Poetry Lesson 1: Poetry Poster Analysing a song

Why does this task matter: Students will learn to appreciate the effectiveness of poetic texts and construct
personally meaningful interpretations.
General Outcome(s): Students will listen speak read write view and represent to:
!.! "espond to texts
!.# $nderstand forms elements and techni%ues
Specific Outcomes:
!.! &xperience various texts
' (ustify own point of view a)out oral print and other media texts using evidence from texts
' organi*e interpretations of oral print and other media texts around two or three key ideas
!.# $nderstand techni%ues and elements
' explain how sound and image work together to create effects in media texts
+riteria: , +-. /
,dentify and investigate various poetic devices in poetry and analy*e the overall meaning audience and
purpose of the text.
, can connect my prior knowledge to create personally meaningful interpretations of poetic texts.
0eacher .otes:
0his lesson allows for a smooth transition from 1edia $nit that students have )een working on. 1acklemore
2 "yan 3ewis are popular hip hop artists that rap a)out social issues and whose lyrics are infused with rich
poetic devises. 0he song Wings is a)out )asket)all shoes )ut more deeply a)out the power of consumerism
and how we are told that purchasing a product will make us )etter stronger and more popular. 0he students
were engaged with the lyrics and the video as they can relate to the drive to consume that we experience
through powerful marketing (1edia $nit).
1aterials45isplays: smart)oard internet connection Wings 3yrics handout response to poetry prompts (on the
)oard) Wings song on 6ou0u)e.
7
0ime 0eacher will: Student will:
8
9

m
i
n
u
t
e
s
-
n
t
i
c
i
p
a
t
o
r
y

S
e
t
&xplain to students that literary analysis
: analy*ing a text is an essential and
integral part of language arts. We
developed our skills )y deconstructing
ads and used the skills learnt to create an
ad of our own.
.ow we will look at poetry and analy*e
the elements and techni%ues used )y
poets to create an effect that is often
more powerful than prose. "emem)er
literary4poetic devices.
We are avid consumers of poetry through
songs.
-sk students for some of their favourite
songs.
0oday we will analy*e the song W,.GS
)y 1acklemore "yan 3ewis.
;lay the video:
http:44www.youtu)e.com4watch<
v=g-g#u1l.y>-
On the white )oard write:
-s you listen to this song make note of:
'what does it remind you of<
'what did you think a)out while listening
to it<
'where did your mind go<
'what pictures did this poem give you<
-nd what feelings do these pictures give
you<
'does the song )ring up ideas you would
like to ask the song writer a)out< ,deas
you have often thought a)out yourself<
>ow does the song make you feel< -nd
what has ever happened in your life that
has left you with a similar feeling<
;repare to segue from media unit to
poetry understand that literary
analysis : deconstruction of texts is an
integral part of language arts and
applies to texts across a variety of
genres and forms.
"ecollect their understanding of
literary devices.
$nderstand songs are a form of poetry
and use literary devices to create
effects often more powerful than
prose.
?olunteer their favourite song to )e
listed on the )oard.
;repare to analy*e the song W,.GS
)y 1acklemore "yan 3ewis:
Watch the video:
http:44www.youtu)e.com4watch<
v=g-g#u1l.y>-
8
@

m
i
n
u
t
e
s

1
o
d
e
l
4
g
u
i
d
e

&xplain -rt as response to poetry: show
poster.
&xplain the task to students : create
poster response.
1odel how to the poster'person must
have selected what to draw which words
to write.
-sk students to complete this task
individually

Students understand the idea of art as
response to poetry.
;repare to create their response to the
song.
Will )e provided with the lyrics of the
song.
>ighlight any words literary devices
write down any feelings certain words
create what are some visual images
that certain words evoke<
8
@

m
i
n
u
t
e
s
,
n
d
e
p
e
n
d
e
n
t

;
r
a
c
t
i
c
e
1ake student groups of A
>andout poster paper
+olors
Walk around to help students develop their
ideas.
Organi*e their ideas and )egin creating their
poster response.
-sk %uestions to clarify and extend
understanding.
8
@

m
i
n
u
t
e
s
+
l
o
s
u
r
e
-sk student groups to volunteer to present their
poster. ,dentify themes literary devices images
and ideas o)served )y students in their poster.
&ncourage a variety of themes and ideas to
showcase multiple interpretations and
perspectives.
Share their interpretations and perspectives
through their poster presentation.
;articipate in class discussion )uild and
extend their understanding of the text.
$nderstand that art as response to poetry can
help illustrate the wider social4cultural context
within which a poetic text resides.
Extension: Students are encouraged to create a personal
response poster of a song of their choice. 0his poster may )e
su)mitted as one of the poems in their poetry portfolio which
will )e explained to the students in the next class.
Differentiation: 0his is a differentiated
lesson plan as it allows for every student to
participate in the poster creation and finding
their own personal interpretation of the text. ,t
employs visual and auditory stimuli to appeal
to a variety of learners. Students at different
levels work together to )uild and extend each
their understandings.
-ssessment: Bormative.
.ext Steps: