JUMELA BULLOCK NICOLE LEONARD- DAVIS DIFFERENTIATED CURRICULUM FOR GIFTED EDUCATION SPED 6402-640/641

POETRY A LA CARTE
POETRY APPETIZER POETRY ENTRE 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

b. c.

d.

e.

f.

does this poem tell you about the poet? Informative i. How much information was supplied? Was it enough? Was more information needed to make the poem more meaningful? 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? Imagination, Innovation i. It is important for a poet to use his or her imagination and to be innovative. Use of clichs and hackneyed expressions greatly detract from the poem. Originality is the key. How effective was the poet in this area? 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'. 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.

i. A poem will often give us insight into a person's thoughts. What

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. 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. 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

IV.

V.

VI.

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 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 AIGscamp2011@hotmail.com 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 pairs 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, Informative Imagination 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 starterA Journey is 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 2 Tuesday

Poetry Entre

Emily Elizabeth Dickinson Edgar Allan Poe Robert Frost

Impersonation

THE POETRY LOUNGE: SELF-EXPRESSION

THROUGH THE SPOKEN WORD HTTP://PLAYER.DISCOVER YEDUCATION.COM/INDEX. CFM?GUIDASSETID=DC5

Inflated

425FF-D470-459689CD7DB04A9DD086&BLNF ROMSEARCH=1&PRODUC TCODE=US Students will watch a video clip on How I became a poet.

Day 3 Wednesday

Poetry Dessert

Critique Revision Editing

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.

AFTER THE LESSON, STUDENTS WILL KNOW THATPOETRY IS A PART OF OUR EVERYDAY LIVES STUDENTS WILL KNOW THATTHERE ARE STRATEGIES TO HELP THEM
APPRECIATE AND READ POETRY MORE EFFECTIVELY

WHAT IS

IMPORTANT FOR STUDENTS TO KNOW?)

STUDENTS WILL KNOW THATIMAGERY CAN BE USED TO WRITE POETRY

B. WHAT 3 ITEMS ARE

IMPORTANT FOR STUDENTS TO BE ABLE TO DO?

AFTER THE LESSON, STUDENTS SHOULD BE ABLE TOUSE IMAGERY TO CREATE A POEM FROM WORDS
THAT HAVE BEEN PROVIDED

(DEFINE WHAT
STUDENTS SHOULD BE ABLE TO DO AS A RESULT OF YOUR LESSON.)

STUDENTS SHOULD BE ABLE TOGENERATE A POEM FROM A POEM STARTERA JOURNEY IS STUDENTS SHOULD BE ABLE TOUSE 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 THATTHERE IS A CONNECTION BETWEEN THEIR
WORLD AND THE WORLD OF POETRY

STUDENTS WILL UNDERSTAND THATPOETRY CAN BE USED AS A FORM OF

EXPRESSION AND THAT IT TELLS A STORY ABOUT ONES JOURNEY

STUDENTS WILL UNDERSTAND THATPOETRY CAN PAINT MENTAL PICTURES

III. PLANNING
D. ESSENTIAL QUESTION: (ONE OVERARCHING LESSON QUESTION ) E. ASSESSMENT: (PERFORMANCE TASK) WHAT WILL THE
STUDENTS DO TO SHOW YOU THAT THEY MASTERED THE CONTENT?

IS MUSIC POETRY? HOW CAN AN ARTIST EXPRESS HIMSELF OR HERSELF THROUGH SONG?
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).

IMAGERY, INFORMATIVE, IMAGINATION, INNOVATION

F. CONTENT LIST THE CONTENT FOR THIS LESSON ONLY. (OUTLINE THE
CONTENT YOU WILL TEACH TODAY-THIS MAY COME FROM YOUR CONTENT OUTLINE)

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.

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)

BE

CREATIVE.)

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 IS 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 ITS A WALK THROUGH THE PARK, OTHERS SAY ITS A BREATH OF FRESH AIR. I SAY ITS 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 AIGCAMP2011@HOTMAIL.COM 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 dreamers just a vessel that must follow where it goes. Trying to learn from whats behind you and never knowing whats 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. Ill 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 dont you sit upon the shore and say youre 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. Ill never reach my destination if I never try, So I will sail my vessel til the river runs dry. Theres a bound to be rough waters, and I know Ill 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. Ill 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 CAR LAS VEGAS TOGETHER LITTLE CREATIVE

BRILLIANT GREENVILLE DIFFERENT

BLOSSIMING APPLE GIFTED GREEN

ORANGE EDUCATION SUNSHINE

MAGNIFICENT MAGNIFY SING

BALL

THROW CRAWL

DANCE

TEMPLATE FOR ACADEMICALLY RIGOROUS ENRICHMENT LESSON TEMPLATE FOR FOUR CAMP LESSONS POETRY ENTRE 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?

