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Sample Lesson Plans Using NSC TemplateUnit Title: Personal Rights and ResponsibilitiesGrade: 8R (13 students)Lesson Duration: one hourDate: Friday, February 3, 2017Focus Strand: ReadingSub-strand: Reading for Meaning and EnjoymentTopic: PoetrySub-topic: Rhythm in “And Now” by J.B. BoothroydPrior LearningStudents are already familiar with lineation, rhyme, onomatopoeia and repetition. They also know common words which describe rhythm such as fast, slow, and quick.ResourcesAbrams, M. H. (1999). A Glossary of Literary Terms: Seventh Edition. Boston: Heinle & Heinle.Arp, Thomas & Greg Johnson. (2008). Perrine’s Sound and Sense: An Introduction to Poetry, Twelfth Edition. Australia: Wadsworth.McDermott, Harold. (2018). Caribbean Advanced Proficiency Series: Literatures in English Poetry Module. Clarendon: GSD Global Integration.Roberts, Edgar. (2006). Writing About Literature: Eleventh Edition. New Jersey: Pearson Prentice Hall. Instructional MaterialChart with poem, tape recorder to play section of dance hall song and to record and replay students’ rendition of poem, work sheets, musical percussion instruments for a band to accompany the reading of the poem, vocabulary chartAttainment TargetStudents should become sensitized to the poet’s use of various poetic devices to achieve a particular rhythm in the poem.BenchmarksBy the end of the lesson the students should be able toIdentify the use of poetic devices such as onomatopoeia, pun, rhyme, alliteration, repetition and lineation.Show appreciation for the rhythm of the poem through expressive choral pare their feelings about their responsibilities re use of music with the persona’s attitude towards the rhumba.Work cooperatively to describe and account for the rhythm of the poem. Summary of ContentJ. B. Boothroyd’s “And Now” is a five-stanza free verse poem depicting the ironic annoyance of a persona who wants the rhumba to be banned due to its pervasive, repetitious, up-tempo rhythm. While the persona expresses disgust at the music, the poem’s structure accentuates how enjoyable the rhythm is through the use of onomatopoeia, pun, rhyme, alliteration, repetition and lineation.Objective 1Onomatopoeia is “[a] blending of consonant and vowel sounds designed to imitate or suggest the object or activity being described…” (Roberts 2006). Examples of onomatopoeic words in the poem are “shicker”, “shee”, “bang” and “spatter”. According to Abrams (1999) pun “is a play on words that are either identical in sound (homonyms) or very similar in sound, but are sharply diverse in meaning.” In the poem, there is a play on the word “banned” (which suggests prohibiting as well as a musical group) and on the word “orchestrated” (which suggests plotted as well as operating as a part of an orchestra).Rhyme refers to “[t]he repetition of the accented vowel sound and all succeeding sounds in important or importantly positioned words….” Some categories of rhymes are called internal, end, approximate, and perfect rhymes (Arp and Johnson, 2008). Examples of rhyming words in the poem are as follows: “fidget” and “midget”, “spatter” and “flatter”, and “shicker and “ticker”.Alliteration refers to “[t]he repetition of identical consonant sounds (most often the sounds beginning words) in close proximity (Roberts, 2006). An example of alliteration in the poem is the repetition of the plosive ‘b’ and ‘p’ sounds in the lines, “Ba band another rum-/Ba band a pluck and strum-/ Ba band….” Alliteration is used throughout the poem to emphasize the sound of the music.Words such as “band”, “ticker” and “shicker” are repeated throughout the poem. Along with these, entire lines are repeated; for example, “Turn on the radio,/ Mammoth set or midget,/ All you seem to get/ Is the orchestrated fidget” is repeated in the poem to highlight how pervasive the rhumba music is.Lineation or line break in poetry “is never arbitrary or incidental; it is deliberately intended to affect the sense we make of the line.” Enjambment occurs when “there is no acknowledged pause at the end of a line because the logical or grammatical sense of the line carries over into the next line. This feature has been used by poets to quicken the pace of the poem and to suggest unbroken thought or agitated states of mind for a speaker (McDermott, 2018). Several lines in the poem are short and carry over the idea to create this effect, for example, It’s a rum- Ba band another rum- Ba band a never slum- Ba band there’s any num- Ba of rum- Ba bandsObjective 2By using musical instruments, modulated volume and pace as well as careful enunciation, the students will engage in expressive choral speaking.Objective 3Students may note that even though they may enjoy playing their favourite music loudly, responsible behavior requires that they respect others who may not wish to hear it. Like the persona, there may be those who wish that some popular tunes be banned as they are seen as a nuisance. Objective 4J.B. Boothroyd’s poem, “And Now” uses an up-tempo, pulsating and jarring rhythm to reflect the persona’s annoyance with the rumba and to emphasize its impact on the hearers. Boothroyd uses lineation to help in creating this rhythm with many line breaks, especially after the first syllable of the word, “rumba”. The many short lines also help to make the rhythm discordant. In addition, the poet’s use of alliteration (especially with “b”, “m”, “k” and “sh” sounds) highlights the jarring effect of the music. Onomatopoeia also contributes to this rhythm since words like “shicker”, “bang”, “spatter” and “ticker” help to give the aural image of what the sound of the words suggests. Finally, Boothroyd uses repetition as well to add to the pulsating rhythm of the poem. The repetition of lines like, “it’s a rum-/ Ba band another rum-“ helps to make the beat faster and more up-tempo. The poet uses several poetic elements to contribute to a discordant beat which reflects the music it is all about.EngagementStudents will listen to a recording of a popular dancehall song and express how they would feel if they had to listen to that rhythm morning, noon and night. They will be asked to justify their responses. They will then be asked which of the items in the charter of rights allows for free choice of musical expression and entertainment and what responsibility accompanies this.