and music the next day. As class finishes, I will remind students of their quiz tomorrow and they will be given an exit pass as a review. The exit pass will have 3-5 questions on different poetic terms that they will turn in to me as they leave class. For homework, students are to find one (appropriate) song and pick out at least five poetic devices in the lyrics and will hand in the lyrics, with either the poetic terms highlighted or the terms write down on the lyrics page, or on a separate sheet. Day 8: Music Cont. / Poetry Elements Quiz (Lesson Plan) Students will free-write for the first ten minutes of class. The prompt will be to write two things they learned from class yesterday, one thing they learned from their homework with music, and one question about music and poetry. I will have students share their writing, and with that I will have students volunteer to share their songs and the kinds of elements they found in the lyrics. I will then use their songs and lyrics to lead a ~15 minute discussion about what the elements did in their songs and how it helped show the themes in the song. The students will then have the rest of the class period to complete the Poetry Elements Quiz and will be asked to journal or read when they have finished until the class period is over. As students finish with the quiz I will return their poetry folders, giving them a grade for their effort thus far. Students will be asked for homework to free-write and work on poems for their portfolios. Day 9: Poetry in Advertising Students will journal for the first ten minutes of class, responding to the prompt on the board, which will give them the option between five different products and they must write a poem persuading someone to buy that product. I will then have students volunteer to read their poems and explain what kinds of words and poetic elements they used to make their product sound more appealing. From there, I will go into an instruction/discussion for the majority of the period, projecting different jingles and commercials for various products including credit score websites, Dr. Pepper, and Oscar Mayer on the board. We will then discuss as a class what they notice about the advertisements that share characteristics with poetry and what effect that has on the writing and its audience. At the end of class I will pass back their Poetic Elements quizzes and we will go over the answers together and answer any questions and clear up any confusion surrounding the quiz and its answers. For homework, students are to work on their poems for portfolios and think of any other places in society they might find poetry. Day 10: Poetry in Literature/Everywhere Students will free-write for the first ten minutes of class, writing on where they think they can
see poetry in the world around them as well as writing any poetry they are led to during their thinking. After the ten minutes I will have students share their ideas and/or their poems produced during their writing time. I will introduce three different novels written in verse, Crank by Ellen Hopkins, Shakespeare Bats Clean-Up by Ron Koertge, and What My Mom Doesn't Know by Sonya Sones, but focusing mostly on Shakespeare Bats Clean-Up. I will have excerpts from each of these novels and have students respond to them by telling me what elements and themes they can pick up in the lines and how the elements make the themes clearer to the audience, whoever that may be. From there, we will discuss where we can see poetry in pop culture today, whether in raps, advertisements, movies, etc and for the remaining time in class, I will show clips from the movie, “Slamnation”, giving students an opportunity to see oral readings of poetry, as well as get a taste for what they will do next week at our own poetry celebration. Day 11: Free-write Day This will most likely be the students and my favorite day of the unit. The entire class period will be spent with different prompts from music and ideas given for free-writing. For most of the class we will have the lights off, with enough light for people to see, and we will write in the dark, listening to different kinds of music, hopefully to invoke different emotions out of the students. During this time they are free to write, draw, doodle, as long as their pencils are moving on paper in some meaningful way, then it's what I'm looking for. Students can right in any form they would like, whether haiku, sonnet, free verse, or any other form they would like. I would ideally have students spaced around the room so they can be alone with their thoughts and writing, as well being able to be comfortable while writing. As the class came to a close, I would have students turn in an informal exit slip writing one emotion they felt during the class or wrote about during the class period. Their homework will be to continue to create poems and keep them in their folders. Day 12: Class Critiques Because the previous day was only free-writing, I will have students get to work, getting into their workshop groups. Each group will be given copies of American, European, and South American poets' work and will critique the poem based on an outline I give them. They will fill out one outline and will be given the bulk of the class to work on it. In the last 15 minutes or so of class I will have the groups present their findings to the class. We will debrief, and bring everything the different groups talked about together, so students can see what goes into the