AFTER THE LESSON, STUDENTS WILL KNOW THATTHEY CAN EXPRESS THEMSELVES THROUGH POETRY STUDENTS WILL KNOW THATPOETRY IS A WORK OF ART WHICH CAN BE USED TO
DESCRIBE THINGS AND PEOPLE

(THINK ABOUT
THE CONTENT YOU HAVE SELECTED.

WHAT IS
IMPORTANT FOR STUDENTS TO KNOW?)

STUDENTS WILL KNOW THATTHEY CAN USE TEHNIQUES AND POETIC DEVICES TO WRITE
POETRY

B. WHAT 3
ITEMS ARE IMPORTANT FOR STUDENTS TO BE ABLE TO DO?

AFTER THE LESSON, STUDENTS SHOULD BE ABLE TOUNDERSTAND AND APPRECIATE POETRY, FOLLOW THE
WRITING PROCESS TO CREATE ORIGINAL POETRY

(DEFINE WHAT
STUDENTS SHOULD BE ABLE TO DO AS A RESULT OF YOUR LESSON.)

STUDENTS SHOULD BE ABLE TODEMONSTRATE THE ABILITY TO MAKE CONNECTIONS BETWEEN A TEXT READ INDEPENDENTLY AND HIS/HER PRIOR KNOWLEDGE, OTHER TEXTS,
AND THE WORLD

STUDENTS SHOULD BE ABLE TODRAW 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?

STUDENTS WILL UNDERSTAND THATTHE STYLE OF POETS CAN BE APPLIED TO THEIR

OWN WRITING

(DEFINE THE BIG IDEAS.)

STUDENTS WILL UNDERSTAND THATPOETS ALSO HAVE A JOURNEY AND SOMETIMES

THEIR JOURNEYS ARE IN THEIR POEMS

D. ESSENTIAL QUESTION: (ONE

OVERARCHING LESSON QUESTION

III. PLANNING 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.

Emily Elizabeth Dickinson Edgar Allan Poe Robert Frost IMPERSONATION INFLATED

(OUTLINE THE
CONTENT YOU WILL TEACH TODAY-THIS MAY COME FROM YOUR CONTENT OUTLINE)

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!
THE POETRY LOUNGE: SELF-EXPRESSION THROUGH THE SPOKEN WORD (4 MINUTES) HTTP://PLAYER.DISCOVERYEDUCATION.COM/INDEX.CFM?GUIDASSETID=DC5 425FF-D470-4596-89CD7DB04A9DD086&BLNFROMSEARCH=1&PRODUCTCODE=US

G. HOOK: (DESCRIBE HOW

YOU WILL GRAB STUDENTS ATTENTION AT THE BEGINNING OF THE LESSON. BE CREATIVE.)

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-BYSTEP, 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 Beings 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 THATTHEY CAN DEVELOP THEIR OWN VOICE THROUGH WRITING.

B. WHAT 3 ITEMS
ARE IMPORTANT FOR STUDENTS TO BE ABLE TO DO?

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 TOINTERGRATE THEIR OUTSIDE EXPERIENCES INTO THEIR POETRY. STUDENTS SHOULD BE ABLE TO PUBLISH THEIR PRODUCT TO BE DISTRIBUTED TO AN AUDIENCE.

(DEFINE WHAT
STUDENTS SHOULD BE ABLE TO DO AS A RESULT OF YOUR LESSON.)

C. WHAT ARE THE

ENDURING UNDERSTANDINGS THAT STUDENTS SHOULD TAKE AWAY FROM THE LESSON?

AFTER THE LESSON, STUDENTS WILL UNDERSTAND THAT THEY CAN INTREPRET DEEPER MEANINGS WITHIN LITERATURE. STUDENTS WILL UNDERSTAND THATTHEY CAN TRANSLATE THE CRITIQUES FROM OTHERS INTO FINAL PUBLICATION. STUDENTS WILL UNDERSTAND THATPOETS USE TECHNIQUES IN WRITING.

