Get Adobe ReaderA note about viewing streaming video

Slam!  Social Commentary through Performance Poetry

CURRICULUM

Slam!  Social Commentary through Performance Poetry

Unit Overview

SLAM!  SOCIAL COMMENTARY THROUGH PERFORMANCE POETRY

10th grade
8 lessons

To encourage listening and speaking, students explore the history of performance poetry, identify tone, write poetry of social commentary, give oral directions, perform in a poetry competition — a Slam, and produce a written reflection of their process and performance.
Strategies used:  To read fluently at instructional level; utilize active listening skills; utilize effective presentation skills.
This unit consists of eight lessons.  Each lesson begins with a listing of specific information including sources of literature, handouts, words to know, and formative assessments. Each lesson contains sequenced learning activities designed to provide scaffold instruction (building in previous knowledge) and practices to develop student mastery of skills.
Handouts including graphic organizers
Formative and Summative Assessment
Glossary

Unit Plan: Lessons

The units will last 8-12 days depending on length of class periods.

Poetry as Social Commentary Word HTML (with links to documents)
Performance Poetry as Social Commentary Word HTML (with links to documents)
Poems with Tone and Mood Word HTML (with links to documents)
Qualities of a Poetry Slam Word HTML (with links to documents)
Borrowed Inspiration: Writing Social Commentary Word HTML (with links to documents)
Borrowed Poem Performance: Practice for Slam Word HTML (with links to documents)
Oral Directions: Practice for the Slam Word HTML (with links to documents)
Performance and Reflection on Listening and Speaking Word HTML (with links to documents)

 Essential Questions:

What makes a quality oral presentation?
How is performance poetry used as social commentary?
How can you defend your ideas without offending your audience?
How can you respond positively to feedback?

Summative Assessment and Scoring Guides:

 

PREVIOUS LEARNING

TARGETED LEARNING

FUTURE LEARNING

 

Read grade level instructional text with fluency, accuracy and appropriate expression.

 

 

      R1I    Read grade-level instructional text with fluency, accuracy and appropriate expression, adjusting reading rate to type of text.

 

 

Read increasingly difficult text with fluency, accuracy and appropriate expression.

 

Identification of effectiveness in presentations.

 

  LS1    Listen for enjoyment and to   evaluate own and others’ effectiveness in presentations, using provided criteria.

 

Listen critically to make decisions and communicate appropriately and effectively.

 

 

Listen for grade appropriate information and directions.

 

 

LS1      Listen for information and directions.

Listen for information and directions to assure success in academic, personal and work situations.

 

Use active listening behaviors appropriate to previous grade levels.

LS1    Use active listening behaviors.

Use active listening behaviors to clarify communication and demonstrate understanding.

In discussions and presentations, use appropriate body language and respond to questions.

LS2      In discussions and presentations, respond to feedback, defend ideas and demonstrate poise and self-control.

Respond to challenges and criticism in a manner that is acceptable to society.

Use designated time constraints in presentations.

LS2      Create concise presentations.

Prepare, organize and present relevant and concise information in academic, personal and work situations.