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Learning Outcome 11: Demonstrate sufficient technology skills and the ability to integrate technology into classroom teaching/learning

The integration of technology in the classroom in this day and age is critical for students. They are surrounded by technology 24/7 in their everyday lives. Technology, however doesn’t have to solely be digital. Technology can refer to many different types of mediums to convey messages. In today’s world students must be able to read, critique, and create meaning through print and non print texts. It is also crucial for students to recognize the impacts and purposes that different mediums can afford.

This learning outcome gives teachers a great deal of opportunities to truly engage students in their “language.” Students are used to speaking through visual media and images. They understand this because they are bombarded with these images all the time. Using this type of learning, through technology, we can begin to make the connections to literature, society, and other texts.

In a poetry unit used with an urban 11th grade audience, it required that students not only read poetry, but that they watch and listen. These videos and audio clips are from online sources, therefore technology must be integrated into the lesson. In fact, students were using their own knowledge of YouTube and web surfing to find spoken word poems on their own time after I provided them with the method.

The Poetry Unit shown below integrates technology, while asking students to use literary conventions of poetry as well as written and spoken language. This unit incorporates listening, speaking, writing, reading, viewing, and creating. It attempts to have students relate to poetry through a visual and auditory comprehension and transfer that learning to reading and writing, to speaking and performing.

Poetry as Art and Activism

Monday 11/26

Do Now: What is your definition of poetry? What do you expect when you read poetry?

Read: Why by Jadakiss

Discussion Questions:

• What is the meaning behind this rap? How do you know?

• What techniques are in rap that are similar to poetry? Find textual examples.

Read: Do Not Go Gentle Into That Good Night by Dylan Thomas

Discussion Questions:

• What is the meaning behind the poem? How do you know?

• What techniques are similar between the rap and this poem?

Writing:

• Can we consider rappers as poets? Can we consider poets as rappers? Why or why not? * Use textual evidence from the rap and poem to support your answer.

Tuesday 11/27

Do Now: Describe yourself as though you are a stranger looking in. Be sure to include a description of: your physical appearance, your internal qualities, your actions, and your surroundings.

Instruction: symbolism, metaphor, imagery

Discussion Questions:

• Show example of I Am poem created by a student

• What different things are being described in the poem? (Look at the stanzas individually)

• How is the poem organized?

• Does it rhyme?

• What is the theme?

Writing: Complete “I Am” Poem

Wednesday 11/28

Do Now: “Poetry… is… a speaking picture with this end: to teach and to delight”

– Sir Philip Sydney

What do you think this quote means? Do you agree with it? Why or why not?

“If I Should Have a Daughter”

– Have students read the poem

• What is your initial reaction?

• What are some examples of metaphor/symbolism/imagery?

• Figurative vs. Literal language

Watch:

Discussion:

• What is your reaction now?

• How was watching different from reading?

• What stood out to you specifically?

• What does the poet do to move us?

Writing: How does reading poetry differ from watching/listening to poetry? What are the affordances and limitations of each?

11/29 – 11/30

FINALS

Monday 12/3

Do Now:

Instruction: Tone/Mood

Read: “Lost Generation” by Jonathan Reed

Discussion:

• What is your first reaction?

• What is the tone?

• Highlight phrases or words that lead you to understanding the tone

Read: Poem Backwards

• Is your mind blow?

• How is the tone different?

• Same words, same phrases – so what makes this tone different?

• When writing and reading poetry, it’s important to remember that everything is intentional.

Activity:

Get into groups and create a Found Poem that changes the tone of “If I Should Have a Daughter”

Tuesday 12/4

Do Now: “So avoid using the word ‘very’ because it’s lazy. A man is not very tired, he is exhausted. Don’t use very sad, use morose. Language was invented for one reason, boys - to woo women - and, in that endeavor, laziness will not do. It also won’t do in your essays.”

― N.H. Kleinbaum, Dead Poets Society

What does this quote mean and how does it relate to poetry?

Competition: Who ever can come up with the most words for “WALK”(verb) wins a prize

Watch: Poetic Stick-Up



Read: transcript of “Poetic Stick-Up”

• What is the point of this poem? Evidence?

• How does this poet use specific words to make this poem more effective?

• What words stand out?

• What is good word choice?