writing process and how even published works can be critiqued and analyzed. For homework, students will need to remember to bring their poetry folder so we can have a productive craft day! Day 13: Craft Day Students will be in their workshop groups for most of the class period working on all the poems of the past two weeks and exchanging poems with their group members, giving and receiving feedback on what they've done thus far. I will be walking around the room making sure the groups are on task and available for students who have questions or would like me to take a look at certain poems and give feedback. At this point in the unit, students will be choosing the poem they would like to recite during the Poetry Celebration and practice performing it. I tell the students to continue working on their poems and encouraging them to come up with new poems to work on and to narrow down their choices for poems for the Slam. Students will turn in any poems they would like for me to look at it and receive feedback, to be returned to them for the next class period. Day 14: Craft Day—Wrap Up/Celebration The students and I will be able to use this day to continue to prepare for the poetry celebration the next day. Students can conference with me about their poems, making final adjustments and revisions. Students will also have the opportunity to type of their poems on the computer during this class period. I will also give students the opportunity to make posters and art work to hang in the room and the hallway to give a more coffee shop feel to the room for the celebration. Homework is just to practice reading their poems aloud and make sure to bring their final portfolios to turn in.
Day 15: Poetry Celebration! (Poetry Slam/Recordings) After a quick introduction from me, students will be performing their poems for their parents and peers. There will be a video camera set up to record the Slam, given the permission by students and parents. Each student will perform one poem from their portfolio or any other piece he/she has written. After the performances, the parents can look around at the collaborative poems each workshop group has done and look through their child's portfolio at all their different poetry genres. At the end of the performances/class, students will hand in their portfolios to me for grading. I will thank the parents for coming and thank the students for their hard work for the past few weeks and tell them that I can't wait to read through their work!
Part II: The Daily Lesson Plans
Day 1 Lesson Plan:
Unit/Lesson Title: Poetry: Is That Really Poetry?! Context: This is my kick-off day for my poetry unit. This lesson will focus on a wide range of authors, forms, topics, but will all focus around the ideas of emotion and identity. This will hopefully serve as a non-threatening way for students to interact with poetry and get a feel for what they will be learning about throughout the unit. This will also give me the opportunity to find out what they already know about poetry, which can help guide my lessons and revisions of lessons later on in the unit. Plan Number: Day 1 of 15 Instructional Objectives and Related NC Course of Study Standard: Objectives: SWBAT [Cognitive] 1.2 Identify poetic elements in structured formats [Affective] 2.1 Discuss prior knowledge of Poetry NCSCOS (Language Arts): 5.02-Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) Materials: Projector/Doc Cam Whiteboard Folders Journals Excerpts from The Columbia Anthology of American Poetry(Poe, Whitman, Wheatley, Frost) (Appendix) Excerpts from Twentieth-Century Latin American Poetry: A Bilingual Anthology (Appendix) “Baby Brother” by The White Stripes Time: 55 minutes
Instructional Steps: Hook/Journal(15 min): I will have a prompt written on the board and as students walk in they are to grab their journals and begin free-writing based on the prompt for the first 15 minutes of class. While the class is journaling, I will be walking around giving each student the folder they will use to keep all of their poetry in for the unit. Prompts: “How would you describe poetry?” “Why do people write poetry?” Once the 15 minutes are up, I will call on a few students to share what they've written in their journals, and tying their responses into the themes of identity and emotion in poetry. Activity(30 min): For the activity, the class will be introduced to a number of different poems from European, American, and Latino heritage. I will lead a discussion into simple questions about each poem, “What do you think it's about?” “Who is the audience?” “Why do you think the author wrote this way?” and then hopefully move into questions students come up with amidst discussion. I will attempt to slip in elements of poetry in the discussion to get a base idea of what students have encountered before and how comfortable they are with the material. Wrap Up/Conclusion(5min): As the class starts to wind down, I tell the students about the poetry portfolio and poetry celebration that we will be having at the end of the unit , but tell them not to worry about it yet, details will come later. I write their homework on the board, which is to free-write for 15 minutes at home, to get an idea of the kinds of things they would like to write about. Evaluation: I will be collecting the students journals periodically throughout the unit, which will give me a better idea of where they are and what concepts they understand and which ones they are struggling with.
