JUMELA BULLOCK

NICOLE LEONARD- DAVIS

DIFFERENTIATED CURRICULUM FOR GIFTED EDUCATION

SPED 6402-640/641

POETRY A LA CARTE

POETRY APPETIZER

POETRY ENTRÉE

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

i. A poem will often give us insight into a person's thoughts. What does this poem tell you about the poet?

b. Informative i. How much information was supplied? Was it enough? Was more

information needed to make the poem more meaningful?

c. 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?

d. Imagination, Innovation

i. It is important for a poet to use his or her imagination and to be innovative. Use of clichés and hackneyed expressions greatly detract from the poem. Originality is the key. How effective was the poet in this area?

e. 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'.

f. 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.

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.

IV. 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.

V. 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

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

VI. 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 pair’s 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,

InformativeImagination

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 starter…A Journey is…

Day 2

Tuesday

Poetry Entrée Emily Elizabeth

Dickinson Edgar Allan

Poe Robert Frost

Impersonation

Inflated

THE POETRY LOUNGE:

SELF-EXPRESSION

THROUGH THE SPOKEN

WORD

HTTP://PLAYER.DISCOVER

YEDUCATION.COM/INDEX.

CFM?GUIDASSETID=DC5425FF-D470-4596-

89CD-7DB04A9DD086&BLNFROMSEARCH=1&PRODUC

TCODE=US

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 3 Wednesday

Poetry Dessert

Critique

Revision

Editing

Students will watch a

video clip on How I became a poet.

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. WHAT IS

IMPORTANT FOR

STUDENTS TO KNOW?)

AFTER THE LESSON,

STUDENTS WILL KNOW THAT…POETRY IS A PART OF OUR EVERYDAY LIVES

STUDENTS WILL KNOW THAT…THERE ARE STRATEGIES TO HELP THEM

APPRECIATE AND READ POETRY MORE EFFECTIVELY

STUDENTS WILL KNOW THAT…IMAGERY CAN BE USED TO WRITE 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.)

AFTER THE LESSON,

STUDENTS SHOULD BE ABLE TO…USE IMAGERY TO CREATE A POEM FROM WORDS

THAT HAVE BEEN PROVIDED

STUDENTS SHOULD BE ABLE TO…GENERATE A POEM FROM A POEM STARTER…A

JOURNEY IS…

STUDENTS SHOULD BE ABLE TO…USE 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 THAT…THERE IS A CONNECTION BETWEEN THEIR

WORLD AND THE WORLD OF POETRY

STUDENTS WILL UNDERSTAND THAT…POETRY CAN BE USED AS A FORM OF

EXPRESSION AND THAT IT TELLS A STORY ABOUT ONES JOURNEY

STUDENTS WILL UNDERSTAND THAT…POETRY CAN PAINT MENTAL PICTURES

III. PLANNING

D. ESSENTIAL

QUESTION:

(ONE OVERARCHING

LESSON QUESTION )

IS MUSIC POETRY?

HOW CAN AN ARTIST EXPRESS HIMSELF OR HERSELF THROUGH SONG?

E. ASSESSMENT:

(PERFORMANCE TASK)

WHAT WILL THE

STUDENTS DO TO SHOW

YOU THAT THEY

MASTERED THE

CONTENT?

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).

F. CONTENT

LIST THE CONTENT FOR

THIS LESSON ONLY.

(OUTLINE THE

CONTENT YOU WILL

TEACH TODAY-THIS

MAY COME FROM YOUR

CONTENT OUTLINE)

IMAGERY, INFORMATIVE, IMAGINATION, INNOVATION

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. BE

CREATIVE.)

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)

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 “I‟S” 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 IT‟S A WALK THROUGH THE PARK,

OTHERS SAY IT‟S A BREATH OF FRESH AIR.

I SAY IT‟S 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 dreamer‟s just a vessel that must follow where it goes.

Trying to learn from what‟s behind you and never knowing what‟s 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.

I‟ll 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 don‟t you sit upon the shore and say you‟re 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. I‟ll never reach my destination if I never try, So I will sail my vessel „til the river runs dry.

There‟s a bound to be rough waters, and I know I‟ll 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. I‟ll 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

BRILLIANT BLOSSIMING CAR LAS VEGAS

GREENVILLE APPLE ORANGE TOGETHER

DIFFERENT GIFTED EDUCATION LITTLE

MAGNIFICENT GREEN SUNSHINE CREATIVE

MAGNIFY BALL THROW CRAWL

SING DANCE

TEMPLATE FOR ACADEMICALLY RIGOROUS ENRICHMENT LESSON

TEMPLATE FOR FOUR CAMP LESSONS POETRY ENTRÉE 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?

(THINK ABOUT

THE CONTENT

YOU HAVE

SELECTED.

WHAT IS

IMPORTANT FOR

STUDENTS TO

KNOW?)

AFTER THE LESSON,

STUDENTS WILL KNOW THAT…THEY CAN EXPRESS THEMSELVES THROUGH POETRY

STUDENTS WILL KNOW THAT…POETRY IS A WORK OF ART WHICH CAN BE USED TO

DESCRIBE THINGS AND PEOPLE

STUDENTS WILL KNOW THAT…THEY CAN USE TEHNIQUES AND POETIC DEVICES TO WRITE

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.)

AFTER THE LESSON,

STUDENTS SHOULD BE ABLE TO…UNDERSTAND AND APPRECIATE POETRY, FOLLOW THE

WRITING PROCESS TO CREATE ORIGINAL POETRY

STUDENTS SHOULD BE ABLE TO…DEMONSTRATE THE ABILITY TO MAKE CONNECTIONS

BETWEEN A TEXT READ INDEPENDENTLY AND HIS/HER PRIOR KNOWLEDGE, OTHER TEXTS,

AND THE WORLD

STUDENTS SHOULD BE ABLE TO…DRAW 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?

(DEFINE THE

BIG IDEAS.)

STUDENTS WILL UNDERSTAND THAT…THE STYLE OF POETS CAN BE APPLIED TO THEIR

OWN WRITING

STUDENTS WILL UNDERSTAND THAT…POETS ALSO HAVE A JOURNEY AND SOMETIMES

THEIR JOURNEYS ARE IN THEIR POEMS

III. PLANNING

D. ESSENTIAL

QUESTION:

(ONE

OVERARCHING

LESSON

QUESTION )

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.

(OUTLINE THE

CONTENT YOU

WILL TEACH

TODAY-THIS

MAY COME FROM

YOUR CONTENT

OUTLINE)

Emily Elizabeth Dickinson

Edgar Allan Poe Robert Frost

IMPERSONATION

INFLATED

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!

G. HOOK:

(DESCRIBE HOW

YOU WILL GRAB

STUDENTS’

ATTENTION AT

THE BEGINNING

OF THE LESSON. BE CREATIVE.)

THE POETRY LOUNGE: SELF-EXPRESSION THROUGH THE SPOKEN WORD (4

MINUTES)

HTTP://PLAYER.DISCOVERYEDUCATION.COM/INDEX.CFM?GUIDASSETID=DC5

425FF-D470-4596-89CD-7DB04A9DD086&BLNFROMSEARCH=1&PRODUCTCODE=US

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-BY-

STEP, 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 Being‟s 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 THAT…THEY CAN DEVELOP THEIR OWN VOICE

THROUGH WRITING.

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.)

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 TO…INTERGRATE THEIR OUTSIDE EXPERIENCES

INTO THEIR POETRY.

STUDENTS SHOULD BE ABLE TO… PUBLISH THEIR PRODUCT TO BE

DISTRIBUTED TO AN AUDIENCE.

C. WHAT ARE THE

ENDURING

UNDERSTANDINGS

THAT STUDENTS

SHOULD TAKE AWAY

FROM THE LESSON?

(DEFINE THE BIG

IDEAS.)

AFTER THE LESSON,

STUDENTS WILL UNDERSTAND THAT… THEY CAN INTREPRET DEEPER

MEANINGS WITHIN LITERATURE.

STUDENTS WILL UNDERSTAND THAT…THEY CAN TRANSLATE THE CRITIQUES

FROM OTHERS INTO FINAL PUBLICATION.

STUDENTS WILL UNDERSTAND THAT…POETS USE TECHNIQUES IN WRITING.

III. PLANNING

D. ESSENTIAL

QUESTION:

(ONE OVERARCHING

LESSON QUESTION )

How can one utilize life experiences as a foundation for creative

and expressive thinking? What makes a great piece of writing?

E. ASSESSMENT:

(PERFORMANCE

TASK) WHAT WILL

THE STUDENTS DO

TO SHOW YOU THAT

THEY MASTERED THE

CONTENT?

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.

F. CONTENT

LIST THE CONTENT

FOR THIS LESSON

ONLY.

(OUTLINE THE

CONTENT YOU WILL

TEACH TODAY-THIS

MAY COME FROM

YOUR CONTENT

OUTLINE)

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

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

(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?

INTERPRETATION WHAT WAS YOUR INTERPRETATION OF THE POEM? WHAT DO YOU BELIEVE THE POET MEANT FOR YOU TO

INTERPRET?

INFLUENCE, HOW DID THE POEM INFLUENCE YOU? WHAT IMPACT

DID IT HAVE UPON YOU? DESCRIBE FROM YOUR OWN

IMPACT PERSPECTIVE REMEMBERING THAT THIS MIGHT NOT

HAVE BEEN WHAT THE POET INTENDED.

IDEAS COMMENT UPON THE IDEAS USED. WAS THE POET

ORIGINAL?

ILLUSTRATION

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?

INSPIRATION POETRY CAN BE VERY INSPIRATIONAL. HOW WERE

YOU INSPIRED BY THE WORK?

INFORMATIVE HOW MUCH INFORMATION WAS SUPPLIED? WAS IT

ENOUGH? WAS MORE INFORMATION NEEDED TO

MAKE THE POEM MORE MEANINGFUL?

IGNITE, INFLAME

OR INCITE

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.

IMAGERY

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

IT IS IMPORTANT FOR A POET TO USE HIS OR HER

IMAGINATION AND TO BE INNOVATIVE. USE OF

CLICHÉS AND HACKNEYED EXPRESSIONS GREATLY

DETRACT FROM THE POEM. ORIGINALITY IS THE KEY. HOW EFFECTIVE WAS THE POET IN THIS AREA?

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?

INFLATED

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'.

IDIOMS CHECK FOR USE OF IDIOMATIC EXPRESSION. HAS THIS

WORKED IN THE POEM? SUGGESTIONS?

INTELLECT, INTELLIGENCE

ALTHOUGH IT DOESN'T TAKE GREAT INTELLIGENCE

TO WRITE GOOD POETRY, A LOT OF THOUGHT

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.

INCOMPLETE

ONE OF THE FAULTS OF MANY POETS IS TO LEAVE AN

IDEA INCOMPLETE OR UNFINISHED. THIS CAN BE

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.

IMPRESSION

THE POET ENTICES A READER WITH THE OPENING

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)

H. INSTRUCTION:

(TELL, STEP-BY-

STEP, WHAT YOU

WILL DO.)

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) 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 YOU‟RE 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 STUDENT‟S 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— WHAT’S 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 END—NOT 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, CLICHÉD 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 DON’T 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

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.)

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

STUDENTS SHOULD BE ABLE TO… PUBLISH THEIR WRITING TO AN

AUDIENCE FOR COMMENTS.

C. WHAT ARE THE ENDURING

UNDERSTANDINGS THAT

STUDENTS SHOULD TAKE AWAY

FROM THE LESSON? (DEFINE

THE BIG IDEAS.)

AFTER THE LESSON,

STUDENTS WILL BE ABLE TO UNDERSTAND …. THAT PODCASTING WILL

ALLOW THEM TO INCREASE THEIR ABILITY TO INTERACT WITH THE DIGITAL

MEDIA IN MANY DIFFERENT WAYS.

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.

F. CONTENT

LIST THE CONTENT FOR THIS

LESSON ONLY.

(OUTLINE THE CONTENT YOU

WILL TEACH TODAY-THIS MAY

COME FROM YOUR CONTENT

OUTLINE)

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.

G. HOOK:

(DESCRIBE HOW YOU WILL GRAB

STUDENTS’ ATTENTION AT THE

BEGINNING OF THE LESSON. BE

CREATIVE.)

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.

H. INSTRUCTION:

(TELL, STEP-BY-STEP, WHAT

YOU WILL DO.)

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. “TODAY’S 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.

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?