Title: Performance of Poetry Subject/Course: English Literature
Topic: 20 th and 21 st Century Poetry Grade: 10 Designer(s): Robin Loewald
Stage 1- Desired Results Established Goals: Students will have the opportunity to: a) Be exposed to poetry from the 20 th and 21 st
centuries, b) determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings, c) analyze and present the cumulative impact of specific word choices on meaning and tone 1 and d) critically think about how this knowledge about the poem effects the performance of the poem. Understandings: Poems are a type of spoken art and can be interpreted differently through different performances. They will understand the meaning and overall tone of the poem. How poetic devices affect the tone and meaning of the poem. Essential Questions: What poetic devices does the poet use? How do those poetic devices change the meaning and tone of the poem? How do the poetic devices affect how you read a poem out loud? Do different interpretations change the performance of a poem? Students will know Key poetic vocabulary and devices The poetry of Robert Frost, Langston Hughes, and Billy Collins.
Students will be able to Find specific poetic devices in the poem and use them to find the meaning and tone of the poem. Explain those findings to the rest of the class. Use the poetic devices to decide upon their interpretation for their performance of the poem. Stage 2- Assessment Evidence Performance Tasks: Discussion in pairs and then in the full group. Reading of their poem to the class.
Other Evidence: Participation in the material and discussion. Short presentation about poetic devices in their poem.
Stage 3- Learning Plan
The Hook: Share a video of Neil Hilborns spoken word poetry (http://www.youtube.com/watch?v=vnKZ4pdSU-s). Ask what the class thinks is the difference between spoken word and poetry. Brief discussion about the difference and an explanation about the readings for class.
1 CCSS.ELA-LITERACY.RL.9-1u.1 Here I will remind them of the importance of performance in drama (main focus of our previous lesson) and how that directly relates to the performance of poetry that we will be engaging in today 2 .
The Intro: In a large group we will discuss the different poetic devices most commonly used in poems. On the board I will have written the poetic devices and their examples (not in order), the students will then go up to the board together to match the correct device with its example. After this the students will go back to their seats and we will talk about the connections they have made. Each student will explain the poetic device they connected with the matching example.
The Middle/Heart of the Lesson: After asking the students to break into groups of two, I will assign each group one poem and will ask them to read the poem aloud with their partners, focusing on the poetic devices previously discussed. I will present these questions: What poetic devices does this poet use? How do the poetic devices change the meaning and tone of the poem? After about 5 minutes of focusing on the poem and discussing in pairs, I will present this new question: Now that you understand the meaning of the poem and the intricacies of the make-up, does this understanding change your reading of the poem? The students will discuss this question with their partner and will practice reading the poem aloud again.
Lesson Ending: After discussing in pairs about the different poems, we will break into two large groups, each partner splitting to a different group (a technique called cooperative learning) 3 . In these new groups the students will present their findings to everyone, sharing with them the poetic devices that they found in the poem while still answering the questions raised earlier (What poetic devices does this poet use? How do the poetic devices change the meaning and tone of the poem? And: Does this understanding change your reading of the poem?). After each person shares with their new group we will return as a whole class. (If it is nice outside we will take the performances outdoors as a change of scenery.) Now that everyone has spoken briefly about their poems each group will read their poem aloud to the class and I will share a final Shel Silverstein poem too. If there is extra time I will share a video of Sarah Kay performing spoken word poetry (http://www.youtube.com/watch?v=0snNB1yS3IE 15:08).
Assessment: Students will participate in class discussion and complete a small presentation about their poem to the class. Each student will also read their poem aloud to the class, demonstrating their understanding of the meaning and tone of the poem.