Plastic Pollution Poetry Slam English Language Arts / Social Studies Middle School Lesson 6, Mini- Unit 3

Transcription

1 Plastic Pollution Poetry Slam English Language Arts / Social Studies Middle School Lesson 6, Mini- Unit 3 Common Core Standards: CCSS.ELA-LITERACY.W7.3B ///W.8.3B ///W B///W B ///W B Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and /or characters CCSS.ELA-LITERACY.W.7.3D///W.8.3D///W D /// W D Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. CCSS.ELA-LITERACY.W.7.5 ///W.8.5 ///W With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. CCSS.ELA-LITERACY.W.7.6 ///W.8.6 /// W ///W Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources CCSS.ELA-LITERACY.W.7.8 /// W.8.8 /// W ///W Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation CCSS.ELA-LITERACY.W.7.9 /// W.8.9 /// W ///W Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-LITERACY.W.7.10 ///W.8.10 ///W ///W Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Supply list: (a) Student Internet access, or teacher access and a projector for (b) CD or download of Jackson Browne s If I Could Be Anywhere from the album Standing In The Breach ( 2014, Jackson Browne, Inside Recordings) (c) Lyric sheet for If I Could Be Anywhere (attached) (d) Video and audio recording equipment (e) Internet access to be used for assessment presentation (f) Teacher notes (attached) Objectives: Students will be able to: (a) Differentiate between poetic styles and rhyme schemes (b) Identify poetic style and information contained in the song (poem) If I Could Be Anywhere ( Jackson Browne, Inside Recordings, 2014 ) (c) Express feelings about, and knowledge of plastic pollution (d) Write two pieces of poetry concerning plastic pollution

2 (e) Produce a video, powerpoint, or other multi-media presentation containing original student poetry Day One: Warm Up : Play the song If I Could Be Anywhere as students enter the room. Print the letters PLASTIC POLLUTION vertically on the board. Students will create an Acrostic Poem from the letters. (Use each letter as the 1st letter of a word relating to plastic pollution. ) Activities : (a) Mini lesson on types of poetry. Use or other poetry text to discuss elements of 3 different types of poetry. Students will take notes. I recommend going over Poetry About Surroundings, Rap, Free Verse, and Writing a Ballad for this unit. Students will take notes, brainstorm ideas for each type of poetry, and listen to examples of each. ( Teacher will supply examples of each). (b) Closing Activity: Students will listen again to If I Could Be Anywhere and write on their Exit Slip which type of poetry they think it is written as. This could also be done without playing the song, and just using the lyric sheet. Day Two: Warm Up: Students will summarize/ review the three forms of poetry they studied yesterday. (a) Using their lyric sheets, and notes from yesterday, students will re-write If I Could Be Anywhere using one of the three forms of poetry they studied previously. NOTE: I do NOT recommend having students just rearranging lines on the lyric sheet, but rather following the themes found within the lyrics, and using their own words. (b) Closing Activity: 5 minute peer edit. Day Three: Warm Up: Take out their own (peer edited) copy of If I Could Be Anywhere and address the edits from yesterday. (a) Students will finish editing their poetry. (b) In small groups, students will create a video of their versions of If I Could Be Anywhere Each group should have one sample of each of the three types of poetry from day one. Groups should have a script for introducing each poem. (c) Record and edit videos / presentations. (d) Closing Activity: Turn in a copy of student names, what type of poetry each wrote and if they have finished their videos or not. Day four: Warm Up: Return to small groups and review tasks for recording videos, as needed.

3 (a) Students will record their videos / presentations as needed. (b) Each group will present their video / presentation to the class (c) Closing Activity: Save videos on teacher s thumb drive or other easily accessible online file. Day five: Warm Up: Students will write 4 lines on what seems most important from this mini unit. (a) Small groups will introduce their videos and play them for the class (b) Closing Activity: Students will summarize the recurring themes of the poetry from the week.

4 Poetry Slam Attachment One Teacher Notes From Writing poetry about your surroundings: (a) Describe what you see or would see if you were there (b) Jot down phrases as you think of them (c) If someone were there with you how would your conversation go? (d) Describe all of your senses; sight, sound, smell, touch, taste, Writing a Ballad: A ballad is an intricate poem in which the poet tells a story - usually a love story or a quest. More elegant and concise than a short story. A ballad: (a) Is a story with a distinct introduction (b) Has a plot with a problem (c) Has a resolution to the problem The first line is the most important, it introduces the reader to the story. (Often opens with the word you, inviting the reader into the moment. Rhyming: (a) Usually 4 stanzas of 3 lines with an AAB rhyme scheme (the first two lines rhyme, the third doesn t) (b) The third line of each stanza is the chorus, so it must be relevant throughout the story of the poem. So the rhyme scheme becomes: AAB CCB DDB EEB (The same line at the end of each stanza) A ballad may be put to music, or spoken word. Writing Free Verse: (a) There is no structure for format or rhyme - words read as a conversation or story. (b) Free verse is the hardest type of poetry to write. (c) First, find a theme to write about (d) Second, create a list of words you ll use that relate to the topic. (e) Third, incorporate the 5 senses into the poem. Devote one line to each sense, then sprinkle these lines throughout the poem.

5 Writing a Rap: First, choose a topic, then create a hook. Rap Format: (a) Intro (b) Verse (c) Chorus (d) Verse (e) Chorus (f) Bridge (g) Chorus (h) Outro Write the Hook first. This is the theme of the rap, it conveys the message of the poem. Write the lyrics next; be personal. Then organize your words into stanzas. Finally, memorize your rap. Instruction for Multi-Media Video: (a) Experiment with sound- volume, other sounds, use two languages, music. (b) Use images, and / or animation (c) Create a Powerpoint using the above guidelines (d) Record in the style of a Poetry Slam - poets performing together; a poetry concert. Poets in a Poetry Slam are supportive of one another.