UNIT OVERVIEW
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.
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?
UNIT PLAN
This unit consists of a series of sequenced 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.
|
Lesson One |
Poetry as Social Commentary: Students define social commentary found in poetry. Teacher introduces the summative performance event. § Literature: teacher provided poetry of social commentary, one or more poems per student § Supplies: Social commentary poetry § Handouts: Poetry of Social Commentary Chart, Slam Competition: summative assessment § Formative Assessment: provided |
|
Lesson Two |
Performance Poetry as Social Commentary. Student research poets and give short informal presentations over information. § Literature: None § Supplies: Computer lab/library § Handouts: Student Research Summary § Formative Assessment: provided |
|
Lesson Three |
Poems with Tone and Mood. Students identify and understand the importance of tone in poetry. § Literature: We Real Cool by Gwendolyn Brooks § Supplies: Poetry anthologies and texts; overhead; internet access § Handouts: Tone and Mood graphic organizer § Formative Assessment: provided |
|
Lesson Four
Lesson Five
Lesson Six
Lesson Seven
Lesson Eight |
Qualities of a Poetry Slam. Students discuss performance qualities of Slam and design competition judging criteria. § Literature: None § Supplies: Paper or pencil; overhead or chalkboard; computer lab or internet access § Handouts: worksheet/Table/Grid for developing Slam competition class judging scoring guide, poetry anthology texts § Formative Assessment: provided Borrowed Inspiration. Students write a poem with a social theme. § Literature: None § Supplies: Tone and Mood graphic organizer used in Lesson Three, poetry anthologies and texts for reference, overhead of Gwendolyn Brooks’ We Real Cool or another social commentary poem, blank overheads; access to poetry anthologies, internet § Handouts: Borrowed Inspiration assignment sheet § Formative Assessment: provided Borrowed Poem Performance. Students practice Slam performance using their own poem or a professional poem. § Literature: None § Supplies: Borrowed poem on overhead, overhead of Slam competition class judging scoring guide, students need their completed “borrowed poems” and their copy of the Slam competition class judging scoring guide created in Lesson Four and distributed in Lesson Five § Handouts: None § Formative Assessment: provided Oral Directions. Students continue practice for Slam focusing on listening skills. § Literature: None § Supplies: None § Handouts: Practice Feedback criticism § Formative Assessment: provided Students Perform Slam Competition § Literature: None § Supplies: Scoring guide created in Lesson Four § Handouts: Slam competition class created judging scoring guide, Slam Competition handout, student copies of Performance Reflection Essay § Formative Assessment: provided |
GRADE-LEVEL EXPECTATION CONTINUUM
TARGETED LEARNING represents the specific Grade-Level Expectations (GLEs) that are taught and assessed in this unit. Student mastery of these skills is expected at this grade level. PREVIOUS LEARNING indicates student’s probable beginning skill level. FUTURE LEARNING provides the “next step” for instruction or student application of communication arts skills and concepts. Bolded terms are glossary items.
|
PREVIOUS LEARNING |
TARGETED LEARNING |
FUTURE LEARNING |
|
Read grade level instructional text with fluency, accuracy and appropriate expression.
|
|
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. |
SHOW-ME STANDARDS ALIGNMENT
Goal 1: Students in Missouri public schools will acquire the knowledge and skills to gather analyze and apply information and ideas.
1.2 conduct research to answer questions and evaluate information and ideas
1.4 use technological tool and other resources to locate, select, and organize information.
1.5 comprehend and evaluate written, visual and oral presentations and works
1.8 organize data, information and ideas into useful forms (including charts, graphs, outlines) for analysis and presentation.
Goal 2: Students in Missouri public schools will acquire the knowledge and skills to communicate effectively within and beyond the classroom.
2.1 Plan and make written, oral and visual presentations for a variety of purposes and audiences
2.2 Exchange information, questions, and ideas while recognizing the perspectives of others
2.3 Exchange information, questions, and ideas while recognizing the perspectives of others.
Teacher Reflection
Bibliography
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 Bronzville : Social Commentary in the Poetry of Gwendolyn Brooks, 1945-1960. B.J. Bolden
Internet Resources
www.nku.edu/~diesmanj/poetryindex.html