Day 6 Lesson Plan:
Unit/Lesson Title: Poetry/Free Verse Context: This lesson will begin the second week of the unit on Poetry. After the first week of elements and strict forms, I wanted to start the week giving students the opportunity to write some free verse. After getting back from the weekend, it will be a way to ease students back into the subject of poetry and our themes. This lesson correlates slightly with lesson one, in the sense that students will be able to see a wide range of poetry, all in free verse form. Plan Number: Day 6 of 15 Instructional Objectives and Related NC Course of Study Standard: Objectives: SWBAT [Cognitive] 1. Identify poetic elements in verse 2.1 Label Poetic elements in published poems [Affective] 2. Discuss poems in group setting
2.2 Write collaboratively [Performance] 2.1 Demonstrate Poetic Recitation NCSCOS (Language Arts): 4.01-Determine the purpose of the author or creator by: analyzing the effects of author's craft on the reader/viewer/listener. 5.02-Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) (Social Studies): 11.01- Identify the concepts associated with culture such as language, religion, family, and ethnic identity, and analyze how they both link and separate societies. Materials: Projector/Doc Cam Whiteboard Folders Journals Excerpts from The Columbia Anthology of American Poetry(Poe, Whitman, Wheatley, Frost) (Appendix) Excerpts from Twentieth-Century Latin American Poetry: A Bilingual Anthology (Appendix) “Well It's True That We Love One Another” by The White Stripes Time: 55 minutes Instructional Steps: Hook/Opener(15 min): Students will be given the first 15 minutes in class to journal on the prompt written on the white-board. Prompt: “What is a free verse poem and what does it look like?” From there students will attempt to write what they believe is a free verse poem. Once the 15 minutes are up, I will cal on any volunteers who want to share what they've written, either a definition or poem. Activity(35 min): Because there is no real structure involved in free verse poetry, I will get right into the activity, giving students the opportunity to write collaboratively and make their own choices on free verse style. I will focus the topics towards identity and emotion. Students will get into their workshop groups and I will hand each group a line from a poem, prose, or song, and together they will write a free verse poem based on that line. They are free to write it however they choose, whether each person writes a line, or a few words, or they use their ideas collectively to write it together. Once I see that all the groups are finished, or close, I will have each group project/read their poem aloud to the class. Using the Doc Cam, explain to the class how they collectively wrote the poem and what different elements could be found in their poem. I will collect their poems and post them on a bulletin board or on my website, so parents will have the opportunity to see some of their progress. Wrap Up/Conclusion(5 min): Students will be reminded of their quiz on Wednesday, which is day 8 of the unit. I will write their homework up on the board, which is to make sure that all of their poetry work is in their folders, because I will be collecting them the next day. Evaluation: Students will get a participation grade for their work in groups, depending on their level of involvement with the writing and/or reading of their poem.
Day 7 Lesson Plan:
Unit/Lesson Title: Poetry/Music in Poetry Context: I really wanted to do a lesson on poetry in music, because I know middle schoolers are reluctant to listen or write poetry, but I don't know too many that don't like music. I think it will be a comfortable way for students to see certain poetic elements in a less erudite context. Plan Number: Day 7 of 15 Instructional Objectives and Related NC Course of Study Standard: Objectives: SWBAT [Cognitive] 1. Identify poetic elements in verse 2. 1 Label Poetic elements in published poems [Affective] 2. Discuss poems in group setting [Performance] 1.1 Explain poetic elements in Context of Music NCSCOS (Language Arts): 4.01-Determine the purpose of the author or creator by: analyzing the effects of author's craft on the reader/viewer/listener. 5.02-Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) (Social Studies): 11.01- Identify the concepts associated with culture such as language, religion, family, and ethnic identity, and analyze how they both link and separate societies. Materials: Projector/Doc Cam Whiteboard Folders Journals “We're Going to Be Friends” by The White Stripes “I Could Fall In Love” by Selena “Sunday Bloody Sunday”, “One” by U2 Time: 55 minutes Instructional Steps: Hook/Opener(15 min): Students will be given the first 15 minutes in class to journal on the prompt written on the white-board. Prompt: “What is your favorite song/musical artist?” While students are journaling, I will be going around collecting their poetry portfolios thus far. Once I have collected all of the available portfolios, I will have students volunteer to tell me who they wrote
about. Ideally, I will be able to use students' journal entries as a bridge to the content of the day. I will then introduce the class to some notable European and South American artists and their work. We will discuss together the kinds of elements they can pick out of the song, and how those elements help the artist express their identity or emotions. Activity(35min): Students will be put into their workshop groups and given a song(some groups will have the same song). They are to label/highlight all of the poetic elements they can find, and discuss together what impact those elements have on the poem's themes and artists' themes. Once groups have finished up, I will have a few groups come up and present their findings to the class. We will most likely not have time to hear from all the groups that day, but I make sure to tell them that whichever groups didn't go today would be sharing first thing tomorrow. Wrap Up/Conclusion(5 min):As class finishes, I will remind students of their quiz tomorrow and they will be given an exit pass as a review. The exit pass will have 3-5 questions on different poetic terms that they will turn in to me as they leave class. Along with their exit passes, they will turn in their poetry folders with all their work thus far. For homework, students are to find one (appropriate) song and pick out at least five poetic devices in the lyrics and will hand in the lyrics, with either the poetic terms highlighted or the terms write down on the lyrics page, or on a separate sheet. Evaluation: Students will get a participation grade for their work in groups and then I will grade the exit passes, which will hopefully keep the terms on their minds and was a review. If I see that students struggled with certain items on the exit pass, I will make sure to give a quick review before the quiz.
Day 8 Lesson Plan:
Unit/Lesson Title: Poetry/Music in Poetry Continued Context: This will be a follow-up to the lesson the day before regarding poetry through music. This was to give students an opportunity to share and tie up any loose ends involving the previous day's lesson. This is also a chance for my to evaluate the students' knowledge thus far and to go back to anything students may be struggling with in terms of the poetic elements. Plan Number: Day 8 of 15 Instructional Objectives and Related NC Course of Study Standard: Objectives: SWBAT [Cognitive] 1. Identify poetic elements in verse 2.1 Label Poetic elements in published poems [Affective] 2.1 Discuss personal writing in group setting [Performance] 1.1 Explain poetic elements in context of music NCSCOS (Language Arts): 4.01-Determine the purpose of the author or creator by: analyzing the effects of author's craft on the reader/viewer/listener. 5.02-Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) (Social Studies): 11.01- Identify the concepts associated with culture such as language, religion, family, and ethnic
identity, and analyze how they both link and separate societies. Materials: Projector/Doc Cam Whiteboard Folders Journals “Well It's True That We Love One Another” by The White Stripes “I Could Fall In Love” by Selena “Sunday Bloody Sunday”, “One” by U2 Poetic Elements Quiz (Appendix) Time: 55 minutes Instructional Steps: Hook/Opener(10 min):Students will be given the first 10 minutes of class to free-write on the prompt written on the board. Prompt: Write two things you learned from class yesterday, one thing you learned from your homework with music, and one question about music and poetry. Once the ten minutes are up, I will have students share their journal entries, and hopefully that sharing will lead into a wrap-up conversation on music and the presence of poetic elements in music from every culture. Activity(35min): I will answer any last minute questions students have about the poetic elements, and then I will pass out their quizzes. Students will have the rest of the period to complete the Poetic Elements Quiz. Students are to work independently and when they are finished they are instructed to read silently or work on poems for their portfolios until the end of class. Wrap Up/Conclusion(5 min):As students finish up their quizzes, I will hand back their folders, which will have a grade on it for their work and effort thus far. I will try to conference with students who had little to no work in their folders to understand why and what I can do to help. Homework is just to free-write and continue working on their poems. Evaluation: Students will be given a grade for their quizzes, as well as their portfolios.
Part III: Evaluation
My Philosophy of Evaluation: Due to the subjective nature of my unit, I didn't want students to feel as though I was judging or grading the content of their work. I want students to understand a few structured elements of poetry, but overall I just want the students to be able to express themselves through poetry and creative writing. There are a few formal assessments that are graded using the standard alphabetical grading system (A,B,C,D,F), which would include the use of structures in their formed poetry, as well as their work in the final culminating activity of the Poetry Celebration. Overall, I found informal assessments to be more important for me in this unit than formal, shown through drafts and peer feedback of work. I want students to focus as much on the process as they would the product, which is why I have check-ins with students based on their journal writing and portfolio progress. I want them to know that
poetry is just like any other piece of writing in that it can and should be revised and “crafted” in order to present the best writing possible. In the classroom, I wanted to keep crafting in mind, which is why I have multiple days for students to work with their peers and myself, working and processing every piece of their work. I think for students, if I ask for them to put in the effort to process and write poetry, they expect me as the teacher to put in the effort to understand the content and context of their writing, rather than simply looking at the rhythm, rhyme, etc. I love Poetry units because it lends itself to all possibilities, in activities as well as evaluation. Students are able to present formative assessments in their writing in process as well as using their works of poetry to perform a summative assessment in the form of a poetry portfolio or recitation of their own work. Evaluation Strategies: I mostly had a grading system of complete or incomplete for check-ins, with feedback given to help guide students on certain poetry pieces. My formal assessments were graded with a letter grade, with the culminating assessment being given a grade based on a rubric. Informal: Participation: In group discussions In class discussions Completion: Journal entries Homework/portfolio entries Feedback: Work with peers Exit Slips Formal: Formative: Elements Quiz Summative: Poetry Portfolio Participation in Poetry Celebration (Rubrics in Appendix)
Part IV: Internal References and Works Cited:
Works Cited: Koertge, R. (2003). Shakespeare Bats Clean-Up. Cambridge, Massachusetts: Candlewick Press. (2004). NC Standard Course of Study: Sixth Grade Language Arts .Retrieved October 28, 2010, from Public Schools of NorthCarolina, Raleigh, NC.Website: http://www.ncpublicschools.org/curriculum/languagearts/scos/2004/24grade6 (2004). NC Standard Course of Study: Sixth Grade Social Studies. Retrieved October 28, 2010, from Public Schools of North Carolina, Raleigh, NC.Website: http://www.ncpublicschools.org/curriculum/socialstudies/scos/2004/24grade6 Parini, J. (1995). The Columbia Anthology of American Poetry. New York: Columbia University Press. Tapscott, S. (1996). Twentieth-Century Latin American Poetry: A Bilingual Anthology. Texas: University of Texas Press.
