Introduction to Poetry Through Song – Extended

Language Arts Lesson Plan #1 & 2

Title of the Lesson: Introduction to Poetry Through Song

Curriculum Area: Language Arts Unit of Study: Writing, Grammar

Background Information: Where does this lesson fit into your overall unit planning — introductory, middle, culminating?
Introductory lesson on the unit or poetry as a method of social change.

Learning Expectations: What skills, knowledge, attitudes/values do you expect your students to learn?

Knowledge and Understanding:
• Read a variety of fiction and no-fiction materials (poems)
• Explain their interpretation of a written work, supporting it with evidence from the work and from their won knowledge and experience
• Analyze Media works

Assessment Strategies: How will you assess the learning expectations?

Observation
Anecdotal notes
Work Samples.

Indicators: How will you know that your students have achieved the expectations? What will achievement look like?

In class participation during discussion.
Able to understand rhyme and rhythm
Quality of poem produced/worksheet created

Modifications: How will you change the lesson to meet the needs of individual students?

Mark poems at appropriate grade level for their I.E.P.
Extend time for working on poems.
Individual help for those that need it.

Materials/Resources: What will you need to prepare in advance?

Teacher Resources
CD of mixed music (variety of songs, genres, rhythms etc…), worksheet #1, Portfolios to distribute, Table of Contents mock-up, glue, overhead sheets

Student Materials
Notebook, utensils, ears

Equipment
CD Player, overhead projector

Teaching Strategies:

Reading and Listening for meaning
Reflective Discussion
Creation of creative work

DELIVERING THE LESSON

15-20 minutes Mental Set:

Play the CD of mixed music. Pause between tracks to give a brief explanation of the clips. Place lyric sheets on overhead.
1. Gil Scott-Heron –“The Revolution Will Not be Televised”
2. Grandmaster Flash – “The Message”
3. Public Enemy – “Bring Tha Noise”
4. Bob Dylan – “Hurricane”

Ask students what this diverse group of songs have in common. Move the discussion to the subject of poetry. Materials/Resources

3-5 minutes Sharing the Purpose/Objectives:

Explain that we will be doing a unit on poetry. Get feedback on what students think of poetry, what they like, what they don’t like, what they know, what the don’t know. Ask if they think that poetry is important or interesting to them. N/A

Body:

1. Read the Tupac Shakur poem “The Rose That Grew From Concrete”. Ask them how they feel about the poem. Read other works from the Tupac Shakur book. Brainstorm ideas about the author of the book. Reveal that it is in fact 2Pac.
2. Listen to tracks from the Rose CD. Discuss the themes of the work. Explain how we are going to discuss the concept of poetry and music as a source of change and social justice.
3. Brainstorm ideas about problems in Canada, in their lives, in their neighbourhoods. What makes them angry and upset.
4. Distribute the portfolios. Tell them that the cover is theirs to decorate, and point out the table of contents on the back cover. Explain that they should fill it out daily.
5. Distribute Worksheet #1 – have them think about what makes them upset, emotions, and possible rhymes they can use. This will be homework, if necessary.

Closure:
The worksheets will be considered homework, and added to the homework board, and their planners. Their planners will be checked upon dismissal as they leave the class at the end of the day.

*Grouping: W = Whole class; S = Small group; I = Independent