(DEFINE THE BIG IDEAS.)

D. ESSENTIAL QUESTION: (ONE OVERARCHING LESSON QUESTION ) E. ASSESSMENT: (PERFORMANCE TASK) WHAT WILL
THE STUDENTS DO TO SHOW YOU THAT THEY MASTERED THE CONTENT?

III. PLANNING How can one utilize life experiences as a foundation for creative and expressive thinking? What makes a great piece of writing?

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.

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

F. CONTENT LIST THE CONTENT

FOR THIS LESSON ONLY.

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

(OUTLINE THE
CONTENT YOU WILL TEACH TODAY-THIS MAY COME FROM YOUR CONTENT OUTLINE)

(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? WHAT WAS YOUR INTERPRETATION OF THE POEM? WHAT DO YOU BELIEVE THE POET MEANT FOR YOU TO INTERPRET? HOW DID THE POEM INFLUENCE YOU? WHAT IMPACT DID IT HAVE UPON YOU? DESCRIBE FROM YOUR OWN

INTERPRETATION

INFLUENCE,

IMPACT

PERSPECTIVE REMEMBERING THAT THIS MIGHT NOT HAVE BEEN WHAT THE POET INTENDED.

IDEAS

COMMENT UPON THE IDEAS USED. WAS THE POET ORIGINAL? 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? POETRY CAN BE VERY INSPIRATIONAL. YOU INSPIRED BY THE WORK? HOW WERE

ILLUSTRATION

INSPIRATION

INFORMATIVE

HOW MUCH INFORMATION WAS SUPPLIED? WAS IT ENOUGH? WAS MORE INFORMATION NEEDED TO MAKE THE POEM MORE MEANINGFUL? 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. 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? IT IS IMPORTANT FOR A POET TO USE HIS OR HER IMAGINATION AND TO BE INNOVATIVE. USE OF
CLICHS AND HACKNEYED EXPRESSIONS GREATLY DETRACT FROM THE POEM. ORIGINALITY IS THE KEY. HOW EFFECTIVE WAS THE POET IN THIS AREA?

IGNITE, INFLAME
OR INCITE

IMAGERY

IMAGINATION, INNOVATION

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? 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'.

INFLATED

IDIOMS

CHECK FOR USE OF IDIOMATIC EXPRESSION. HAS THIS WORKED IN THE POEM? SUGGESTIONS? ALTHOUGH IT DOESN'T TAKE GREAT INTELLIGENCE TO WRITE GOOD POETRY, A LOT OF THOUGHT

INTELLECT,
INTELLIGENCE

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. ONE OF THE FAULTS OF MANY POETS IS TO LEAVE AN IDEA INCOMPLETE OR UNFINISHED. THIS CAN BE

INCOMPLETE

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.

THE POET ENTICES A READER WITH THE OPENING IMPRESSION

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)

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)
H. INSTRUCTION: (TELL, STEP-BYSTEP, WHAT YOU WILL DO.)

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 YOURE 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 STUDENTS 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 WHATS 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 ENDNOT 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, CLICHD 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 DONT 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 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

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.)

STUDENTS SHOULD BE ABLE TO PUBLISH THEIR WRITING TO AN AUDIENCE FOR COMMENTS.

AFTER THE LESSON, STUDENTS WILL BE ABLE TO UNDERSTAND . THAT PODCASTING WILL C. WHAT ARE THE ENDURING
UNDERSTANDINGS THAT STUDENTS SHOULD TAKE AWAY FROM THE LESSON? THE BIG IDEAS.) ALLOW THEM TO INCREASE THEIR ABILITY TO INTERACT WITH THE DIGITAL MEDIA IN MANY DIFFERENT WAYS.

(DEFINE

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.

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.
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.

F. CONTENT LIST THE CONTENT FOR THIS LESSON ONLY. (OUTLINE THE CONTENT YOU WILL TEACH TODAY-THIS MAY
COME FROM YOUR CONTENT OUTLINE)

G. HOOK: (DESCRIBE HOW YOU WILL GRAB STUDENTS ATTENTION AT THE BEGINNING OF THE LESSON. BE CREATIVE.)

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. TODAYS 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. H. INSTRUCTION: (TELL, STEP-BY-STEP, WHAT YOU WILL DO.) 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?