Appendix of Materials Used (By Day):
“Alabanza” by Martin Espada for the 43 members of Hotel Employees and Restaurant Employees Local 100, working at the Windows on the World restaurant, who lost their lives in the attack on the World Trade Center Alabanza. Praise the cook with the shaven head and a tattoo on his shoulder that said Oye, a blue-eyed Puerto Rican with people from Fajardo, the harbor of pirates centuries ago. Praise the lighthouse in Fajardo, candle glimmering white to worship the dark saint of the sea. Alabanza. Praise the cook's yellow Pirates cap worn in the name of Roberto Clemente, his plane that flamed into the ocean loaded with cans for Nicaragua, for all the mouths chewing the ash of earthquakes. Alabanza. Praise the kitchen radio, dial clicked even before the dial on the oven, so that music and Spanish rose before bread. Praise the bread. Alabanza. Praise Manhattan from a hundred and seven flights up, like Atlantis glimpsed through the windows of an ancient aquarium. Praise the great windows where immigrants from the kitchen could squint and almost see their world, hear the chant of nations: Ecuador, México, Republica Dominicana, Haiti, Yemen, Ghana, Bangladesh. Alabanza. Praise the kitchen in the morning, where the gas burned blue on every stove and exhaust fans fired their diminutive propellers, hands cracked eggs with quick thumbs or sliced open cartons to build an altar of cans. Alabanza. Praise the busboy's music, the chime-chime of his dishes and silverware in the tub. Alabanza. Praise the dish-dog, the dishwasher who worked that morning because another dishwasher could not stop coughing, or because he needed overtime to pile the sacks of rice and beans for a family floating away on some Caribbean island plagued by frogs. Alabanza. Praise the waitress who heard the radio in the kitchen and sang to herself about a man gone. Alabanza. After the thunder wilder than thunder, after the booming ice storm of glass from the great windows, after the radio stopped singing like a tree full of terrified frogs, after night burst the dam of day and flooded the kitchen, for a time the stoves glowed in darkness like the lighthouse in Fajardo,
like a cook's soul. Soul I say, even if the dead cannot tell us about the bristles of God's beard because God has no face, soul I say, to name the smoke-beings flung in constellations across the night sky of this city and cities to come. Alabanza I say, even if God has no face. Alabanza. When the war began, from Manhattan to Kabul two constellations of smoke rose and drifted to each other, mingling in icy air, and one said with an Afghan tongue: Teach me to dance. We have no music here. And the other said with a Spanish tongue: I will teach you. Music is all we have.
“Ghazal on Ghazals” by John Hollander For couplets the ghazal is prime; at the end Of each one's a refrain like a chime: "at the end." But in subsequent couplets throughout the whole poem, It's this second line only will rhyme at the end. On a string of such strange, unpronounceable fruits, How fine the familiar old lime at the end! All our writing is silent, the dance of the hand, So that what it comes down to's all mime, at the end. There are so many sounds! A poem having one rhyme? --A good life with a sad, minor crime at the end. Each new couplet's a different ascent: no great peak, But a low hill quite easy to climb at the end. Two armed bandits: start out with a great wad of green Thoughts, but you're left with a dime at the end. Each assertion's a knot which must shorten, alas, This long-worded rope of which I'm at the end. Now Qafia Radif has grown weary, like life, At the game he's been wasting his time at. THE END. Haiku By:Matsuo Basho The old pond; A frog jumps in The sound of the water.
Example Haikus: By: Larry Bullock A tree with white leaves snowy branches reaching down hiding from winter By:Margaret Nelson Red, Orange, Yellow Harvesting only enough Frost is imminent. Paintings:
Sonnets: Shakespeare's Sonnet IX Is it for fear to wet a widow's eye That thou consumest thyself in single life? Ah! if thou issueless shalt hap to die, The world will wail thee, like a makeless wife; The world will be thy widow and still weep That thou no form of thee hast left behind, When every private widow well may keep By children's eyes her husband's shape in mind. Look what an unthrift in the world doth spend Shifts but his place, for still the world enjoys it; But beauty's waste hath in the world an end, And kept unused, the user so destroys it. No love toward others in that bosom sits That on himself such murderous shame commits.
Elizabeth Barrett Browning XLIII: “How Do I love thee, Let Me Count the Ways...” How do I love thee? Let me count the ways. I love thee to the depth and breadth and height My soul can reach, when feeling out of sight For the ends of Being and ideal Grace. I love thee to the level of everyday's Most quiet need, by sun and candle-light. I love thee freely, as men strive for Right; I love thee purely, as they turn from Praise. I love thee with a passion put to use In my old griefs, and with my childhood's faith. I love thee with a love I seemed to lose With my lost saints, --- I love thee with the breath, Smiles, tears, of all my life! --- and, if God choose, I shall but love thee better after death.
