Lesson Plan 1.5 - Is Poetry Dead? The Past, Present and Future of Poetry
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Overall Expectations |
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1. Reading for Meaning: students read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning; 2. Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning; 3. Reading With Fluency: use knowledge of words and cueing systems to read fluently; 4. Reflecting on Skills and Strategies: reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading. 5. Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes; |
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Specific Expectations |
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READING: 1.5 students extend their understanding of poetry by making rich and increasingly insightful connections between the ideas in them and personal knowledge, experience, and insights, other texts, and the world around them; 1.8 identify and analyze the perspectives and/or biases evident in poems, including complex and challenging texts, commenting with understanding and increasing insight on any questions that may raise about beliefs, values, identity, and power. |
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Learning Skills (Where applicable): |
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This is the last lesson in the Poetry Unit and students will be able to apply what they have learned through their readings and analyses in writing an original poem. They will be able to critique and analyze one another's creative submissions. |
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Learning Goals |
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To build even further upon knowledge of figurative language and basic literary devices; To use this diction to communicate in writing their own original poem. Update: To Select a song of choice for its meaningful lyrics and to apply the Tpcast method of analysis to the song; sharing of the song |
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By the end of this lesson students will be able to: (1) communicate their own poetry in a clear, coherent manner using many aspects of the figurative language studied throughout the unit. Update: Students will share their chosen Song and lyrics with the class while giving a quick overview of the Typcast analysis |
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Materials and Resources |
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Internet Videos (YouTube) Northern Exposure by Phil Desjardins OF LEARNING assessment (Unit Evaluation) The Hill We Climb by Amanda Gorman Quite Early One Morning by Dylan Thomas (Text and recitation by Thomas) Homework Assignment |
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Timing (min) |
Lesson |
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5 |
TODAY'S ICEBREAKER Done Tell about a sport or hobby that you engage in. Also, tell us about a musical instrument that you either play or enjoy hearing. |
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5 |
INTRODUCTION VIDEO Done Overview of the main points about poetry as literature covered in the Unit. A 30 minute AS LEARNING assessment (the 2nd in the unit) to follow later |
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15 |
Short Quiz: UNIT EVALUATION: Assessment FOR Learning |
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15 |
Video Lecture #1 Done Poetry is NOT dead. It lives in popular sales - Why? Many nations and cities have Poet Laureates Play video "The Hill We Climb" written and recited by Amanda Gorman Introduce Performance Poets and Dub Poetry and play video samples |
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30 |
Activity #1 Done For Asynchronous Course Google the text of The Hill We Climb by Amanda Gorman. Audio Record your own reading of the poem, start by telling what you believe the poem title means, as you read, pause frequently to paraphrase and analyze connotations and meanings of specific words and phrases. Look for connotations and specific figurative language.
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5 |
Video Lecture #2 Done Preparation for Assessment OF LEARNING to follow |
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35 |
Activity #2 UNIT EVALUATION: ASSESSMENT OF LEARNING (100 marks 10 weighting) Five (5) Short Answer Questions with Accompanying Rubric |
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15 |
Video Lecture #3 Done Preparation to write an original poem. Write what you know Write what you feel. Write with sensory imagery in mind Write with few words (the Literary Iceberg analogy reviewed) modelling: Northern Exposure by Phil Desjardins |
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30 |
Poetry Activity #3: OF Learning Assignment #2 Poem Creation and Analysis; Brainstorming and Teacher/Partner Feedback Write an original poem using all the literary tools you have acquired in this Unit. |
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25 |
Discuss and peer assess each other's poems. |
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Assignment FOR Learning / Homework |
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Short Story reading: Quite Early One Morning by Dylan Thomas. Listen to Dylan Thomas read Quite Early One Morning as you follow along with the text. Don't rush the reading. Stop and consider anything you may not understand. This assignment should take about 90 minutes to complete, so set aside quiet time to focus and concentrate. Dylan Thomas (1914-1953) was essentially known as a poet although he also wrote autobiographical essays that use poetic and figurative language. This work will be taken up in Lesson #1 of the Short Fiction Unit. |
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Please answer a few short reflection questions based on Lesson #3 on the Exit Card on the Moodle Course Page |
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Reflections (What do I need to do to become more effective as a teacher in supporting student learning?) |
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I need to make the lectures dynamic, making full use of the SmartBoard to illustrate the content and bring it to life. I also need to model the readings with the right tone and emphasis to highlight the emotionality, significant words and sound with clear emphasis. |
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Assessment Strategies Check all that apply (Teacher may modify the list) |
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For Learning |
As Learning |
Of Learning |
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Student product:
Observation:
Conversation: X Student teacher conferences X Small group discussions |
Student product:
X Homework □ Self-analysis sheet □ Peer-analysis sheet Observation: Whole class discussions Group discussions Conversation: X Student teacher conferences X Small group discussions
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Student product:
Observation: □ Student-led discussion/debate
Conversation: □ Student teacher conferences □ Question and answer session |
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Lesson Tools Check all that apply (Teacher may modify the list) |
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Direct Instruction □ Structured overview □Lecture □ Compare & contrast □ Socratic method □ Demonstrations |
Indirect Instruction □ Problem solving □ Case studies (poems) □ Reading for meaning □ Inquiry □ Reflective discussion □ Writing to inform □ Concept formation □ Concept mapping □ Concept attainment |
Instructional Skills □Explaining □Demonstrating □Questioning |
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Interactive Instruction □ PowerPoint □Video clip □ Debates □ Role playing □Brainstorming □ Peer partner □ Learning/analysis □ Discussion □ Laboratory groups □ Cooperative learning □ Groups □ Jigsaw □ Problem solving □ Conferencing |
Independent Study □Essays □ Computer assisted □ instruction □ Journals □ Learning logs □ Reports □ Learning activity packages □ Correspondence lessons □ Learning contracts □ Homework □ Research projects □ Assigned questions □ Learning centers |
Experiential Learning □ Field trips □ Conducting □ Experiments □ Simulations □ Games □ Story telling □ Focused imaging □ Field observations □ Role-playing □ Model building □ Surveys □ Case studies |
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