LESSON FIVE: Borrowed Inspiration: Writing Social Commentary

                             

LESSON DESCRIPTION

Students write a poem using a social theme.

 

GRADE-LEVEL EXPECTATIONS

R1D        Read grade-level instructional text with fluency, accuracy, and appropriate expression.

R1I          Compare, contrast, and analyze text ideas and own experiences

W3D       compose text for various audiences and purposes, selecting and applying appropriate format, style, tone and point of view.

LS1         Listen for enjoyment.

LS2         create concise presentation and demonstrate poise and self-control.

 

LESSON MATERIALS

§         Sources of literature 

o        None

 

§         Supplies 

o        Judging criteria scoring guide created in Lesson Four

o        Tone and Mood graphic organizer with copied poems from Lesson Three

o        Overhead copy of Gwendolyn Brooks’ We Real Cool or other social commentary poem

o        Blank overhead for teacher modeling of “borrowed poem”

o        Borrowed Inspiration assignment sheet

o        Access to poetry anthologies and text, Internet

 

§         Handouts provided

o        Borrowed Inspiration assignment

 

§         Words to Know

o        analyze

o        compare

o        contrast

o        point of view

o        style

o        tone

 

FORMATIVE ASSESSMENT 

Using the Borrowed Inspiration handout, students should individually write a “borrowed poem” of at least ten lines, using poetic format and correct/intentional punctuation, usage and spelling. Students perform their “borrowed poem” for a small group-mini Slam.  Scoring guide provided.

 

LEARNING ACTIVITIES

  1. Distribute class Slam competition scoring guide. Orally review criteria.

 

Idea

Suggested anthologies:

100 Great American poems, Dover Publishing, 1998

American Women Poets. Wesleyan University Press, 2002

Anthology of Modern American Poetry. Oxford University

Norton Anthology of Poetry.

Urban Rage in Bronzeville: Social Commentary in the Poetry of Gwendolyn Brooks, 1945-1960. B. J. Bolden

 

  1. Students practice the second favorite poem copied from Lesson Three with the actual scoring guide in their small groups. Encourage students to consider tone and performance style what will emphasize that tone.

 

 

  1. Using We Real Cool or another favorite poem on social commentary, model using the title, a line or the pattern as stimulus for writing own poem. Include credit to the poet and poem title as your inspiration.

 

Question

for

Students

How do I cite (give credit) to the original poem?

Ex. Student poem inspired by Gwendolyn Brooks’ We Real Cool.

 

  1. Instruct students to choose a title, line or pattern from one of the poems copied during Lesson Three.

 

  1. Using the Borrowed Inspiration handout, Individually students should write a “borrowed poem” of at least 10 lines, using poetic format and correct/intentional punctuation, usage and spelling. The poem should be in the genre of social commentary.

 

ideas

One option might be for students to write a “borrowed poem” with a partner. This might assist struggling poets and ease performance anxiety.

 

  1. Inform students they will be performing their “borrowed poem” the following day.