Poetry a la Carte
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Transcript of Poetry a la Carte
JUMELA BULLOCK
NICOLE LEONARD- DAVIS
DIFFERENTIATED CURRICULUM FOR GIFTED EDUCATION
SPED 6402-640/641
POETRY A LA CARTE
POETRY APPETIZER
POETRY ENTRÉE
POETRY DESSERT
VIVA LA POETRY
Poetry
By: Jumela Bullock
&
Nicole Leonard-Davis
June 1, 2011
SPED 6402
People express themselves in many ways. One common way that people express
themselves is through poetry. Poetry can express one's thoughts, feelings, or emotions towards
various things. The word poetry is derived from the Greek poiesis which means making or
creating. Poetry is a form of art in which language is aesthetic and evocative qualities with or
without its ostensible meaning.
Independent writing or working with other arts such as poetic drama, hymns or lyrics are
ways poetry can be used. There are many different ways to define poetry. Aristotle's Poetics
focused on speech in rhetoric, drama, song, and comedy. Others have concentrated on features
such as repetition and rhyme, and emphasized the aesthetics which distinguished poetry from
prose (The Enchanting Verses International Poetry Journal, 2010).
There are various elements that make a good poem. The elements can include creating
rhythm, meters, common metrical patterns, rhyme, alliteration, assonance, lines, stanza, verse
paragraph, and poetic diction. Rhythm and meter are closely related in terms. Rhythm is the
actual sound that results from a line of poetry such as the accents or syllables, while meter helps
in creating a rhythm. This can be done by repetition of the same sound patterns in a line. The
patterns might change throughout the different lines of a poem. Meters capitalize the accent
placement and the length of the line where it is being used. Iambic, trochee, spondee, anapest,
and dactyl are the different types of meters (Ghare, 2010).
Rhyme, alliteration, and assonance are all ways to create repetitive patterns of sound.
They can be used as independent structural element in a poem, to reinforce rhythmic patterns, or
as an ornamental element. Rhyme consists of the last words of the lines can match with each
other in some type of form. The last words of the first and second lines would rhyme with each
other or the first and third, second and the fourth and so on.
Alliteration is the repetition of initial consonant sounds in two or more neighboring
words, syllables, or may begin with the same alphabet. Alliteration in poems can be used as
sound effects, whereas assonance is the repetition of vowel sounds in non-rhyming words
(Ghare, 2010).
Poetry is often separated into lines on a page. These lines can be determined by the
number of metrical feet or it can emphasize rhyming patterns at the end of the lines. If the poem
is not written in a formal metrical pattern, lines can separate, compare or contrast thoughts
expressed in different units, or lines can highlight a change in tone. Lines of poems are often
organized into stanzas. Stanzas are a group of lines of verse forming one of the divisions of a
poem. According to Webster's College Dictionary (2005) stanzas are usually made up of four or
more lines and often have a regular pattern in the number of lines and the arrangement of meter
and rhyme. Stanzas often consist of couplets (two lines) or triplets (three lines). Other poems
may be organized into verse paragraphs which regular rhymes with established rhythms are not
used, but the poetic tone is instead established by a collection of rhythms, alliteration, and
rhymes established in paragraph form. Many medieval poems were written in verse paragraph.
Poetic diction is the way language is used (meaning, sound, and the interaction with
sound and form). Many poetic dictions use repetitive phrases for effect, either a short phrase or a
longer refrain. Poetic diction can include rhetorical devices such as simile and metaphor, as well
as tones of voice such as irony. Aristotle wrote in the Poetics that “the greatest thing by far is to
be a master of metaphor.” Some poets have opted for a poetic diction that de- emphasizes
rhetorical devices attempting the direct presentation of things and experiences and the
exploration of tone. However, Surrealists have forced rhetorical devices to their limits making
frequent use of catachresis (Lancashire. 2011).
Poetry can be written in different forms and styles. Poets use many different types of
poetry when writing. Acrostic, ballad, couplet, elegy, epic, epitaph, free verse, haiku, iambic
pentameter, and sonnet are just a few different types of poems.
Acrostic usually has five lines with the letter the first letter of the first word of each line
spelling a distinct word or message when put together. Ballad is an old style of writing that was
used to tell a story and repeats a common refrain. Couplet is probably one of the most popular
types of poetry used. It consists of stanzas made up of two lines which rhyme with each other.
Elegy is a sad poem that maybe written to express the mourning of a loss or death. Epic poems
are usually long and descriptive which tells a story. Homer's Iliad and Odyssey are examples of
epic poems ( Shukla, 2010).
Epitaph is a poetic inscription engraved upon the grave of a deceased person expressing
affection or fondness for the deceased person. Free verse does not follow any structure or style.
There is no fixed meter and no structure regarding rhyme and lines in each stanza. Modern poets
mainly use free verse. Haiku is a form of Japanese poem being three lines of five, seven and five
syllables each (Bhatti, 2010).
Iambic Pentameter is a very complicated style of writing but is often used by classical
poets. There is one short sounding syllable followed by one long sounding syllable at the end of
each of the five stanzas in a row. Sonnet consists of two parts an eight and six lined rhyme, also
known as octave and sestet (Bhatti, 2010).
As we see, poetry has been around for centuries. It is used as a way to express thoughts
and feelings. There are different types and elements of poetry. Vincent Van Gogh once said,
“Poetry surrounds us everywhere, but putting it on paper is, alas, not as easy as looking at it.”
References
Agnes, M. (2005). Webster's New World College Dictionary (4th
ed.). Cleveland, OH: Wiley
Publishing Inc.
Bhatti, S. (2010, September 16). Poetry Techniques. Retrieved January 13, 2011 from, Website:
http://www.buzzle.com/articles/poetry-techniques.htm
Ghare, M. ( ). Basic Elements of Poetry. Retrieved January 13, 2011 from, Website:
http://www.buzzle.com/articles/basic-elements-of-poetry.html
Lancashire, I. (2011, January). Poetry Basic Elements, Forms, Genres, History, Traditions, and
Definition. Retrieved January12, 2011 from University of Toronto, Department of
English Website: http://www.hinduwebsite.com/general/poetry.asp
Shukla, I. C. (2010, October 22). Types of Poems. Retrieved January 12, 2011 from, Website:
http://www.buzzle.com/articles/types-of-poems.html
( ). History of Poetry. Retrieved January 13, 2011 from, Website:
http://theenchantingverses.weebly.com/history-of-poetry.html
Odyssey
Odyssey is tapping into our creative and imaginative path that involves twists and turns
along the way. It allows you to freely explore through a beautiful, fragrant, breathtaking and
peaceful place from a variety of interests.
Our unit depicts odyssey because poetry can be used to express emotion. Students will
read poems about journeys and create their own poems. To enhance the emotion of any writing
we can use poetic devices. Using metaphors or similes is one way to strengthen (intensify,
vigorize expression, support, vitalize, justify, and enhance) emotion which promotes freedom.
Through poetry workshop student will be able to use creative expression to express how
they can help us make concepts more concrete, personalize abstractions and affect attitudes. This
will give students an opportunity to explore poetry in a variety of different ways, from reading it
to writing it, learning about poets and how they write, and even performing it. The poetry
workshop provides the perfect atmosphere for formal and informal study and a little bit of
language play as well.
Through the reading of various poets and other samples of poetry students will determine
various journeys to express ideas and opinions. Students will determine what their journey is
through gifted education. They will be able to encourage creative expression, and involve
interaction with poetic works. Students will view literary art, view power points, use thinking
maps, and discover their on journey.
Unit Title
Poetry a la Carte
Do you fee like you are not able to express yourself? Look no farther, poetry is here. In this unit
you will explore ways to express yourself through poetry as well as creating a podcast, get the
chance to meet a poet and critique poems.