(The 2010 amendments to Jamaica’s Charter of Rights states that we have “the right to freedom of expression” and “respect for and protection of private and family life, and privacy of the home.”ExplorationIn their pre-assigned groups, students will be asked to use their smart phones, laptops, and dictionaries to complete a worksheet giving the meanings of the following terms related to the poem:Mammoth- large, gigantic, huge, enormous/ species of large extinct elephantMidget – a very small person or thingFidget – move about restlessly/ agitationOrchestrate – arrange music for orchestral performance/ plan or coordinate a situation for a desired effectBanned – officially or legally prohibited, forbidden, or outlawedBand – a group of instrumentalists playing specialized musicRumba – a rhythmic dance with Spanish and African elements, originating in CubaThe students will then listen to a model reading of the poem while jotting down the following:What image or picture does the title bring to your mind? (It suggests an announcement for a performance and a continuation of something.)Who do you think the persona is? (maybe an adult male or female since he or she is annoyed at a popular music form)Where is the persona? (maybe at home or in a public space since there is reference to the rumba being played on any size radio)What is happening in the poem? (The persona is expressing annoyance at the popularity of the rumba, even while giving a catchy rendition of it.)Do you like the poem? Why/why not?ExplanationThe students will engage in a choral reading of the poem while a member of each group plays the musical instruments. This will be recorded. They will then formulate and ask questions of one member of the class who pretends to be the poet. The questions and answers will be geared at identifying the poetic devices which contribute to the rhythm of the poem. Some possible questions and answers are as follows:Mr. Boothroyd, what did you have in mind with the many short lines in the poem? Answer: These lines help to build the speed and so reflect the music of the rumba.Was there any particular reason for the frequent use of “m”, “b”, “sh” and “k” sounds”? Yes, these sounds help to highlight how loud and pulsating the rhythm of the rumba is. Were you trying to confuse readers with your use of the words “banned” and “orchestrated”?No, not at all, I was just playing on the different meanings.The students will then express their attitude towards their rights and responsibilities with regard to musical expression and entertainment. Then they will compare their attitudes with that of the persona, referring to the relevant lines in the poem.Extension Students will listen to the recording of their choral rendition of the poem. They will then reflect on what poetic elements contribute to the rhythm. Each group will suggest at least one element and explain how it contributes to the rhythm.EvaluationFormative assessment will take place throughout the lesson as both the students and the teacher will note how well they were able to do the following:Identify poetic elements and comment on their contribution to the rhythm of the poemEngage in choral reading of the poem in an expressive way to show appreciation of the rhythmCollaborate in order to give logical responsesShow awareness of their rights and responsibilities with regard to enjoyment of musicUse evidence from the poem to support their ideasA summative assessment will take the form of students using words from the vocabulary list to describe the rhythm of the poem and explain what poetic elements contribute to it. This will be done in the form of a paragraph from each group.Overall EvaluationThe LessonThe lesson was quite effective since it was interactive, pupil-centred, challenging and creative. There were several opportunities for students to ask and answer questions as well as to interact with each other, and not just with the teacher. Furthermore, there was not too much teacher-talk and an inductive, rather than deductive approach was taken. Also, the lesson catered to the various learning styles, interests and levels, thus achieving differentiated instruction. The students’ prior learning formed the basis for growth in their appreciation of poetry and they were gradually scaffolded in this. The incorporation of musical instruments and careful selection of poem also contributed to the lesson’s effectiveness. All the benchmarks were met, but the time was inadequate for all the activities, so some of them were too rushed.The StudentsThe students’ performance was also good since they were attentive, cooperative, and alert. They had expressed a dislike for poetry in previous classes, so it was a relief to see them come alive in today’s class. They were not distracted mainly because they enjoy music and like to dance to popular rhythms. At first, they seemed reluctant to work together in their groups, but the use of the motivational chart and token economy encouraged them to work well together. Even though they had not known the term “pun” and some unusual words for describing rhythm before, their enthusiasm inspired them to figure these out and apply them to the poem.The TeacherFinally, I am satisfied that I executed the lesson effectively; however, I need to work on my confidence level. I was well