Lesson Plan Rev 2/21/11 Dr. Thieman
Name: Timothy Keene Age/Grade Level: 11th Grade ECO
Subject Area(s): Language Arts Unit Title: Poetry Out Loud
Lesson Title: Introduction to “Poetry Out Loud” Estimated Time: 83 minutes
Purpose/Rationale for lesson: To introduce students to the “Poetry Out Loud” competition and begin looking at elements of good poem recitation.
Curriculum Framing Questions:
Essential Question: How does oral presentation affect how we feel about the written word?
Unit Question: What are the best methods for reciting poetry?
Lesson or Content Question(s): What is the “Poetry Out Loud” competition?
Goal: For students understand the expectations for “Poetry Out Loud” and to begin to be aware of common conventions of poem recitation techniques.
Learning Objective(s): After class, students will begin to research various poems that they may use for the competition.
Curriculum Standard(s):
EL.HS.SL.05 Analyze the occasion and the interests of the
audience, and choose effective verbal techniques and
language.
EL.HS.SL.09 Analyze the occasion and the interests of the
audience, and choose effective verbal and non-verbal
techniques, such as volume, expression, rate, gestures, eye
contact for presentations.
EL.HS.SL.17 Analyze how language and delivery affect the
mood and tone of the oral communication and make an
impact on the audience.
Materials Needed: Pen and paper, “Poetry Out Loud” DVD, technology to play a DVD, “Poetry Out Loud” assignment sheet (see attached, designed by Cooperating Teacher)
Background knowledge or skills students need prior to lesson: Students should have some experience both reciting and interpreting poetry.
Hook or Introduction: Inform students that they will be participating in the nationwide poetry recitation competition, “Poetry Out Loud.” Provide the basics of the competition as well as an outline of the next couple weeks. Explain CAL’s background and success in the competition (have sent 3 students to nationals and come in 2nd at the state competition twice).
Procedures:
- 5 Minutes – Hook/Introduction
- 15 Minutes – Student Read/POL DVD
o Have a student read the first poem, “Bilingual/Bilingue” by Rhina P. Espaillant.
o Play the same poem recited from the “Poetry Out Loud” DVD by Sophia Elena Soberon.
§ Explain that this is the representative from Oregon that beat out a CAL student.
§ Have students watch for how she uses dramatic tone and actions effectively, as well as how her obvious knowledge of Spanish aids in the overall recitation of the poem.
- 20 – Assignment Sheet
o Read over assignment sheet for “Poetry Out Loud”
§ Deadlines
§ Schedule
§ Ineligible poems/Poems not to use
§ Journal entries
- 15 Minutes – Previous Experience
o Have students list on the board when they have already memorized or recited poetry: Song lyrics, nursery rhymes, the Bible
o Go over timeline of verse
- 20 Minutes – “Poetry Out Loud” DVD
o Have a student read “Danse Russe” by William Carlos Williams
o Watch same poem read from DVD and discuss what made it effective.
§ What aural techniques does he use? What kind of attitude did he show? How does this match with the tone of the poem? What did he emphasize in the poem? What kinds of emotions did he show?
o Go over the “Poetry Out Loud” performance rating
o Watch “Forgetfulness” recited by Jackson Hille
§ Explain that this is the 2006 winner. Have students watch for how he uses humor and never gets distracted by the audience when they laugh and disrupt the flow of the poem.
- 5 Minutes – Homework
o Write the website for “Poetry Out Loud” (www.poetryoutloud.org) on the board and suggest students start exploring the site to find a poem.
Differentiation/Accommodation:
Computers will be provided the following class period for students without access to a computer at home to find a poem for the assignment.
Links to information about “Poetry Out Loud” will be available on my blog for students who need additional information.
Attention to Literacy: Students will both be reading poetry out loud in class and listening to it spoken by students who have won awards for outstanding performance of reciting poetry.
Closure: Watch another 1 or 2 random poem recitation from the “Poetry Out Loud” DVD and briefly discuss them.
Assessment and Evaluation of Student Learning: Formative assessment will take place in response to student comments in class discussion of recitation techniques. Summative assessment will take place in two weeks when students perform the poems they have chosen.
Junior English/JR ECO
Instructors: Turner/Keene
Winter 2011
I. Poetry Out Loud
All students must choose at least one poem from the Poetry Outloud book or website (www.poetryoutloud.org) to recite in class. If you wish to “try-out” for the school wide competition on February 24, 2011 then you will need to memorize two poems. We will select one (and sometimes two) students from each class to participate in CAL’s Poetry Outloud Contest. One poem must be under 25 lines in length, and one poem must have been written before 1900. State contestants must memorize a total of 3 poems.
The in-class recitation will be evaluated and graded by Mr. Keene and/or Mr. Turner using the Poetry OutLoud evaluation sheet. See the Poetry OutLoud web-site for video examples of past student performances and other resources--(www.poetryoutloud.org).
Deadline for choosing poems: “A” Day Students—February 7
“B” Day Students—February 4
In-Class recitals will be held: February 15-17 (See class schedule in class)
II. Journal Entries:
1. Annotate and Explicate the poem you’ve chosen to recite. Include a copy of the poem in your journal, show annotations, and provide a summary of its message.
2. Tone Mapping—Provide a tone map of your poem (as demonstrated in class) and then write a short paragraph that explains the overall mood that is established in the poem.
3. Provide 3 evaluations of other students’ performances.
4. Write 2-4 lines from any poem in the Poetry OutLoud web-site into your journal. Then, discuss in writing the belief that the poet is expressing in these lines. Also discuss your acceptance or rejection of this belief. JOURNAL ARE DUE: “A” 2/17 and “B” 2/16
III. Schedule of Topics and Activities
“A” DAY / “B” DAY2/1
· Introduce Poetry OutLoud
· Give Assignment Sheet
· Watch DVD Selections / 1/31
· Introduce Poetry OutLoud
· Give Assignment Sheet
· Watch DVD Selections
2/3
· Students use class time to find poems
· Check-out laptops
· Students print poems and practice reading outloud / 2/2
· Students use class time to find poems
· Check-out laptops
· Students print poems and practice reading outloud
2/7
· Instruction on Explicating Poems
· Teach “Think-OutLoud” strategy
· Use “The New Decalogue” as Model
· Journal Entry: Explicate POL Poem
· DUE: Last Day to Choose POL Poem / 2/4
· Instruction on Explicating Poems
· Teach “Think-OutLoud” strategy
· Use “The New Decalogue” as Model
· Journal Entry: Explicate POL Poem
· DUE: Last Day to Choose POL Poem
2/9
· Instruction on “Tone Mapping”
· Distribute “Tone Map”
· Use “Jenny Kissed Me” from POL CD as model
· Student work in-class mapping POL poems
· Journal Entry: Tone Map POL Poem / 2/8
· Instruction on “Tone Mapping”
· Distribute “Tone Map”
· Use “Jenny Kissed Me” from POL CD as model
· Student work in-class mapping POL poems
· Journal Entry: Tone Map POL Poem
2/11
· Recitation Rehearsals
· Watch POL DVD if time remains / 2/10
· Recitation Rehearsals
· Watch POL DVD if time remains
2/15
· POL IN-CLASS Recitations / 2/14
· POL IN-CLASS Recitations
2/17
· POL IN-CLASS Recitations
· JOURNALS DUE / 2/16
· POL IN-CLASS Recitations
· JOURNALS DUE
You will want to select your poem and print a copy as soon as possible. Always bring this poem to class and be prepared to practice reading it outloud to gain familiarity with the words and sounds found in the poem. We will use class time to practice reading our poems and memorizing lines.