Kevin Cawley IRRITABLE TALENT Irritation means intelligence. Vegetables don't suffer from it much. Granite eyeballs, absolutely senseless, can't recoil from a snail's touch. Only animals appreciate. If talent for affection parallels irritability, then even the greatest devotees must have their testy spells. From now on when I grumble like a cougar or draw my head back like a terrapin, admire my capacity for rudeness And if your own control is wearing thin annoy me with some higher primate brooding, scare me with your mad gorilla grin.
Lines for Free Verse Activity: “I have tried so hard to do right” --Last words of President Grover Cleveland “Alone,there is only one person inside. I’ve grown to like her better than the stuck up husk of me.” --Crank “I want to scream until no sound comes out and you've learned your lesson.” --Boys Like Girls “And I think to myself what a wonderful world.” --Louis Armstrong
Day 7: Songs: “Sunday Bloody Sunday” By U2
I can't believe the news today Oh, I can't close my eyes and make it go away How long, how long must we sing this song? How long? How long? 'Cause tonight we can be as one, tonight Broken bottles under children's feet Bodies strewn across the dead end streets But I won't heed the battle call It puts my back up, puts my back up against the wall Sunday, Bloody Sunday Sunday, Bloody Sunday Sunday, Bloody Sunday And the battle's just begun There's many lost but tell me who has won The trench is dug within our hearts And mothers, children, brothers, sisters torn apart Sunday, Bloody Sunday Sunday, Bloody Sunday How long, how long must we sing this song? How long? How long? 'Cause tonight we can be as one Tonight, tonight Sunday, Bloody Sunday Sunday, Bloody Sunday Wipe the tears from your eyes Wipe your tears away Oh, wipe your tears away Oh, wipe your tears away Oh, wipe your blood shot eyes Sunday, Bloody Sunday(2x) And it's true we are immune when fact is fiction and TV reality And today the millions cry We eat and drink while tomorrow they die The real battle just begun to claim the victory Jesus won on Sunday Bloody Sunday(2x)
“I Could Fall in Love” by Selena I could lose my heart tonight If you don't turn and walk away 'Cause the way I feel I might Lose control and let you stay 'Cause I could take in my arms And never let go I could fall in love with you I could fall in love with you I can only wonder how Touching you would make me feel But if I take that chance right now Tomorrow will you want me still So I should keep this to myself And never let you know I could fall in love with you I could fall in love with you And I know it's not right And I guess I should try to do what I should do But I could fall in love, fall in love with you I could fall in love with you Siempre estoy sonando en ti Besando mis labios, acariciando mi piel Abrazandome con ansias locas Imaginando que me amas Como yo podia amar a ti. So I should keep this to myself And never let you know I could fall in love with you I could fall in love with you I could fall in love, I could fall in love With you...
“We're going to be Friends” The White Stripes Fall is here,hear the yell back to school,ring the bell brand new shoes,walking blues climb the fence,books and pens I can tell that we're going to be friends Walk with me,Suzy Lee through the park and by the tree we will rest upon the ground and look at all the bugs we found then safely walk to school without a sound Well here we are,no one else we walked to school all by ourselves there's dirt on our uniforms from chasing all the ants and worms we clean up and now its time to learn Numbers,letters,learn to spell nouns,and books,and show and tell at playtime we will throw the ball back to class,through the hall teacher marks our height against the wall And we don't notice any time pass we don't notice anything we sit side by side in every class teacher thinks that I sound funny but she likes the way you sing Tonight I'll dream while I'm in bed when silly thoughts go through my head about the bugs and alphabet and when I wake tomorrow I'll bet that you and I will walk together again cause I can tell that we're going to be friends
Exit Pass: Name:
1. Haiku is written in a _______ syllable pattern. (a) 2-3-2 (b) 5-7-5 (c) there is no syllable pattern 2. Give an example or a simile and a metaphor. 3. Which of these is alliteration: (a) a slithering snake slowly stops (b) a goose and a moose are loose (c) pie in the sky
Day 8: Poetic Elements Quiz: Matching There are numbered examples and definitions on the left that match the lettered answers on the right. Write the letter of the answer to the corresponding number. All words are used only once. __1.A Japanese poem composed of three unrhymed lines of five, seven, and five syllables. __2.The repetition of the same or similar sounds at the end of two or more words most often at the ends of lines __3. “His voice was a dagger.” __4. This poetic form has rhyming stanzas each made up of two lines. __5.“Her eyes were like the ocean at night” __6.The feeling or atmosphere of a piece __7. “The mouse in the house got in my blouse.” __8. “Purple flowers on a rolling green hill” __9. The poet's attitude toward the subject. __10. “Jack Jumped joyfully in January” Short Answer: 1. Give one example of metaphor and one example of simile. A. Simile B. Metaphor C. Alliteration D. Imagery E. Haiku F. Couplet G. Rhyme H. Mood I. Tone J. Assonance