prepared, having gone to the classroom early to arrange everything for the lesson. In addition, I was enthusiastic about teaching poetry and had challenged myself to help my students develop more interest in the topic. Nonetheless, I tend to be soft-spoken, so the students at the back had to strain to hear me at times. I will therefore practise projecting my voice some more.And Now By J. B. BoothroydIt’s a rum-Ba band another rum-Ba bandA never slum-Ba band there’s any num-Ba of rum-Ba bands Shicker-shicker-shicker,Turn on the radio,Mammoth set or midget,All you’ll ever getIs the everlasting fidgetOf a rum-Ba band another rum-Ba band a pluck and strum-Ba band with aShicker-shicker-shicker-shickerShee shicker-shick and aTicker-ticker-ticker-tickerTee ticker-tick and aBoom and a noble and a clangAnd a bangAnd a clatter and a natterLet it clatterLet it spatterLet it spatterDoesn’t matterGetting flatterTurn on the radio,Mammoth set or midgetAll you seem to getIs the orchestrated fidgetOf a rum-Ba band another rum-Ba band, there’s any num-Ba…To play the rum-Ba…Can’t someone have the rumba banned? (Shicker-shick)-3810084190Vocabulary Chart for Describing RhythmRhythm: beat or metre based on the poet’s arrangement of syllablesDiscordant: not in harmonyJarring: discordant, gratingUp-tempo: at a fast tempoSoothing: calming, relaxing, harmoniousPulsating: vibrating, throbbingStaccato: having each sound or note sharply separated from the others0Vocabulary Chart for Describing RhythmRhythm: beat or metre based on the poet’s arrangement of syllablesDiscordant: not in harmonyJarring: discordant, gratingUp-tempo: at a fast tempoSoothing: calming, relaxing, harmoniousPulsating: vibrating, throbbingStaccato: having each sound or note sharply separated from the others-340242-361507Sample Paragraph Describing and Accounting for the Rhythm in “And Now”J.B. Boothroyd’s poem, “And Now” uses an up-tempo, pulsating and jarring rhythm to reflect the persona’s annoyance with the rumba and to emphasize its impact on the hearers. Boothroyd uses lineation to help in creating this rhythm with many line breaks, especially after the first syllable of the word, “rumba”. The many short lines also help to make the rhythm discordant. In addition, the poet’s use of alliteration (especially with “b”, “m”, “k” and “sh” sounds) highlights the jarring effect of the music. Onomatopoeia also contributes to this rhythm since words like “shicker”, “bang”, “spatter” and “ticker” help to give the aural image of what the sound of the words suggests. Finally, Boothroyd uses repetition as well to add to the pulsating rhythm of the poem. The repetition of lines like, “it’s a rum-/ Ba band another rum-“ helps to make the beat faster and more up-tempo. The poet uses several poetic elements to contribute to a discordant beat which reflects the music it is all about.00Sample Paragraph Describing and Accounting for the Rhythm in “And Now”J.B. Boothroyd’s poem, “And Now” uses an up-tempo, pulsating and jarring rhythm to reflect the persona’s annoyance with the rumba and to emphasize its impact on the hearers. Boothroyd uses lineation to help in creating this rhythm with many line breaks, especially after the first syllable of the word, “rumba”. The many short lines also help to make the rhythm discordant. In addition, the poet’s use of alliteration (especially with “b”, “m”, “k” and “sh” sounds) highlights the jarring effect of the music. Onomatopoeia also contributes to this rhythm since words like “shicker”, “bang”, “spatter” and “ticker” help to give the aural image of what the sound of the words suggests. Finally, Boothroyd uses repetition as well to add to the pulsating rhythm of the poem. The repetition of lines like, “it’s a rum-/ Ba band another rum-“ helps to make the beat faster and more up-tempo. The poet uses several poetic elements to contribute to a discordant beat which reflects the music it is all about.-435935300208Work Sheet for Unfamiliar VocabularyIn your groups, use smart phones, laptops and dictionaries to fill in the blank spaces, giving the meanings of the expressions.Mammoth: species of l___________ e_______________ e________________/ g_____________, h_____________, e___________________Midget: a v__________ s____________ p______________ or t________________Fidget: m___________ a_______________ r_____________________/a_____________________Orchestrate: a_______________ m____________ f______ o_______________ p________________/ p_______________ or c______________________ a s___________________ for a d______________ e______________Banned: 0_________________ or l________________ p______________________Band: a g_________ of i______________________ P________________ s______________________ m_________________Rumba: a r________________ d______________ with S_________________ and A_______________ e________________________00Work Sheet for Unfamiliar VocabularyIn your groups, use smart phones, laptops and dictionaries to fill in the blank spaces, giving the meanings of the expressions.Mammoth: species of l___________ e_______________ e________________/ g_____________, h_____________, e___________________Midget: a v__________ s____________ p______________ or t________________Fidget: m___________ a_______________ r_____________________/a_____________________Orchestrate: a_______________ m____________ f______ o_______________ p________________/ p_______________ or c______________________ a s___________________ for a d______________ e______________Banned: 0_________________ or l________________ p______________________Band: a g_________ of i______________________ P________________ s______________________ m_________________Rumba: a r________________ d______________ with S_________________ and A_______________ e________________________ ................
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