“Two roads diverged on a wood,
And I took the one less traveled by, And that had made all the difference.”
-Robert Frost-
Content Outline
Poetry
Jumela B., Nicole L-D.
I. Poetry
a. Rhythm:
i. The actual sound that results from a line of poetry such as the accents or
syllables.
ii. The last words of the line can match with each other in some type of form.
iii. The last words of the first and second lines would rhyme with each other
or the first and third, second and forth and so on.
b. Meter:
i. Helps in creating rhythm.
ii. Capitalize the accent placement and the length of the line where it is being
used.
iii. Iambic, trochee, and spondee, anapest, and dactyl are different types of
meter.
1. Iambic meter is s a commonly used metrical line in traditional
verse and verse drama. The term describes the particular rhythm
that the words establish in that line. That rhythm is measured in
small groups of syllables; these small groups of syllables are called
"feet". The word "iambic" describes the type of foot that is used (in
English, an unstressed syllable followed by a stressed syllable).
2. Trochee is a metrical foot of two syllables, one long (or stressed)
and one short (or unstressed). The word trochee is derived from the
Latin trochaeus meaning 'to run'.
3. Spondee is a metrical foot of two syllables, both of which are long
(or stressed). It is difficult to construct a serious poem with
spondees. Spondees therefore usually occur as variants within
different structures.
4. Anapest is a metrical foot used in formal poetry. In classical
quantitative meters it consists of two short syllables followed by a
long one; in accentual stress meters it consists of two unstressed
syllables followed by one stressed syllable.
5. Dactyl is a metrical foot of three syllables, one long (or stressed)
followed by two short (or unstressed).
c. Alliteration:
i. The repetition of initial consonant sound in two or more neighboring
words, syllables, or may begin with the same alphabet.
Can be used as sound effects
II. Critique Guidelines
a. Insight
i. A poem will often give us insight into a person's thoughts. What does this poem tell you about the poet?
b. Informative i. How much information was supplied? Was it enough? Was more
information needed to make the poem more meaningful?
c. Imagery i. This is probably one of the most important factors to consider when
reading poetry. When you read the words, what images do you see? How powerful and vivid were the mental images? Could the poet have painted a more vivid picture?
d. Imagination, Innovation
i. It is important for a poet to use his or her imagination and to be innovative. Use of clichés and hackneyed expressions greatly detract from the poem. Originality is the key. How effective was the poet in this area?
e. Inflated i. Has the poet tended to exaggerate or slip into hyperbole?
Sometimes this technique is used when writing comical poetry but it is important that the poet is careful not to 'over-ice the cake'.
f. Impersonation i. Was the poem in any way reminiscent of the poetry of another?
Again this goes to originality. A poet should always strive to express naturally and should avoid copying the style of any other poet. We may be influenced by poets we admire but our work should always be our own. Careful never to plagiarize.
III. Stanza
i. Lines of poems are often organized into stanzas.
ii. A group of lines of verse forming one of the divisions of a poem.
iii. Made up of four or more lines and often have a regular pattern in the
number of lines and the arrangement of meter and rhyme.
iv. Often consists of couplets or triplets.
IV. Poetic Diction
a. The way language is used
i. Sound and the interaction with sound and form.
ii. Uses repetitive phrases for effect, either a short phrase or a longer refrain.
iii. Can include rhetorical devices such as simile and metaphor as well as
tones and voice such as irony.
V. Famous Poets
a. Emily Elizabeth Dickinson
i. (December 10, 1830 – May 15, 1886) was an American poet. Born in
Amherst, Massachusetts, to a successful family with strong community
ties, she lived a mostly introverted and reclusive life.
b. Edgar Allan Poe
i. (January 19, 1809 – October 7, 1849) was an American author, poet,
editor and literary critic, considered part of the American Romantic
Movement. Best known for his tales of mystery and the macabre, Poe was
one of the earliest American practitioners of the short story and is
considered the inventor of the detective-fiction genre.
c. Maya Angelou
i. Born Marguerite Ann Johnson on April 4, 1928) is an American
autobiographer and poet who have been called "America's most visible
black female autobiographer" by scholar Joanne M. Braxton. She is best
known for her series of six autobiographical volumes, which focus on her
childhood and early adult experience.
d. Robert Frost
i. (March 26, 1874 – January 29, 1963) was an American poet. He is highly
regarded for his realistic depictions of rural life and his command of
American colloquial speech
VI. The Writing Process
a. Pre-Writing
i. Choose a topic, sources of inspiration, Brainstorming, look at your
audience – voice
ii. Graphic organizers help organize and manage ideas.
b. Drafting
i. Write, Write, Write!
c. Revising
i. Share your writing with others and looking at it from a different point of
view.
ii. Adding, deleting, changing, and rearranging the draft
iii. Revision check list
1. Spelling
2. Capitalization
3. Punctuation
4. Grammar
5. Sentence structure
6. Consistent verb tense
7. Word usage and correct meaning
d. Publishing
i. Final presentation
TECHNOLOGY PAPER
Technology affects the advances in poetry. With the use of technology it is possible for
students to become their own poet throughout the week. Exploring the unit, we have discovered
a lot of valuable resources to assist the students with our unit focus on creative writing. The
internet has provided a lot of information and interaction. Using poetry sites such as, the poetry
lounge the students will gain a better understanding of the concepts, vocabulary and the writing
process.
Campers will show how poetry can be used to express emotion through epic poem, free
verse, and ballads. This will involve students defining, composing, critiquing, and publishing
their poetry. The students will use words to convey emotion and meaning by developing an
original piece based on their journey through giftedness.
Real life interpretation will be displayed by the guest poet critiquing the students’ poem
on day 3. The students will also get feedback from their peers as well to complete a finished
product on day 4. The students will be able to go through the writing process to complete their
final product. The guest speaker will share their knowledge and passion for poetry. For their
final product students will add a page to a website that has already been created. They will be
able to go home at night to add things to personalize their page. They will go on to
http://sites.google.com/site/aigsummercamp2011. The email address will be
Lastly, the end product will help the student realize that poetry is a living form of art and
not just words on a page. The student will be able to take poetry to a new level. The campers will
use an audio application called audacity. The students will add their voice to their file and to
their website for peers, parents and teachers to view and comment on. The students will also
have an invitation giving directions on how viewers can log on to access their website.
Partner 1: Jumela Bullock
Partner 2: Nicole Leonard-Davis (Paste your pair’s Unit Task 2: Unit Title (and 4 lessons) Development Assignment here.)
Unit Title: Poetry a la Carte
Title Content Hook Proposed Activities
Day 1
Monday
Poetry
appetizer
Discuss the
following terms: Imagery,
InformativeImagination
Innovation
STUDENTS WILL LISTEN
TO A ONE MINUTE
RECORDING OF “THE
RIVER” BY GARTH
BROOKS. WE WILL
DISCUSS WHAT POETRY
AND MUSIC HAVE IN
COMMON (WORDS WILL
BE PROVIDED TO
STUDENTS)
I WILL GIVE EACH
STUDENT A BAG WITH
ABOUT 20-25 WORDS IN
IT. THEY WILL LOOK AT
THE WORDS AND PUT
THEM TOGETHER TO MAKE
A POEM.
Complete a poem from the poem starter…A Journey is…
Day 2
Tuesday
Poetry Entrée Emily Elizabeth
Dickinson Edgar Allan
Poe Robert Frost
Impersonation
Inflated
THE POETRY LOUNGE:
SELF-EXPRESSION
THROUGH THE SPOKEN
WORD
HTTP://PLAYER.DISCOVER
YEDUCATION.COM/INDEX.