Instruction: Concision/Specificity

Choose strong verbs and specific nouns

• Play with the meaning of words

o Change has two meanings -> coins and the act of transforming

o Digits -> fingers or numbers

Exercise: Write your life story in 6 words

Wednesday 12/5

Do Now: “Poetic Stick-Up” presented the reader with a message about a big issue in society. How did the poet use poetic devices (word choice, metaphor, simile, tone, allusion , etc.) to get his message across?

Social Activism: intentional action to bring about social, political, economic, or environmental change

Re-read “Poetic Stick-Up”

• How is this poem a form of social activism?

• What is it addressing?

• Why does the poet use pop culture references?

Watch: “I Do” by Andrea Gibson



Read Transcript

• What social issue is being addressed here?

• How does she take her stance on it?

• Gay Rights movement – Civil Rights – Hippie Movement

Words are power. They get people thinking and talking. Spoken word often acts as a voice for change.

Thursday 12/6

Do Now: Create a list of as many issues in today’s society that you can think of.

WE DO: Word Association model using an issue of student choice

Read: “Poem for a Poet” – Student written spoken word poem

Deconstruct poem with Spoken word poem checklist

Begin writing spoken word poem on a social issue

Friday 11/7

MEDIA PRESENTATIONS

Monday 12/10

Do Now:

Peer Review

Conferences

Editing/Revising

Tuesday 12/11

Do Now:

Personal Poem Writing

Wednesday 12/12

Final Editing and Revising

Thursday 12/13

Do Now:

Poetry gives us insight into a time period

Honors – Sylvia Plath

1st, 6th, 7th – Langston Hughes and the Harlem Renaissance

Friday 12/14

Café Day – Poetry Slam

FOOD, DRINKS, AND POETRY

WHAT TO THINK ABOUT WHEN WRITING

SPOKEN WORD POETRY

□ PASSION ABOUT TOPIC

o Do you care about what you are writing about?

o Research it so that you can be more aware and reference important events

□ PLAY WITH WORDS

o Do the words you chose have other meaning?

o Can you reference people or things that have to do with your topic?

o Are there clichés that fit your topic? Can you change them?

□ THINK OF DIFFERENT WAYS TO SAY IT

o Can you express it more creatively?

o Use metaphor, simile, imagery… etc.

□ FREE VERSE or RHYME

o Either way there is a rhythm

o Use alliteration to add to sound

A stylistic device, or literary technique, in which successive words begin with the same consonant sound or letter.

□ PUNCTUATION

o Where are the pauses? They add stress to certain lines.

o Capitalize, italicize, bold – play with the way you’ve written it to get a point across.

□ REPETITION

o Most poets come full circle in their writing (Return to what they said at the beginning at the end)

o Repeating important words of phrases emphasizes the main point

□ TONE

o Be aware of the tone you are using

o How do you want the reader to receive your attitude on the topic?

THE WRITING PROCESS

SPOKEN WORD POETRY

□ BRAINSTORM

o Create a list of topic you may want to address

o Choose one topic that you are most passionate about

o Write as many words or phrases that are associated with the topic as you can think of

□ WORD ASSOCIATION

o Try to think of how your words connect to each other

o Once there is a connection between your ideas you can begin outlining the poem

□ WRITE THE POEM

□ RE-READ YOUR POEM (OUTLOUD)

o Spoken word is meant to be performed. Read it out loud so that you can hear it.

o Is there anything you can do to make your poem better?

o Add figurative language?

o Add rhyme, rhythm, alliteration, song?

□ EDIT AND REVISE

o Make the alterations and re-read it again

□ PRACTICE PERFORMING

o Just like you make choices with your words when writing, you need to make choices with you voice and actions when you are performing

o Try different things – shouting, singing - whatever enhances the meaning of your poem and grabs an audiences’ attention

SPOKEN WORD POETRY

WHERE ART MEETS ACTIVISM

Spoken Word poems are written for two very important reasons: Self Expression and Social Activism.

You have a message to give.

Be the mailman of your generation

Delivering letters and words

That demand to be heard

And herd your ideas into a poem.

Voice your opinion because fact

Of the matter is that you matter

And every dance you do across paper

Spurs movement in us all

So use your pen as the beat

That guides your lips

To speak volumes.

Task: Write two spoken word poems to be published in a class book of poetry and performed at

□ Spoken Word poem about an issue in society

□ Spoken Word poem about something you are passionate about

□ Perform Spoken Word poem at Café Day

PUBLISHING DAY: Thursday 12/13/2012

(Due Date for written poems)

PERFORMANCE DAY: Friday 12/14/2012

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