ALEX Lesson Plan

     

Poetry 2 Day Lesson-Part 2 

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  This lesson provided by:  
Author:Sydni Holm
Organization:University of South Alabama-COE
  General Lesson Information  
Lesson Plan ID: 34762

Title:

Poetry 2 Day Lesson-Part 2 

Overview/Annotation:

The second of a two day poetry unit focuses on poetic meter and comparisons, as well as its relevance to modern day hip-hop 

 Associated Standards and Objectives 
Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 11
7 ) Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) [RL.11-12.7]

English Language Arts
ELA2015 (2015)
Grade: 11
24 ) Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. [W.11-12.6]

English Language Arts
ELA2015 (2015)
Grade: 11
33 ) Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. [SL.11-12.5]

Local/National Standards:

 

Primary Learning Objective(s):

TSWBAT understand poetic meter, simile, and be able to create their own.

TSWBAT create their own poetry and comparisons.

TSWBAT connect poetry with some of its more modern relatives, like hip hop. 

Additional Learning Objective(s):

 
 Preparation Information 

Total Duration:

61 to 90 Minutes

Materials and Resources:

Paper, poem examples

Technology Resources Needed:

Computer with internet capabilities, USB drive

Background/Preparation:

Teacher should be familiar with technology involved, as well as poetic structures. 

  Procedures/Activities: 

 

Introduction:

TED talk: Hip Hop or Shakespeare? https://www.youtube.com/watch?v=DSbtkLA3GrY

Pause video after the examples to ask the class which they think is right.

Some of the examples are really challenging.

 

A lot of poetry uses comparisons, like similes and metaphors- often, they are really advanced rhymes and comparisons.

 

 

 

Instructions:

1. First, have students present their powerpoints/videos from the previous day. Students should be able to explain their choices of pictures and tone as a group clearly and coherently.

 

2. Review what a Shakespearean Sonnet is- rhyme scheme, meter, line number.

Examples: Shakespeare’s sonnet 18, as demonstrated in the video.

What makes some of these raps and poems so impressive, is the quality of the comparisons they use.

 

3. Following this, the students will go back to their computers. They will be told to pick a subject (like a flower, rock, food, etc., from a web page without copyright, or free use pictures, just as they were instructed yesterday)

4. After the students have picked their objects, they will collaboratively write a quatrain of a sonnet-using a simile of metaphor to compare their two objects within the poem.

5. Their sonnet should be typed, and then published to the internet as a PDF

This can be done through Google Docs, and the students should already have an account through the school. If they do not, then they can make one for free.

6. This should take much of the class time. If there is still time at the end, ask students to use earphones, and go to

http://drumbit.pluraldev.com/

Using the “hip hop” setting, at 110 BPM, have the students see if they can match the words in their poem to the beat- if their iambic pentameter is correct, it should line up well.

 


  Assessment  

Assessment Strategies

Formative: Teacher asks questions and observes the class while they are working to check for understanding.

Summative- the students will publish their poetry to the web as a PDF file. 

Acceleration:

Students can further their understanding of poetic meter by applying the iambic pentameter to other types of beats available on the given site. 

Intervention:

If students need extra assistance, they will be in pairs as they work, so they can work with their partner to help them understand it, and they will be able to see other students for examples. 

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.