CFM?GUIDASSETID=DC5425FF-D470-4596-
89CD-7DB04A9DD086&BLNFROMSEARCH=1&PRODUC
TCODE=US
Finish poems from famous poets using
the same rhyme scheme.
Create their own “inflated” poem after
listening to Sarah Cynthia Sylvia Stout Would Not Take The
Garbage Out
Day 3 Wednesday
Poetry Dessert
Critique
Revision
Editing
Students will watch a
video clip on How I became a poet.
Meet a guest poet.
Q & A session with
poet. Poetry circle,
revise poems.
Day 4 Thursday
Viva la Poetry Publishing Students will view an
invitation displayed on the
computer.
Record podcast and
add it to webpage
TEMPLATE FOR ACADEMICALLY RIGOROUS ENRICHMENT LESSON TEMPLATE FOR FOUR CAMP LESSONS
POETRY APPETIZER DAY 1
I. DEFINE THE CONTENT
LESSON OBJECTIVE: STUDENTS WILL LISTEN TO A SONG THAT PERTAINS TO ODYSSEY AND CREATE
A POEM FROM WORDS THAT WILL BE PROVIDED TO THEM.
LESSON POINT TO PONDER: (REMEMBER THIS IS A STATEMENT THAT SHOULD ELICIT
CONVERSATION, THINKING AND DEBATE. THIS IS NOT A QUESTION.) MUSIC IS POETRY
II. PREPLANNING: BEGIN WITH THE END IN MIND
A. WHAT 3 ITEMS ARE
WORTH KNOWING?
(THINK ABOUT THE
CONTENT YOU HAVE
SELECTED. WHAT IS
IMPORTANT FOR
STUDENTS TO KNOW?)
AFTER THE LESSON,
STUDENTS WILL KNOW THAT…POETRY IS A PART OF OUR EVERYDAY LIVES
STUDENTS WILL KNOW THAT…THERE ARE STRATEGIES TO HELP THEM
APPRECIATE AND READ POETRY MORE EFFECTIVELY
STUDENTS WILL KNOW THAT…IMAGERY CAN BE USED TO WRITE POETRY
B. WHAT 3 ITEMS ARE
IMPORTANT FOR
STUDENTS TO BE ABLE
TO DO?
(DEFINE WHAT
STUDENTS SHOULD BE
ABLE TO DO AS A
RESULT OF YOUR
LESSON.)
AFTER THE LESSON,
STUDENTS SHOULD BE ABLE TO…USE IMAGERY TO CREATE A POEM FROM WORDS
THAT HAVE BEEN PROVIDED
STUDENTS SHOULD BE ABLE TO…GENERATE A POEM FROM A POEM STARTER…A
JOURNEY IS…
STUDENTS SHOULD BE ABLE TO…USE HIS OR HER IMAGINATION TO CREATE
POETRY THAT IS INFORMATIVE OR IMAGINATIVE
C. WHAT ARE THE
ENDURING
UNDERSTANDINGS THAT
STUDENTS SHOULD
TAKE AWAY FROM THE
LESSON? (DEFINE THE
BIG IDEAS.)
AFTER THE LESSON,
STUDENTS WILL UNDERSTAND THAT…THERE IS A CONNECTION BETWEEN THEIR
WORLD AND THE WORLD OF POETRY
STUDENTS WILL UNDERSTAND THAT…POETRY CAN BE USED AS A FORM OF
EXPRESSION AND THAT IT TELLS A STORY ABOUT ONES JOURNEY
STUDENTS WILL UNDERSTAND THAT…POETRY CAN PAINT MENTAL PICTURES
III. PLANNING
D. ESSENTIAL
QUESTION:
(ONE OVERARCHING
LESSON QUESTION )
IS MUSIC POETRY?
HOW CAN AN ARTIST EXPRESS HIMSELF OR HERSELF THROUGH SONG?
E. ASSESSMENT:
(PERFORMANCE TASK)
WHAT WILL THE
STUDENTS DO TO SHOW
YOU THAT THEY
MASTERED THE
CONTENT?
AFFECTIVE USE OF IMAGERY (STUDENTS WILL BE GIVEN WORDS THAT
HAVE BEEN CUT UP AND PLACED IN A BAG. THEY WILL HAVE TO PUT
THEM TOGETHER TO MAKE A POEM).
F. CONTENT
LIST THE CONTENT FOR
THIS LESSON ONLY.
(OUTLINE THE
CONTENT YOU WILL
TEACH TODAY-THIS
MAY COME FROM YOUR
CONTENT OUTLINE)
IMAGERY, INFORMATIVE, IMAGINATION, INNOVATION
The Writing Process
1. Pre-Writing
Choose a topic, sources of inspiration, Brainstorming, look at your
audience – voice
2. Graphic organizers help organize and manage ideas.
Drafting
Write, Write, Write!
G. HOOK:
(DESCRIBE HOW YOU
WILL GRAB STUDENTS’
ATTENTION AT THE
BEGINNING OF THE
LESSON. BE
CREATIVE.)
STUDENTS WILL LISTEN TO A ONE MINUTE RECORDING OF “THE RIVER”
BY GARTH BROOKS. WE WILL DISCUSS WHAT POETRY AND MUSIC HAVE
IN COMMON (WORDS WILL BE PROVIDED TO STUDENTS)
H. INSTRUCTION:
(TELL, STEP-BY-STEP, WHAT YOU WILL DO.)
1. WE WILL BRIEFLY DISCUSS OUR POINT TO PONDER….MUSIC IS
POETRY. STUDENTS WILL TELL IF THEY AGREE OR DISAGREE
WITH THIS STATEMENT AND WHY? (5 MINUTES)
2. I WILL INTRODUCE THE WORDS (IMAGERY, INFORMATIVE, AND
IMAGINATION, INNOVATION) TO STUDENTS. WORDS AND
DEFINTIONS WILL BE PROVIDED AND DISPLAYED ON A TRI-FOLD
BOARD.
3. IMAGERY- WHEN YOU READ WORDS, WHAT IMAGES DO YOU
SEE? HOW POWERFUL AND VIVID WERE THE MENTAL IMAGES?
COULD THE POET HAVE PAINTED A MORE VIVID PICTURE?
INFORMATIVE-HOW MUCH INFORMATION WAS SUPPLIED?
WAS IT ENOUGH? WAS MORE INFORMATION NEEDED TO
MAKE THE POEM MORE MEANINGFUL?
IMAGINATION, INNOVATION- IT IS IMPORTANT TO USE
YOUR IMAGINATION AND TO BE INNOVATIVE. (10
MINUTES)
4. I WILL GIVE EACH STUDENT A BAG WITH ABOUT 20-25 WORDS
IN IT. THEY WILL LOOK AT THE WORDS AND PUT THEM
TOGETHER TO MAKE A POEM. (15 MINUTES)
5. ONCE STUDENTS HAVE CREATED THEIR POEM THEY WILL SHARE
THEIR POEM WITH THEIR PARTNER (5 MINUTES)
6. STUDENTS WILL BE PRESENTED WITH A POEM STARTER. A
JOURNEY IS….USING ONE OF THE “I‟S” THAT WERE INTRODUCED
EARLIER (INFORMATIVE, IMAGERY, IMAGINATION, INNOVATION)
THEY WILL CREATE A POEM THAT USES THAT TECHNIQUE. (20
MINUTES)
7. I WILL DISPLAY MY POEM ON THE BOARD
A JOURNEY IS…
MOVING FROM PLACE TO PLACE
SOMETIMES DISCOVERING A NEW FACE.
MANY HAVE TRAVELED
BUT HAVE THEY UNRAVELED
THE TRUE MEANING OF A JOURNEY?
