An Introduction To Spoken Word. Saint Paul Public Schools Alternative Learning Center Extended Day Curriculum

Transcription

1 An Introduction To Spoken Word Saint Paul Public Schools Alternative Learning Center Extended Day Curriculum 1

2 Course Overview: The process of self-reflection is at the heart of this course. Students will learn to express themselves through writing or more specifically, poetry. Students will use the text, Bronx Masquerade by Nikki Grimes to guide them in their journey of writing poetry and transforming prose into performance or what we will call, Spoken Word. SAFE SPACE: A Safe Space is a place where people will honor and respect the work, the words, the stories and the ideas of one another. COMMUNITY: Through Safe Space, everyone will intentionally participate in the building of community. Teachers instructing this course should ensure that students clearly understand this overview and are willing to partake, uphold and respect the Safe Space as well as Spoken Word. Course Resources: Grimes, N. (2002) Bronx Masquerade. New York: Dial Books. Grimes, N. Bronx Masquerade: Student Journal. Retrieved 25 July, 2010 from Grimes, N. (2008). Teacher s Guide to Bronx Masquerade. Retrieved 25 July, 2010 from Nevland, P. Lyric Tips for Spoken Word Music Performances: Video Series. Retrived 25, July 2010 from Prentice Hall. (2000). Independent Reading Guide: Poetry. Retrieved 25 July, 2010 from Sotelo, S. (2008). Curriculum and Activity Guide: Bronx Masquerade. Retrieved 25 July, 2010 from Youtube.com all videos are from Youtube. 2

3 What is GANAG? GANAG refers to a teaching schema where a teacher using the Teaching Schema for Master Learners designs lesson deliberately so as to prepare students for learning, help them connect new information prior to learning, and cement those ideas or skills. When the schema is used regularly for planning, it becomes automatic to think about teaching to the master learner (Pollock 64). Concepts and ideas presented in the following table are extracted from Jane Pollock s text, Improving Student Learning One Teacher at a Time. G Set the Goal/Benchmark/Objective Teacher identifies conceptual benchmarks (declarative or procedural) for a lesson along with specific daily content objectives. Goal setting and objective setting are important tools for directing feedback for improvement in the classroom. At the end of the day s lesson, the teacher and student can evaluate if students accomplished their goals and whether to move on or perhaps re-teach concepts if needed. A Access Prior Knowledge The goal is to provide stimulus that relates in some way to the lesson content. The teacher plans an activity, question or demonstration to spur or fire activity in the student s neural network so that students can make connections to previous learning or knowledge of subject matter. N Acquire New Information Present new information to students through a variety of activities ideally connecting to their senses (i.e. hearing a presentation or a lecture, seeing a video, hands-on cooking, etc.). Being aware of the type of information being delivered (procedural or declarative) is important. Declarative = facts & information. Procedural = skills & processes. Usually lessons employ a combination of these tasks. A Apply Knowledge Knowledge gains meaning if you can apply it again in a reliable and accurate way. Students need to be able demonstrative the declarative and procedural knowledge. G Generalize or Summarize An exit activity that demonstrates student understanding and learning of the day s goal or objective is essential in providing teaching for mastery learning. This element provides teachers with insight on student learning and guidance on instruction. Through this activity, teachers gain their instructional pacing. 3

4 Session Layout: Scope & Sequence Session 1: What is Poetry? Spoken Word? Poetry Slam? Intro to Spoken Word Community Building Session 2: Video: I Can t Read by Lamont Carey Video Techniques: Chorus and Rhythm Bronx Masquerade pages 1-11 Writing/Creation Theme: School Session 3: Video: Love by Kristine Juntura Video Techniques: Rhyme Bronx Masquerade pages Writing/Creation Theme: Love * * Love: all different types! Session 4: Warm-Up Activities Video: Money by Poetri Video Technique: Personification Spoken Word Doin It! Practice/Collaboration/Rehearsals Session 5: Warm-Up Activities Video: Christna of Brave New Voices Rehearsals Open Mic/Performances! Reading off paper is OK! Session 6: Video: What are you Fighting For? Video Techniques: Repetition & Irony Bronx Masquerade pages Theme of Bronx: Identity Session 7: Video: What Teachers Make Video Techniques: Point of View Bronx Masquerade pages Writing/Creation Theme: POV* * The grass is always greener Session 8: Warm-Up Activities Bronx Masquerade pages Practice/Collaboration/Rehearsals Session 9: Warm-Up Activities Video: Yveka of Brave new Voices Rehearsals Open Mic/Performances!! Reading,! Performance Session 10: Video: Dating Me by Poetri Video Techniques: Tone Bronx Masquerade pages Writing/Creation Theme: Self - Esteem Session 11: Video: Super Negro Video Topic: Stereotypes Bronx Masquerade pages Writing/Creation Theme: Stereotypes Session 12: Video: Storm Chase by Ben Video Topic: Abandonment Using Notes Learning to Perform! Practice/Collaboration/Rehearsals Session 13: Warm-Up Activities Rehearsals Open Mic/Performances! Paper guides performance Session 14: Video: Carbon Copy Video Topic: Appreciation Bronx Masquerade pages * Writing/Creation Theme: Escape * Skip pages Session 15: Video: Poetic Bloodline Video Topic: Purpose Bronx Masquerade pages Writing/Creation Theme: Identity Session 16: Video: Change by B. Yung Warm-Up Activities Bronx Masquerade pages * End of Book Discussion *Theme of Bronx: Challenges Session 17: Video: Monsters by Poetri Warm-Up Activities Practice/Collaboration/Rehearsals Session 18: Warm-Up Activities Rehearsals Open Mic/Performances! Performance (no paper!) If there is more time, encourage students to practice their pieces and perform. Ideas for further learning and growth: - Film performances and make movie to give to students as DVDs. - ALC Spoken Word event (invite other classes) Open Mic. - Community Spoken Word event (invite family, school & community) 4

5 SESSION 1 1 GOAL: Students will define Spoken Word and compose poetry from pictures. ACCESS PRIOR KNOWLEDGE: Sotelo s Poetry Survey. Class Overview, Introductions and Expectations/Norms. READING, VOCAB & COMPREHENSION 20 Minutes NEW INFORMATION: What is/are... Poetry? Spoken Word? 1. Look at Poetry Survey results. 2. Answer: What is Poetry? Have students generate ideas on whiteboard as a class. Finalize class definition. 3. What is Spoken Word? How does Spoken Word differ from Poetry? How does it differ from a Poetry Slam? " For answers, look at the Definitions Sheet (page 5A). 4. What is Spoken Word? " Play Session 1 Diego Video. 5. What is this class all about? Play Session 1 - YouthSpeaks: Your Life as Text video. Explain how this class will be similarly structured in helping the students find their voices through guided study. 1 Students will write a poem from any picture they gather. Look at Nikki grimes process of how you can write a picture poem. Consider taking students outside or give them pictures that they can use as subjects for their poetry. Encourage pictures they might be carrying with them in notebooks, agendas or binders as well! Take a few minutes to share a few with the class. GENERALIZATION: EXIT CARDS: What are you most excited about when it comes to poetry? What are your fears or what do you fear most when it comes to poetry? Explore Youthspeak website at Poetry & Music - Introduction to Poetry Lesson: 5

6 SESSION 2 GOAL: Students will apply common techniques frequently used in poetry and Spoken Word. ACCESS PRIOR KNOWLEDGE: Quote some exit cards from Session 1. Question and quickly review what is poetry? What is Spoken Word? READING, VOCAB & COMPREHENSION 3 NEW INFORMATION: What is/are... poetry and spoken word techniques? 1. Complete the Macmilllan Readers: Understanding Poetry worksheets with students and discuss findings/poem. 2. Begin a Poetry Techniques Wall and write down: Simile, Metaphor, Alliteration, Assonance & Personification 3. Watch Lamont Carey s I Can t Read video. Discuss poem. Talk to students about Chorus and Rhythm. 4. Begin a Spoken Word Techniques Wall and write down: Chorus (repeating) and Rhythm (the beat). 5. Tell students to refer to the TWO walls these are resources they can use for their own creations. 6. Ask students to define the word: masquerade. What do they think the title of the book means? Where is the Bronx? What is special about the Bronx? 7. Begin reading Bronx Masquerade pages 1 to 11 only. 10 Minutes Students will write a poem around the subject of SCHOOL incorporating one or more of the techniques. If there is any time, have students share their poems. GENERALIZATION: CHECK OUT! On the way out, students have to say/demonstrate one of the techniques they learned today. For example, a student may say a simile or say a line of personification or do a repeating chorus. Poetry Elements/Techniques in Songs: 6

7 SESSION 3 GOAL: Students will apply imagery, rhyme and structure techniques used in poetry and Spoken Word. ACCESS PRIOR KNOWLEDGE: Have students share one example of each Simile, metaphor, alliteration, assonance, personification, chorus and rhythm. READING, VOCAB & COMPREHENSION 30 Minutes NEW INFORMATION: What is/are... imagery, rhyme and structure (pauses in spoken word/shapes in written poetry)? 1. Read Bronx Masquerade pages Complete the worksheet. Add imagery to the Poetry Techniques Wall. 3. Watch Kristine Juntura s video, Love and discuss rhyme and structure add to Spoken Word Techniques Wall. 1 Students will write a poem around the subject of LOVE (romantic or friendly or honorable etc.) Have students incorporate technique(s) into their poems if possible. GENERALIZATION: Pair Share (with a partner) Share the line or stanza of your poem where you used a technique. Help students rhyme at Interactive Website to help create Concrete/Shape Poems: Ideas to help create Imagery in Poetry: 7

8 SESSION 4 GOAL: Students will use techniques learned in creating a Spoken Word performance piece. ACCESS PRIOR KNOWLEDGE: Rhyme game. Get class into a circle and start a rhyme. Every round ends when one person can t say a rhyme fast enough. Last person standing is the Rhyme King/Queen. NEW INFORMATION: What is/are... Spoken Word poems? 4 Watch Money for inspiration. Talk about personification and what techniques Poetri uses in presenting his poem tone (humor). Students are to select one of the three poems they have written thus far and finalize it for a performance piece. They may have their papers with them but avoid reading. Once they have selected the Picture Poem, School Poem or Love Poem, they should finalize the selected piece one last edit on the writing and then, practice and rehearse. With a partner, students should perform their pieces. Each person is give a hamburger feedback: Positive Piece Constructive Criticism Positive Piece GENERALIZATION: Sheet 3 things they have learned thus far, 2 strong techniques they like and 1 goal for the performance. Watch tips for creating spoken word pieces - Tips for Preparing for an Open Mic: 8

9 SESSION 5 GOAL: Students will perform an original Spoken Word piece that includes techniques they have learned. ACCESS PRIOR KNOWLEDGE: Watch Brave New Voices - Christna Sot video for inspiration. PERFORMANCES 30 minutes NEW INFORMATION: What is/are... the result of written poetry transformed to Spoken Word? 1. Discuss norms for Open Mics. Being respectful, clapping/snapping at the end, etc. 2. Notebooks or sheets of paper are out to take notes. Each student writes down powerful lines (or just great lines). PERFORMANCES! 1 GENERALIZATION: Self - Reflection forms. Share ONE powerful/moving line from the performances. Videotape performances for self-evaluations or just record-keeping. 9

10 SESSION 6 GOAL: Students will apply repetition and irony to writing poems and creating Spoken Word pieces. ACCESS PRIOR KNOWLEDGE: Review the Technique Walls. READING, VOCAB & COMPREHENSION 30 Minutes NEW INFORMATION: What is/are... repetition and irony and how can they impact poetry/spoken Word? 1. Read Bronx Masquerade pages Discuss the poems, especially Devon s as it s the title of the book. 2. Define irony as a class. (* Play Alanis, Ironic Music Video?) 3. Complete the Venn Diagram on Diondra and Devon. 4. Look at Diondra s poem, If and identify the use of repetition. How does it impact the poem? 5. Watch Gemineye s What are you Fighting For? video. " Don t forget to add IRONY to the Poetry Techniques Wall and REPETITION to the Spoken Word Techniques wall. Students will write a poem incorporating irony and or repetition about the subject of IDENTITY. 1 GENERALIZATION: Share with a partner the line from the poem today that has your technique. Irony in Poems: - Alanis Ironic Lyrics = 10

11 SESSION 7 GOAL: Students will apply point-of-view to writing poems and creating Spoken Word pieces. ACCESS PRIOR KNOWLEDGE: Quick Write: Have students write about a fight or argument they once had. It should be detailed and include their feelings on the matter. READING, VOCAB & COMPREHENSION 30 Minutes NEW INFORMATION: What is/are... point of view? 1. Read Bronx Masquerade pages and discuss as a class: - What responsibilities you think teenagers should take on? Why? - In Gloria s case, she is overwhelmed how would you feel if you were a single parent? What advice would you give Lupe? 2. Watch Taylor Mali s video, What Teacher s Make and discuss point-of-view. 1 Write a poem that includes point of view yours, from another s or perhaps from an opposite person s. GENERALIZATION: Red Green Yellow Light Have students touch on the light to tell you if they understand point-of-view. Red = need more help, Yellow = understood but have questions, Green = clearly understood Point of View Lesson: 11

12 SESSION 8 GOAL: Students will create an original poem that stems from a line of another s poem and focus on metaphor. ACCESS PRIOR KNOWLEDGE: Define metaphor. Have students write a couple on the wall. READING, VOCAB & COMPREHENSION 2 NEW INFORMATION: What is/are... revolving poetry? What is a metaphor? 1. Read Bronx Masquerade pages Identify the metaphor(s) in the chapters. 2. Have students select one line from either poem and write a new (unrelated or not) poem. 3. Share. 20 Minutes Students should pick one of the three pieces have they written this second phase. Pick from the Identity poems, Point of View poems or today s Revolving poetry. Finalize poems. Practice and rehearse with a partner. Use the Hamburger feedback model. GENERALIZATION: Students say a metaphor from today s poem to the teacher on the way out. Show Simile and Metaphors in Popular Music video. 12

13 SESSION 9 GOAL: Students will perform an original Spoken Word piece that includes techniques they have learned. ACCESS PRIOR KNOWLEDGE: Watch Brave New Voices - Yveka video for inspiration. NEW INFORMATION: What is/are... the result of written poetry transformed to Spoken Word? PERFORMANCES 30 minutes 1. Review norms for Open Mics. Being respectful, clapping/snapping at the end, etc. 2. Notebooks or sheets of paper are out to take notes. Each student writes down powerful lines (or just great lines). PERFORMANCES! 1 GENERALIZATION: Self - Reflection forms. Share ONE powerful/moving line from the performances. Videotape performances for self-evaluations or just record-keeping. 13

14 SESSION 10 GOAL: Students will compare characters and connect to literature by writing a poem focused on THEME. ACCESS PRIOR KNOWLEDGE: Watch Poetri s Dating Myself. READING, VOCAB & COMPREHENSION 30 Minutes NEW INFORMATION: What is/are... theme? What is self esteem? 1. What is theme? What was the theme of Poetri s piece? 2. Read Bronx Masquerade pages Complete the worksheet BOTH sides. 4. Discuss the worksheet and findings. Consider Poetri s poem and tone. 1 Write a poem about self-esteem whether it be yours, to a character in the book or just about the subject in general.! Try to include a theme. GENERALIZATION: Thumbs Up, Side, or Down. Survey students to see their understanding of theme. How to Find Themes: 14

15 SESSION 11 GOAL: Students will write poetry in response to stereotypes and prejudices. ACCESS PRIOR KNOWLEDGE: Fill in the Character Web on Bronx Masquerade. Discuss findings. READING, VOCAB & COMPREHENSION 30 Minutes NEW INFORMATION: What is/are... stereotypes? 1. Watch Al B s Super Negro video. Define and discuss stereotypes. 2. Read Bronx Masquerade pages and complete the worksheet. 3. On the board, write down boxes that students can label and put themselves into. 1 Write a poem that addresses the matter of stereotypes. GENERALIZATION: PAIR SHARE Share your poem with a partner. Stereotypes in Interviews Video: 15

16 SESSION minutes GOAL: Students will use techniques learned in creating a Spoken Word performance piece. ACCESS PRIOR KNOWLEDGE: Watch Storm Chase by Ben from Brave New Voices. Discuss the piece. Why is it powerful? What techniques does he use? What feelings are evoked? 40 Minutes NEW INFORMATION: What is/are... Spoken Word poems elevated by the elimination of paper/notes? Students are to select one of the two poems they have written for a performance piece. They may NOT have their papers with them and should focus on performing without a paper guiding them. Once they have selected the Self Esteem/Theme Poem or Stereotype Poem, they should finalize the selected piece one last edit on the writing and then, practice and rehearse. With a partner, students should perform their pieces WITHOUT notes. Each person is give a hamburger feedback: Positive Piece Constructive Criticism Positive Piece GENERALIZATION: Sheet 3 Characters you connect with, 2 memorable poems from classmates and 1 way you are elevating your Spoken Word. 16

17 SESSION 13 GOAL: Students will perform an original Spoken Word piece that includes techniques they have learned. ACCESS PRIOR KNOWLEDGE: Practice with a partner. 10 minutes 40 Minutes NEW INFORMATION: What is/are... the result of written poetry transformed to Spoken Word? 1. Discuss norms for Open Mics. Being respectful, clapping/snapping at the end, etc. 2. Notebooks or sheets of paper are out to take notes. Each student writes down powerful lines (or just great lines). PERFORMANCES! GENERALIZATION: Self - Reflection forms. Share ONE powerful/moving line from the performances. Videotape performances for self-evaluations or just record-keeping. 17

18 SESSION 14 GOAL: Students will write poetry that deals with coping and escape. ACCESS PRIOR KNOWLEDGE: Quick Write: How do you escape your problems? What is one method you use? READING, VOCAB & COMPREHENSION 30 Minutes NEW INFORMATION: What is/are... coping mechanisms? 1. Read Bronx Masquerade pages * 2. On a separate sheet of paper, identify 5 words you do not know from this chapter. Define them. 3. Write a poem responding to one of the characters. 4. Watch Carbon Copy and discuss the poem. How do we escape ourselves or cope with who we are? 1 Write a poem about you and your escape or coping mechanism your identity. GENERALIZATION: Pair Share share a method you use for coping. Have students draw a picture that can embody their journey with identity, coping, loss, etc. 18

19 SESSION 15 GOAL: Students will write poetry that digs deeper into their inner poet. ACCESS PRIOR KNOWLEDGE: How do we define people a word wall. READING, VOCAB & COMPREHENSION 30 Minutes NEW INFORMATION: What is/are... identity and how does it change with time. 1. Take a moment to think of your journey in this class so far how have you changed? Grown? 2. Read Bronx Masquerade pages and generate a vocabulary wall as a class. 3. Begin the chart on Character (you will finish in the next session). 4. Watch Change by B. Yung and discuss why this poem is featured on HBO s website. 1 Write a poem that addresses the matter of your growth as a human being, daughter, son, child, student, etc. GENERALIZATION: CLASS RECITAL Get in a circle, each person says one line from their poem. 19

20 SESSION minutes GOAL: Students will use techniques learned in creating a Spoken Word performance piece. ACCESS PRIOR KNOWLEDGE: Share a line from your growth poem from the last session. READING, VOCAB & COMPREHENSION 30 Minutes NEW INFORMATION: What is/are... challenges we face in society and history. 1. Read Bronx Masquerade pages as a class. Discuss any unknown words on the board. 2. Complete the worksheet. 3. Write an ending to the book as students will not finish it. They can choose to do so if there is not enough time. 4. Watch Change by B. Yung and talk about the challenges we face. How does this relate to the last class session on growth of the individual. 1 Write a poem that focuses on the challenges we face in society today that drive you or touch you in some way. GENERALIZATION: Sheet 3 things I have learned during this session, 2 favorite poems/videos, and 1 idea for my final performance. 20

21 SESSION minutes GOAL: Students will perform a FINAL original Spoken Word piece that includes techniques they have learned. ACCESS PRIOR KNOWLEDGE: Watch Monsters by Poetri. Discuss the piece. Why is it powerful? What techniques does he use? What feelings are evoked? 40 Minutes NEW INFORMATION: What is/are... Spoken Word poems elevated by the elimination of paper/notes? Students are to select one poems they have written in this last cycle for a performance piece. They may NOT have their papers with them and should focus on performing without a paper guiding them. Once they have selected their poem, they should finalize the selected piece one last edit on the writing and then, practice and rehearse. With a partner, students should perform their pieces WITHOUT notes. Each person should fill out the Independent Reading Guide: Poetry sheet and give some feedback. GENERALIZATION: Exit Cards Final thoughts about this class and final performances. 21

22 SESSION 18 GOAL: Students will perform a FINAL original Spoken Word piece that includes techniques they have learned. ACCESS PRIOR KNOWLEDGE: Practice with a partner. 10 minutes 40 Minutes NEW INFORMATION: What is/are... the result of written poetry transformed to Spoken Word? 1. Discuss norms for Open Mics. Being respectful, clapping/snapping at the end, etc. 2. Notebooks or sheets of paper are out to take notes. Each student writes down powerful lines (or just great lines). CELEBRATE!!! PERFORMANCES! GENERALIZATION: Self - Reflection forms. Share ONE powerful/moving line from the performances. Videotape performances for self-evaluations or just record-keeping. 22