2. In the space below, write a haiku on any topic.
3. Compare and Contrast Assonance and Alliteration.
4. Define Iambic Pentameter and give the name of one poet known for using it.
5. Where did the haiku originate and how has it changed over time?
Answer Key: Matching: 1-E, 2-G, 3-B, 4-F, 5-A, 6-H, 7-J, 8-D, 9-I, 10-C Short Answer: Dependent on Student Answers
Day 9: Jingles: Oscar Mayer:
Oh, I wish I was an Oscar Mayer wiener, that is what I'd truly like to be, 'cause if I were an Oscar Mayer wiener, everyone would be in love with me.
"I drink Dr Pepper and I'm proud. I used to be alone in a crowd. But now you look around these days, There seems to be a Dr Pepper craze. (Oh Pepper) I'm a Pepper, he's a Pepper, She's a Pepper, we're a Pepper, Wouldn't you like to be a Pepper too? I'm a Pepper, he's a Pepper, She's a Pepper, we're a Pepper, Wouldn't you like to be a Pepper too? If you drink Dr Pepper you're a Pepper too" "Us Peppers are an interesting breed, an original taste is what we need. Ask any Pepper, and he'll say Only Dr Pepper tastes that way. I'm a Pepper, he's a Pepper, She's a Pepper, we're a Pepper, Wouldn't you like to be a Pepper too? I'm a Pepper, he's a Pepper, She's a Pepper, we're a Pepper, Wouldn't you like to be a Pepper too? Be a Pepper, Drink Dr Pepper. Be a Pepper, Drink Dr Pepper...
Well, I married my dream girl I married my dream girl But she didn't tell me her credit was bad So now instead of living in a pleasant suburb We're living in the basement at her mom and dad's No we can't get a loan For a respectable home Just because my girl defaulted on some old credit card If we'd gone to free credit report dot com I'd be a happy bachelor with a dog and a yard.
Various Excerpts used from novels, Shakespeare Bats Clean-Up, Glass, and What My Mom Doesn't Know
Day 15: Rubric For Portfolio and Celebration: Poems (70pts.) Sonnet (15pts.) ■ 14 lines (4pts.) ■ Rhyme Scheme (5pts.) ■ Iambic Pentameter (6pts.) Identity Poem (15pts.) ■ Use of simile (5 pts.) ■ Use of metaphor (5 pts.) ■ Imagery (5pts.) Haiku (15pts.) ■ 5-7-5 (10 points) ■ Nature Imagery (5 pts.) Free Verse(2) (15pts. Each) ■ Poem 1(15 pts.)
Total Poem Points: ___/70 Sonnet Total:___/15 Comments:
Identity Total: ___/15 Comments:
Haiku Total:___/15 Comments:
Free Verse Total:__/30 Comments:
Poem 2 (15 pts.) Total Celebration Points: ___/30 Comments: Voice:___/10 Eye Contact:___/10 Respect:___/10
Poetry Celebration (30pts.)
Voice (10 pts.) ■ Projection (5pts.) ■ Enthusiasm (5pts.) Eye Contact( 10pts.) Respect for Other Poets (10pts.)
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