SOME SAY IT‟S A WALK THROUGH THE PARK,
OTHERS SAY IT‟S A BREATH OF FRESH AIR.
I SAY IT‟S A GREAT ADVENTURE,
BUT WHERE EVER YOU MAKE YOUR MARK
MAKE SURE OTHERS WILL STARE.
8. STUDENTS WILL SHARE THEIR POETRY WITH A DIFFERENT
PARTNER (5 MINUTES)
9. INTRODUCE WEBSITE. STUDENTS WILL BE ADDING A PAGE TO A
WEBSITE THAT HAS ALREADY BEEN CREATED. THEY CAN GO
HOME TONIGHT AND ADD THINGS TO PERSONALIZE THEIR PAGE.
(15 MINUTES)
10. TO LOG ON TO THE SITE TYPE
HTTP://SITES.GOOGLE.COM/SITE/AIGSUMMERCAMP2011
11. AT THE BOTTOM OF THE PAGE CLICK SIGN IN (TO EDIT THE
PAGE)
12. THE E-MAIL ADDRESS IS [email protected]
13. THE PASSWORD IS SUMMERCAMP
14. YOU CAN GO ON TONIGHT AND EDIT YOUR PAGE HOWEVER YOU
WISH.
JUMELA BULLOCK
Words to “The River” by Garth Brooks
You know a dream is like a river, ever changing as it flows. And a dreamer‟s just a vessel that must follow where it goes.
Trying to learn from what‟s behind you and never knowing what‟s in store Makes each day a constant battle just to stay between the shores.
And I will sail my vessel, „til the river runs dry. Like a bird upon the wind, these waters are my sky.
I‟ll never reach my destination if I never try, So I will sail my vessel „til the river runs dry.
To many times we stand aside and let the water slip away, To what we put off „til tomorrow has now become today.
So don‟t you sit upon the shore and say you‟re satisfied. Choose to chance the rapids and dare to dance the tides.
And I will sail my vessel, „til the river runs dry.
Like a bird upon the wind, these waters are my sky. I‟ll never reach my destination if I never try, So I will sail my vessel „til the river runs dry.
There‟s a bound to be rough waters, and I know I‟ll take some falls.
With the good Lord as my captain, I can make it through them all. And I will sail my vessel, „til the river runs dry.
Like a bird upon the wind, these waters are my sky. I‟ll never reach my destination if I never try,
So I will sail my vessel „til the river runs dry.
__________________________________________________________________Poetic devices used in “The River”: Simile, metaphor, alliteration, hyperbole,
couplet, personification. __________________________________________________________________
Words: (cut words out and place them in a zip lock bag)
SUPER AWESOME TREES FLOWERS
BRILLIANT BLOSSIMING CAR LAS VEGAS
GREENVILLE APPLE ORANGE TOGETHER
DIFFERENT GIFTED EDUCATION LITTLE
MAGNIFICENT GREEN SUNSHINE CREATIVE
MAGNIFY BALL THROW CRAWL
SING DANCE
TEMPLATE FOR ACADEMICALLY RIGOROUS ENRICHMENT LESSON
TEMPLATE FOR FOUR CAMP LESSONS POETRY ENTRÉE DAY 2
I. DEFINE THE CONTENT
LESSON OBJECTIVE: COMPOSE ENDINGS TO VARIOUS POEMS AND MAKE CONNECTIONS WITH POEMS
AND DESCRIBE WHAT THEY HAVE IN COMMON
LESSON POINT TO PONDER: (REMEMBER THIS IS A STATEMENT THAT SHOULD ELICIT
CONVERSATION, THINKING AND DEBATE. THIS IS NOT A QUESTION.)
Poetry is better when read aloud
II. PREPLANNING: BEGIN WITH THE END IN MIND
A. WHAT 3
ITEMS ARE
WORTH
KNOWING?
(THINK ABOUT
THE CONTENT
YOU HAVE
SELECTED.
WHAT IS
IMPORTANT FOR
STUDENTS TO
KNOW?)
AFTER THE LESSON,
STUDENTS WILL KNOW THAT…THEY CAN EXPRESS THEMSELVES THROUGH POETRY
STUDENTS WILL KNOW THAT…POETRY IS A WORK OF ART WHICH CAN BE USED TO
DESCRIBE THINGS AND PEOPLE
STUDENTS WILL KNOW THAT…THEY CAN USE TEHNIQUES AND POETIC DEVICES TO WRITE
POETRY
B. WHAT 3
ITEMS ARE
IMPORTANT FOR
STUDENTS TO BE
ABLE TO DO?
(DEFINE WHAT
STUDENTS
SHOULD BE ABLE
TO DO AS A
RESULT OF YOUR
LESSON.)
AFTER THE LESSON,
STUDENTS SHOULD BE ABLE TO…UNDERSTAND AND APPRECIATE POETRY, FOLLOW THE
WRITING PROCESS TO CREATE ORIGINAL POETRY
STUDENTS SHOULD BE ABLE TO…DEMONSTRATE THE ABILITY TO MAKE CONNECTIONS
BETWEEN A TEXT READ INDEPENDENTLY AND HIS/HER PRIOR KNOWLEDGE, OTHER TEXTS,
AND THE WORLD
STUDENTS SHOULD BE ABLE TO…DRAW CONCLUSIONS AND MAKE INFERENCES. UNDERSTAND HOW TO REVIEW AND REVISE THEIR OWN WRITING.
C. WHAT ARE
THE ENDURING
UNDERSTANDIN
GS THAT
STUDENTS
SHOULD TAKE
AFTER THE LESSON,
STUDENTS WILL UNDERSTAND THAT… THEY CAN UTILIZE THEIR WRITING VOICE, STYLE, AND TECHNIQUE TO EXPRESS IDEAS IN A MEANINGFUL AND INSIGHTFUL WAY
AWAY FROM THE
LESSON?
(DEFINE THE
BIG IDEAS.)
STUDENTS WILL UNDERSTAND THAT…THE STYLE OF POETS CAN BE APPLIED TO THEIR
OWN WRITING
STUDENTS WILL UNDERSTAND THAT…POETS ALSO HAVE A JOURNEY AND SOMETIMES
THEIR JOURNEYS ARE IN THEIR POEMS
III. PLANNING
D. ESSENTIAL
QUESTION:
(ONE
OVERARCHING
LESSON
QUESTION )
How do literary elements contribute to meaning in poetry?
How does poetry allow us to use language techniques, rhythm, and word choice to express ideas and feelings?
E. ASSESSMENT:
(PERFORMANCE
TASK) WHAT
WILL THE
STUDENTS DO TO
SHOW YOU THAT
THEY MASTERED
THE CONTENT?
USING POEMS BY VARIOUS POETS, STUDENTS WILL COMPLETE POEMS USING
THE RHYME SCHEME THE POET USED.
CORRECT USE OF IMPERSONATION AND INFLATED
F. CONTENT
LIST THE
CONTENT FOR
THIS LESSON
ONLY.
(OUTLINE THE
CONTENT YOU
WILL TEACH
TODAY-THIS
MAY COME FROM
YOUR CONTENT
OUTLINE)
Emily Elizabeth Dickinson
Edgar Allan Poe Robert Frost
IMPERSONATION
INFLATED
The Writing Process
1. Pre-Writing
Choose a topic, sources of inspiration, Brainstorming, look at your audience
– voice.
Graphic organizers help organize and manage ideas.
2. Drafting
Write, Write, Write!
G. HOOK:
(DESCRIBE HOW
YOU WILL GRAB
STUDENTS’
ATTENTION AT
THE BEGINNING
OF THE LESSON. BE CREATIVE.)
THE POETRY LOUNGE: SELF-EXPRESSION THROUGH THE SPOKEN WORD (4
MINUTES)
HTTP://PLAYER.DISCOVERYEDUCATION.COM/INDEX.CFM?GUIDASSETID=DC5
425FF-D470-4596-89CD-7DB04A9DD086&BLNFROMSEARCH=1&PRODUCTCODE=US
H.
INSTRUCTION: 1. WE WILL BRIEFLY DISCUSS OUR POINT TO PONDER… POETRY IS BETTER
WHEN READ ALOUD. STUDENTS WILL TELL IF THEY AGREE OR DISAGREE WITH
(TELL, STEP-BY-
STEP, WHAT YOU
WILL DO.)
THIS STATEMENT AND WHY? (5 MINTUES)
2. I WILL INTRODUCE THE WORD IMPERSONATION AND INFLATED (5 MINUTES)
IMPERSONATION: WAS THE POEM IN ANY WAY REMINISCENT OF THE
POETRY OF ANOTHER? THIS GOES WITH ORIGINALITY. A POET SHOULD
ALWAYS STRIVE TO EXPRESS NATURALLY. WHEN YOU ARE INFLUENCED BY
THE WORK OF ANOTHER POET.
INFLATED: WHEN THE POET EXAGGERATE OR SLIP INTO
HYPERBOLE. SOMETIMES THIS TECHNIQUE IS USED WHEN
WRITING COMICAL POETRY.
3. WE WILL READ EXCERPTS OF VARIOUS POEMS, STUDENTS WILL FINISH
THE POEM WITH WHAT THEY THINK WOULD FIT INTO THAT RHYME
SCHEME. (20 MINUTES)
Poem by Emily Dickinson
Our Journey had advanced Our journey had advanced;
Our feet were almost come To that odd fork in Being‟s road,
Eternity by term. Our pace took sudden awe…
Poem 2 by Edgar Allan Poe
Imitation
A dark unfathomed tide Of interminable pride—
A mystery, and a dream, Should my early life seem; I say that dream was fraught
With a wild and waking thought
Poem 3: by Robert Frost The Road Not Taken
Two roads diverged in a yellow wood, And sorry I could not travel both
And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth;
4. I will read a poem by Shel Silverstein: Sarah Cynthia Sylvia Stout Would Not Take The Garbage Out.
This poem is a great example of the term inflated. After students hear the poem, they will write their own inflated poem(25 minutes)
5. Students will share their inflated poem with their partner (5 minutes)
6. Tomorrow we will have a guest poet to come out and talk
with you some more about poetry. I want you to come up with some questions that we can ask the guest poet. Please
write the questions in your journal (10 minutes) 7. Continue to go on our webpage and update your information
(1 minute)
JUMELA BULLOCK
SARAH CYNTHIA SYLVIA STOUT
WOULD NOT TAKE THE GARBAGE OUT
Sarah Cynthia Sylvia Stout
Would not take the garbage out!
She'd scour the pots and scrape the pans,
Candy the yams and spice the hams,
And though her daddy would scream and shout,
She simply would not take the garbage out.
And so it piled up to the ceilings:
Coffee grounds, potato peelings,
Brown bananas, rotten peas,
Chunks of sour cottage cheese.
It filled the can, it covered the floor,
It cracked the window and blocked the door
With bacon rinds and chicken bones,
Drippy ends of ice cream cones,
Prune pits, peach pits, orange peel,
Gloppy glumps of cold oatmeal,
Pizza crusts and withered greens,
Soggy beans and tangerines,
Crusts of black burned buttered toast,
Gristly bits of beefy roasts. . .
The garbage rolled on down the hall,
It raised the roof, it broke the wall. . .
Greasy napkins, cookie crumbs,
Globs of gooey bubble gum,
Cellophane from green baloney,
Rubbery blubbery macaroni,
Peanut butter, caked and dry,
Curdled milk and crusts of pie,
Moldy melons, dried-up mustard,
Eggshells mixed with lemon custard,
Cold french fried and rancid meat,
Yellow lumps of Cream of Wheat.
At last the garbage reached so high
That it finally touched the sky.
And all the neighbors moved away,
And none of her friends would come to play.
And finally Sarah Cynthia Stout said,
"OK, I'll take the garbage out!"
But then, of course, it was too late. . .
The garbage reached across the state,
From New York to the Golden Gate.
And there, in the garbage she did hate,
Poor Sarah met an awful fate,
That I cannot now relate
Because the hour is much too late.
But children, remember Sarah Stout
And always take the garbage out!
Shel Silverstein, 1974
.
TEMPLATE FOR ACADEMICALLY RIGOROUS ENRICHMENT LESSON TEMPLATE FOR FOUR CAMP LESSONS
POETRY DESSERT DAY 3
I. DEFINE THE CONTENT
LESSON OBJECTIVE.
THE STUDENTS WILL EDIT AND REVISE DRAFTS TO IMPROVE COHERENCE AND PROGRESSION OF WRITING.
LESSON POINT TO PONDER: (REMEMBER THIS IS A STATEMENT THAT SHOULD ELICIT
CONVERSATION, THINKING AND DEBATE. THIS IS NOT A QUESTION.)
EVERYONE IS A CRITIC BECAUSE EVERYONE HAS AN OPINION.
II. PREPLANNING: BEGIN WITH THE END IN MIND
A. WHAT 3 ITEMS
ARE WORTH
KNOWING?
(THINK ABOUT THE
CONTENT YOU HAVE
SELECTED. WHAT IS
IMPORTANT FOR
STUDENTS TO
KNOW?)
AFTER THE LESSON,
STUDENTS WILL KNOW THAT… THEY ARE EDITORS OF THEIR OWN WRITING.
STUDENTS WILL KNOW THAT… REVISING MAKES A GREAT PIECE OF POETRY.
STUDENTS WILL KNOW THAT…THEY CAN DEVELOP THEIR OWN VOICE
THROUGH WRITING.
B. WHAT 3 ITEMS
ARE IMPORTANT FOR
STUDENTS TO BE
ABLE TO DO?
(DEFINE WHAT
STUDENTS SHOULD
BE ABLE TO DO AS A
RESULT OF YOUR
LESSON.)
AFTER THE LESSON,
STUDENTS SHOULD BE ABLE TO… THEY WILL BE ABLE TO USE THE POETS
CRITIQUE TO EDIT THEIR WRITING.
STUDENTS SHOULD BE ABLE TO…INTERGRATE THEIR OUTSIDE EXPERIENCES
INTO THEIR POETRY.
STUDENTS SHOULD BE ABLE TO… PUBLISH THEIR PRODUCT TO BE
DISTRIBUTED TO AN AUDIENCE.
C. WHAT ARE THE
ENDURING
UNDERSTANDINGS
THAT STUDENTS
SHOULD TAKE AWAY
FROM THE LESSON?
(DEFINE THE BIG
IDEAS.)
AFTER THE LESSON,
STUDENTS WILL UNDERSTAND THAT… THEY CAN INTREPRET DEEPER
MEANINGS WITHIN LITERATURE.
STUDENTS WILL UNDERSTAND THAT…THEY CAN TRANSLATE THE CRITIQUES
FROM OTHERS INTO FINAL PUBLICATION.
STUDENTS WILL UNDERSTAND THAT…POETS USE TECHNIQUES IN WRITING.
III. PLANNING
D. ESSENTIAL
QUESTION:
(ONE OVERARCHING
LESSON QUESTION )
How can one utilize life experiences as a foundation for creative
and expressive thinking? What makes a great piece of writing?
E. ASSESSMENT:
(PERFORMANCE
TASK) WHAT WILL
THE STUDENTS DO
TO SHOW YOU THAT
THEY MASTERED THE
CONTENT?
THE STUDENTS WILL BE ABLE TO COMPLETE A REVISION AND EDITING
CHECKLIST.
THE STUDENTS WILL BE ABLE TO REVISE THEIR WRITING FOR THEIR FINAL
PRODUCT.
F. CONTENT
LIST THE CONTENT
FOR THIS LESSON
ONLY.
(OUTLINE THE
CONTENT YOU WILL
TEACH TODAY-THIS
MAY COME FROM
YOUR CONTENT
OUTLINE)
THE STUDENTS WILL CONTINUE THE WRITING PROCESS TO BEGIN THERE FINAL
PROJECT.
THE WRITING PROCESS
e. REVISING
i. SHARE YOUR WRITING WITH OTHERS AND LOOKING AT IT
FROM A DIFFERENT POINT OF VIEW.
ii. ADDING, DELETING, CHANGING, AND REARRANGING THE
DRAFT
iii. REVISION CHECK LIST
1. SPELLING
2. CAPITALIZATION
3. PUNCTUATION
4. GRAMMAR
5. SENTENCE STRUCTURE
6. CONSISTENT VERB TENSE
7. WORD USAGE AND CORRECT MEANING
CRITIQUE
WHEN YOU EXAMINE A POEM YOU COULD USE THIS CHECKLIST TO HELP YOU TO
CRITIQUE AND PROVIDE CONSTRUCTIVE FEEDBACK
(PLEASE SCROLL DOWN):
INSIGHT A POEM WILL OFTEN GIVE US INSIGHT INTO A
PERSON'S THOUGHTS. WHAT DOES THIS POEM TELL
YOU ABOUT THE POET?
INTERPRETATION WHAT WAS YOUR INTERPRETATION OF THE POEM? WHAT DO YOU BELIEVE THE POET MEANT FOR YOU TO
INTERPRET?
INFLUENCE, HOW DID THE POEM INFLUENCE YOU? WHAT IMPACT
DID IT HAVE UPON YOU? DESCRIBE FROM YOUR OWN
IMPACT PERSPECTIVE REMEMBERING THAT THIS MIGHT NOT
HAVE BEEN WHAT THE POET INTENDED.
IDEAS COMMENT UPON THE IDEAS USED. WAS THE POET
ORIGINAL?
ILLUSTRATION
HOW WELL DID THE POET OR WRITER ILLUSTRATE HIS
/ HER POINTS? IF A POET USED GRAPHICS TO
ENHANCE HIS / HER POEM, HOW WELL DID THIS FIT? DID THE ILLUSTRATION ENHANCE OR DETRACT FROM
THE POEM?
INSPIRATION POETRY CAN BE VERY INSPIRATIONAL. HOW WERE
YOU INSPIRED BY THE WORK?
INFORMATIVE HOW MUCH INFORMATION WAS SUPPLIED? WAS IT
ENOUGH? WAS MORE INFORMATION NEEDED TO
MAKE THE POEM MORE MEANINGFUL?
IGNITE, INFLAME
OR INCITE
THIS GOES AGAIN TO WHAT KIND OF EMOTION WAS
EVOKED WHEN READING THE POEM. SOMETIMES
POETRY IS INTENDED TO ELICIT A RESPONSE. SOMETIMES THE POET'S INTENTION IS TO INCITE
RATHER THAN IMPACT IN A POSITIVE WAY.
IMAGERY
THIS IS PROBABLY ONE OF THE MOST IMPORTANT
FACTORS TO CONSIDER WHEN READING POETRY. WHEN YOU READ THE WORDS, WHAT IMAGES DO YOU
SEE? HOW POWERFUL AND VIVID WERE THE MENTAL
IMAGES? COULD THE POET HAVE PAINTED A MORE
VIVID PICTURE?
IMAGINATION, INNOVATION
IT IS IMPORTANT FOR A POET TO USE HIS OR HER
IMAGINATION AND TO BE INNOVATIVE. USE OF
CLICHÉS AND HACKNEYED EXPRESSIONS GREATLY
DETRACT FROM THE POEM. ORIGINALITY IS THE KEY. HOW EFFECTIVE WAS THE POET IN THIS AREA?
IMPERSONATION
WAS THE POEM IN ANY WAY REMINISCENT OF THE
POETRY OF ANOTHER? AGAIN THIS GOES TO
ORIGINALITY. A POET SHOULD ALWAYS STRIVE TO
EXPRESS NATURALLY AND SHOULD AVOID COPYING
THE STYLE OF ANY OTHER POET. WE MAY BE
INFLUENCED BY POETS WE ADMIRE BUT OUR WORK
SHOULD ALWAYS BE OUR OWN. CAREFUL NEVER TO
PLAGIARIZE.
INFLECTION HOW HAS THE POET USED PATTERNS OR STRESS AND
INTONATION IN THE POEM? HAS THIS BEEN
EFFECTIVE?
INFLATED
HAS THE POET TENDED TO EXAGGERATE OR SLIP
INTO HYPERBOLE? SOMETIMES THIS TECHNIQUE IS
USED WHEN WRITING COMICAL POETRY BUT IT IS
IMPORTANT THAT THE POET IS CAREFUL NOT TO
'OVER-ICE THE CAKE'.
IDIOMS CHECK FOR USE OF IDIOMATIC EXPRESSION. HAS THIS
WORKED IN THE POEM? SUGGESTIONS?
INTELLECT, INTELLIGENCE
ALTHOUGH IT DOESN'T TAKE GREAT INTELLIGENCE
TO WRITE GOOD POETRY, A LOT OF THOUGHT
SHOULD GO INTO THE WRITING OR RATHER REVISION
OF A FIRST DRAFT. SOMETIMES WHEN I WRITE
CREATIVELY, I LET MY CREATIVE MIND HAVE FREE
REIN BUT I WILL INVARIABLY GO BACK AND PUT A LOT
OF THOUGHT INTO WHAT MY WORDS ARE SAYING, HOW THEY WILL BE READ BY OTHERS AND ALSO INTO
HOW THE TECHNICAL ASPECTS OF THE POEM WORK
(E.G. RHYME IF APPLICABLE, METER ETC.)
INTROSPECTIVE
IS THE POET BEING INTROSPECTIVE OR DOES THE
POEM CAUSE YOU TO BECOME INTROSPECTIVE? POETRY SHOULD ALWAYS LEAD TO REFLECTION AND
THIS MAY LEAD TO ENLIGHTENMENT.
INCOMPLETE
ONE OF THE FAULTS OF MANY POETS IS TO LEAVE AN
IDEA INCOMPLETE OR UNFINISHED. THIS CAN BE
EFFECTIVE BUT IT IS IMPORTANT THAT THE POET
COMPLETES HIS / HER WORK. COULD THE POET HAVE
COMPLETED HIS OR HER IDEAS BETTER? WERE WORDS
MISSING? ETC.
IMPRESSION
THE POET ENTICES A READER WITH THE OPENING
LINE AND LEAVES AN IMPRESSION WITH THE CLOSING
LINE. HAS THE POEM LEFT YOU WITH A POSITIVE OR
LASTING IMPRESSION? THE IMPACT OF SOME OF THE
POETRY I HAVE READ IN MY LIFE HAS LEFT AN
INDELIBLE IMPRESSION UPON ME.
G. HOOK:
(DESCRIBE HOW
YOU WILL GRAB
STUDENTS’
ATTENTION AT THE
BEGINNING OF THE
LESSON. BE
CREATIVE.)
STUDENTS WILL WATCH A BRIEF VIDEO CLIP ON FLEDA BROWN; HOW I BECAME A
POET.
HTTP://WWW.ENGLISH.UDEL.EDU/FLEDA/VIDEO.HTML
UNDER THE HEADING WHAT A POET DOES… WE WILL WATCH THE FIRST VIDEO CLIP. (5 MINUTES)
H. INSTRUCTION:
(TELL, STEP-BY-
STEP, WHAT YOU
WILL DO.)
1. I WILL INTRODUCE THE GUEST POET TO THE CLASS Sean Ingram is the author of “The Passion of the Pen”, “Tears of an Empty Pen”, and “Poetic Prayers of a Fallen Angel”. He is a graduate of The School of the Arts & Communications in Raleigh NC, where he studied Graphic and Multi-Media Design. He was nominated Poet of the Year and the recipient of the International Poet of Merit Award. Sean has founded The Sean Ingram Society Mentoring Program and has dedicated The Sean Ingram Creative Arts Youth Award to young people who strive to use the arts and their creative talents as an expression of their lives while also uplifting and giving back to their community. 2. The poet will take 15 minutes to answer questions that the students wanted to know created at the end of day 2. (15 minutes) 3. He will answer these question if not asked by the students
(10 minutes) A. WHERE DO YOU GET YOUR IDEAS FROM?
B. WHY DO YOU WRITE POETRY? C. WHERE DO YOU WRITE YOUR POEMS? D. HOW LONG DOES IT TAKE YOU TO WRITE A POEM/BOOK?
E. DOES MUSIC INFLUENCE YOUR WRITING? F. WHO DO YOU THINK OF WHEN YOU‟RE WRITING A POEM
4. HE WILL READ HIS FAVORITE PIECE OF POETRY AND TELL WHY THIS
POEM IS SPECIAL TO HIM. (10 MINUTES)
5. THE STUDENTS WILL CREATE A SHARING CIRCLE WITH THE GUEST
POET. THEY WILL HAVE ABOUT 2 MINUTES EACH TO READ THEIR POEM TO
THE POET. THE POET WILL CRITIQUE EACH STUDENT‟S PIECE OF WORK FOR
THE STUDENTS TO REVISE. WHILE IN THE LITERATURE CIRCLE THE
STUDENTS WILL LISTEN TO THE POEMS OF THEIR PEERS AND CRITIQUE
THEIR WRITING USING A CRITIQUE CHECKLIST. (10 MINUTES)
6. STUDENTS WILL HAVE 20 MINUTES TO TYPE THEIR REVISIONS ON THEIR
MINI LAPTOPS. THE STUDENTS WILL SAVE TO A FLASH DRIVE. I WILL HAVE
TWO FLASH DRIVES AVAILABLE FOR THE STUDENTS TO SAVE WORK ON. (20
MINUTES)
7. AFTER SAVING THEIR WORK TO A FLASHDRIVE STUDENTS WILL
COMPLETE A CHECKLIST FOR THEIR WRITING.
REVISION AND EDITING CHECKLIST FOR STUDENT POEMS (AFTER YOU WRITE YOUR FIRST DRAFT, READ THIS REVISION AND EDITING
CHECKLIST. THEN LOOK OVER YOUR DRAFT AND REVISE IT TO MAKE IT
BETTER. BE SURE THAT YOU ARE ABLE TO ANSWER “YES” TO EVERY
QUESTION BELOW.
____1. IS THE POEM “ABOUT” ONE THING? IF I INTRODUCE MANY
DIFFERENT THINGS/PEOPLE/IMAGES INTO THE POEM, DO THEY ALL
CONTRIBUTE TOWARD THAT ONE THING, IN SOME WAY?
____2. DOES THE POEM HAVE A CLEAR POINT OF VIEW?
____3 DOES THE POINT OF VIEW STAY CONSISTENT THROUGHOUT
THE POEM UNLESS I HAVE A GOOD REASON FOR CHANGING IT?
____4. CAN I ANSWER THIS QUESTION: “WHY DOES THIS POEM
WANT TO GET WRITTEN/SAID RIGHT NOW— WHAT’S THE
“TRIGGER” THAT MAKES THE SPEAKER WANT TO SAY WHAT HE OR
SHE DOES, THAT MAKES THE POEM SEEM URGENT, OR AT LEAST
NECESSARY?
____5. HAVE I THOUGHT OF WAYS TO BRING MY READER INTO THE
SCENE? ARE THERE SIGHTS, SMELLS, TASTES, TEXTURES, AND SO
ON, THAT MAKE THE READER FEEL AS IF HE OR SHE IS RIGHT THERE,
IN THE POEM? ____6. DOES THE POEM DRAW THE READER IN AT THE BEGINNING
WITH FRESH LANGUAGE, AN UNSOLVED DILEMMA, A SENSE OF
NEEDING TO KNOW MORE, A CRAZY IDEA THAT MAKES THE READER
WONDER “WHAT NEXT?”
____7. DOES THE POEM FEEL “OVER” AT THE END? HAVE I MOVED
FROM ONE PLACE TO ANOTHER IN THE POEM, CREATING A SENSE OF
“ARRIVAL” AT THE END—NOT THAT ALL PROBLEMS ARE SOLVED, BUT
THAT SOMETHING HAS CHANGED?
____8. HAVE I TRIED TO USE SEVERAL METAPHORS AND SIMILES?
HAVE I STRUGGLED TO INVENT THE FRESHEST ONES POSSIBLE?
____9. HAVE I LOOKED THROUGH EVERY LINE AND ELIMINATED
ANY TIRED, CLICHÉD LANGUAGE?
____10. HAVE I LOOKED AT EACH LINE-BREAK, TO SEE IF MY
CHOICES CONTRIBUTE TO THE MEANING OF THE POEM?
____11. HAVE I USED COMPLETE SENTENCES? DO I HAVE A GOOD
REASON FOR EVERY SINGLE TIME I DON’T USE THEM?
____12. HAVE I USED STANDARD SPELLING, GRAMMAR, CAPITALIZATION, AND PUNCTUATION? DO I HAVE A GOOD REASON
FOR EVERY SINGLE TIME I DEPART FROM THE STANDARD?
NICOLE LEONARD-DAVIS
.
TEMPLATE FOR ACADEMICALLY RIGOROUS ENRICHMENT LESSON
TEMPLATE FOR FOUR CAMP LESSONS VIVA LA POETRY DAY 4
I. DEFINE THE CONTENT
LESSON OBJECTIVE: THE STUDENTS WILL PRODUCE A PODCAST FROM THEIR POETRY WRITING TO SHARE WITH AN
AUDIENCE OF PEERS, TEACHERS, AND PARENTS.
LESSON POINT TO PONDER: (REMEMBER THIS IS A STATEMENT THAT SHOULD ELICIT CONVERSATION, THINKING AND DEBATE. THIS IS NOT A QUESTION.) POETRY IS A FORM OF PERSONAL FREEDOM.
II. PREPLANNING: BEGIN WITH THE END IN MIND
A. WHAT 3 ITEMS ARE WORTH
KNOWING?
(THINK ABOUT THE CONTENT
YOU HAVE SELECTED. WHAT IS
IMPORTANT FOR STUDENTS TO
KNOW?)
AFTER THE LESSON, STUDENTS WILL KNOW …HOW TO DESIGN A PODCAST
BASED ON SKILLS LEARNED THROUGH THE WRITING PROCESS.
AFTER THE LESSON STUDENTS WILL KNOW… THAT THEY ARE ABLE TO
REINFORCE CONTENT SKILLS THROUGH PODCASTING.
AFTER THE LESSON STUDENTS WILL KNOW… CREATIVITY WILL BE
EXPANDED AS THE STUDENT APPLIES THE WRITING PROCESS TO POETRY.
B. WHAT 3 ITEMS ARE
IMPORTANT FOR STUDENTS TO
BE ABLE TO DO?
(DEFINE WHAT STUDENTS
SHOULD BE ABLE TO DO AS A
RESULT OF YOUR LESSON.)
AFTER THE LESSON,
STUDENTS SHOULD BE ABLE TO … PRODUCE A PODCAST TO
COMMUNICATE WITH AN AUDIENCE.
STUDENTS WILL BE ABLE TO…. USE PODCASTING FOR THE PURPOSE OF
REFLECTION AND PERSONAL ASSESSMENT
STUDENTS SHOULD BE ABLE TO… PUBLISH THEIR WRITING TO AN
AUDIENCE FOR COMMENTS.
C. WHAT ARE THE ENDURING
UNDERSTANDINGS THAT
STUDENTS SHOULD TAKE AWAY
FROM THE LESSON? (DEFINE
THE BIG IDEAS.)
AFTER THE LESSON,
STUDENTS WILL BE ABLE TO UNDERSTAND …. THAT PODCASTING WILL
ALLOW THEM TO INCREASE THEIR ABILITY TO INTERACT WITH THE DIGITAL
MEDIA IN MANY DIFFERENT WAYS.
STUDENTS WILL BE ABLE TO UNDERSTAND … THAT CREATIVITY IS
BEING CONVEYED THROUGH THEIR OWN VOICE.
STUDENTS WILL BE ABLE TO….UNDERSTAND THAT THE INTERGRATION OF
WRITING AND POETRY IS EASILY EMBEDDED TO STRETCH OUR THINKING
AND CREATIVITY.
III. PLANNING
D. ESSENTIAL QUESTION:
(ONE OVERARCHING LESSON
QUESTION )
Why is imagery and symbolism as a poetic/literary device important to the understanding/appreciation of poetry?
What does learning about ourselves teach us about others
E. ASSESSMENT:
(PERFORMANCE TASK) WHAT
WILL THE STUDENTS DO TO
SHOW YOU THAT THEY
MASTERED THE CONTENT?
THE STUDENTS WILL COMPLETE A SELF REFLECTION RUBRIC. THEY WILL BE
ABLE TO ASSESS IF THEY DID A GOOD JOB CREATING THEIR PODCASTS.
THE TITLE OF THE RUBRIC IS WHAT MAKES A GOOD PODCAST.
Students will be provided with a paper copy during camp.
F. CONTENT
LIST THE CONTENT FOR THIS
LESSON ONLY.
(OUTLINE THE CONTENT YOU
WILL TEACH TODAY-THIS MAY
COME FROM YOUR CONTENT
OUTLINE)
THE STUDENTS WILL CONTINUE THE WRITING PROCESS TO BEGIN THEIR
FINAL PROJECT.
THE WRITING PROCESS
1. PUBLISHING
A. STUDENTS NEED TO PRODUCE A FINAL COPY OF THEIR WORK
2. EDITING
A. GRAMMAR
B. SPELLING
C. PUNCTUTATION
3.AUDACITY
A. RECORDING A PODCAST.
B. HOW TO UPLAD A PODCAST TO WEBSITE.
G. HOOK:
(DESCRIBE HOW YOU WILL GRAB
STUDENTS’ ATTENTION AT THE
BEGINNING OF THE LESSON. BE
CREATIVE.)
STUDENTS WILL VIEW AN INVITAION DISPLAYED ON THE COMPUTER
INVITING PEERS, PARENTS AND TEACHERS TO VIEW THEIR WORK THAT HAS
BEEN DISPLAYED AT CAMP DURING THE WEEK AND TO VIEW THE FINAL
PROJECT.
H. INSTRUCTION:
(TELL, STEP-BY-STEP, WHAT
YOU WILL DO.)
1. STUDENTS WILL COMPLETE THEIR REVISING AND EDITING (20
MINUTES)
2. STUDENTS WILL WATCH A PODCAST FROM
HTTP://WWW.POETRY4KIDS.COM/PODCAST THIS WILL GIVE THEM AN
EXAMPLE OF WHAT A PODCAST IS. “TODAY’S MY FAVORITE HOLIDAY” (1
MINUTE)
3. STUDENTS WILL BE TOLD THAT THEY WILL COMPLETE THEIR FINAL
PRODUCT USING AUDACITY. THE STUDENTS WILL ADD THEIR
ADUACITY FILE TO THEIR WEBSITE. FOR THEIR PEERS,
PARENTS AND TEACHERS TO COMMENT ON, USING THE
FOLLOWING STEPS BELOW WILL HELP THEM CREATE THEIR
VOICE (50 MINUTES)
4. I WILL DEMONSTRATE THE STEPS ON HOW TO UPLOAD PODCAST TO THE
WEBSITE.
HOW TO CREATE A VOICE THREAD USING AUDACITY.
FIRST, MAKE SURE THAT THE MICROPHONE AND HEADPHONES ARE
ATTACHED TO THE COMPUTER.
SECOND, YOU NEED TO TYPE IN THE URL ADDRESS
HTTP://AUDACITY.SOURCEFORGE.NET. WHEN PROMPTED YOU WILL NEED
TO ADD A USERNAME AND PASSWORD.
THIRD, YOU WILL NEED TO TEST YOUR SOUND BY CLICKING THE ARROW
NEXT TO THE MICRPHONE ICON AND CHOOSING THE INPUT BUTTON.
NEXT, TO BEGIN YOU AUDACITY FILE, CLICK ON THE RED BUTTON TO BEGIN
RECORDING YOU WILL SEE A WAVE FORM APPEAR WHILE YOU ARE
RECORDING.
FIFTH, CLICK ON THE BROWN BUTTON TO STOP YOUR RECORDING.
SIXTH, WE WILL SAVE THE AUDACITY FILE TO A USB THEN ADD TO THE
STUDENTS WEBSITE. THEY WILL USE GOOGLESITES, THE PAGE THEY
CREATED EARLIER IN THE WEEK.
STUDENTS WILL PUBLISH THEIR POETRY TO THE WEBSITE WHICH WAS
CREATED ON DAY ONE.
STUDENTS WILL BE PROVIDED AN INVITATION TO HAND OUT TO THEIR
AUDIENCE TO VIEW THE FINAL PRODUCT.
Invitation
Please visit my web page at
HTTP://SITES.GOOGLE.COM/SITE/AIGSUMMERCAMP2011
To view and comment on my poetry
writing.
Thanks,
_________________
What makes a good podcast?
When you listen to a podcast, or when you are making your own, think about these qualities of a
well-done podcast.
Your name: _____________________________________________ Date: ___________
Title of podcast : _______________________________________________________________
Feed URL (or URL) of podcast: __________________________________________________
Creator of podcast: ____________________________________________________________
YES NO N/A
1. Did the podcast include content that was useful / relevant for your purpose?
2. Were the technical qualities (audio, slides, etc.) acceptable in the production?
3. Was a written transcript of the podcast available?
4. Was the podcast linked from a site which included subject tags?
5. Was the podcast linked from a site which included links to other resources?
6. Did the podcast adhere to the copyright guidelines in its use of music, pictures, etc.?
7. Was the length of the podcast appropriate for its content? (20 min. or less)
8. Was the podcast part of a regularly scheduled series?
9. Did the subjects in the podcast have "personality" to keep you interested?
10. Did the podcast flow smoothly (introduction, content, summary)?
11. Was it obvious how to add the podcast feed to your aggregator? (RSS)
12. If the item was an enhanced podcast, did the use of slides enhance the content?
13. If the item was an enhanced podcast, was it available in various file formats to allow
viewing on various hardware devices?