learning area: subject year level time frame 4 weeks

LEARNING AREA: Slam Poetry/Protest Songs

SUBJECT English

YEAR LEVEL Year 10

TIME FRAME 4 weeks

OUTCOMES APPROACH ACTIVITIES ASSESSMENT TASKS F S RESOURCES

KNOWLEDGE

- Poetic Devices - Public

Speaking/Presentation skills

- Knowledge of text types - Knowledge of Analytical

approach -

SKILLS

- Analytical Skills - Application of

Knowledge in text creation and text analysis

- Communication of ideas through text creation and text analysis

Motivation To give students knowledge of different text types, in-depth knowledge of poetry analysis and build on the application of knowledge and communication of ideas through text creation and text analysis. Students can engage with the topic more because they are able to relate to the topic and are also allowed to express their ideas rather than simple analyse other texts. Investigation & Analysis Students investigate slam poetry/protest songs in Part A, looking for the inter-connectedness of text and creator while also building on analytical skills. Part B requires the synthesis of ideas and the creation of text as well self-analysis into what is important and relevant to them.

Week Seven: 1/9/2014 – 5/9/2014 Lesson 1: Poetry Introduction (1/9/2014) Lesson 2: Poetry Analysis Part One (2/9/2014)

- In Class Analysis, “I Am the People, The Mob” (Carl Sandberg) - Poetry Devices Workshop

Lesson 3&4: In Class Essay (To Kill a Mockingbird) (3/9/2014) Week Eight: 8/9/2014- 12/9/2014 Lesson 5: Poetry Analysis Part Two (8/9/2014)

- Group Task Focused on “Times They Are A-Changin” (Bob Dylan) - Build on connectedness between author and text - Build on Analytical skills - CR due

Lesson 6: Poetry Writing Part One (9/9/2014)

- Powerpoint/Open Discussion on Topical Issues for Discussion - 140 Character responses (“tweets”), short creative writing task

Lesson 7-8: Poetry Writing Part Two (11/9/2014)

- Double to Work on Part B, workshop ideas - Part A due at beginning of lesson, Part B due on the 12th

Week Nine: 15/9/2014 – 19/9/2014 Lesson 9: Presenting Poetry (15/9/2014) Lesson 10: Presenting Poetry (16/9/2014) Lesson 11-12: Presenting Poetry (17/9/2014) Week Ten: 22/9/2014 -26/9/2014 Lesson 13: In-Class Critical Reading (22/9/2014) Lesson 14: Lesson 15: Inter-Class Poetry Slam (25/9/2014)

Part A: Poetry Analysis Due on the 11th Part B: Poetry Writing Due on the 12th Take Home Critical Reading Handed out on 3/9/2014, due on 8/9/2014 Presentations Inter-Class Poetry Slam In-Class Critical Reading

x x x

x x x

PowerPoint (1) Introduction to Slam/Protest Poetry PowerPoint (2) Overview of socio-politcal issues Critical Reading Highlighters Poetry Book

Year 10 Poetry Unit Plan Lesson Plan One

TOPIC: Slam Poetry/Protest song introduction

FOCUS / KEY QUESTIONS: What is Slam Poetry? What is a Protest Song? What interests the students?

DATE: 1/9/2014 CLASS: Year 10 English

OUTCOMES

KNOWLEDGE: - Knowledge and Understanding of different text-types,

through the use of examples, including slam poetry and protest songs

- Knowledge and Understanding of issues that are relevant to the students

SKILLS: - Communication of ideas in a group setting - Recognition of different text-types

RESOURCES:

PowerPoint presentation with examples. Examples include: “We Teach Life, Sir” – Rafeef Ziadah “Hir” - Alysia Harris & Aysha El Shamayleh “Fortunate Son” – Creedence Clearwater Revival

LESSON SEQUENCE TEACHER / STUDENT ACTIVITIES First Fifteen Minutes: “Grabber” PowerPoint Poetry Definition: literary work in which the expression of feelings and ideas is given intensity by the use of distinctive style and rhythm

Rafeef Ziadah, “We Teach Life, Sir” https://www.youtube.com/watch?v=aKucPh9xHtM

https://www.youtube.com/watch?v=aKucPh9xHtM

Alysia Harris & Aysha El Shamayleh “Hir” https://www.youtube.com/watch?v=IRLSgPQG0c4 Taylor Mali “What Teachers Make” https://www.youtube.com/watch?v=RGKm201n-U4 22 Jump Street For Fun https://www.youtube.com/watch?v=XwPTt1KfpqU

Fifteen Minutes: What is Protest Poetry and why is it important to you? Mind Map Task

Ask the class what they think Protest Poetry/Songs are. What does it mean, why does it exist, what is its purpose? Can you give me examples of Protest Songs you might know? What are some things that Protest Songs talk about?

What do you care about? Get the students to write down, or type, a few issues that they care about After about five minutes, get the class to give the issues that they care about and write them on the board. Spend Ten Minutes discussing what has been talked about and get a feel for what the class is passionate about.

Ten Minutes: Introduce the Assessment task briefly and break down the Tasks into what they have to do, fielding questions and setting Due Dates. Remind the students that we’re going to talk about Criteria later.

ASSESSMENT

Summative Assessment: Assessment Task Part A ( Poetry Analysis), due on the 9th of September Assessment Task Part B ( Poetry Writing), due on the 12th of September Homework: Begin researching and working on Part A.

https://www.youtube.com/watch?v=IRLSgPQG0c4

https://www.youtube.com/watch?v=RGKm201n-U4

https://www.youtube.com/watch?v=XwPTt1KfpqU

Lesson Plan Two TOPIC: Poetry Analysis Part One

FOCUS / KEY QUESTIONS: What are the Techniques used in Poetry? What meaning can we get from Poetry Devices used? Group Analysis and Analytical skills


OUTCOMES

KNOWLEDGE: Poetry Devices and their usages Poetry terminology

SKILLS: Identifying Poetry Devices Analytical skills applied to Poetry Knowledge and Understanding of Poetry Devices

RESOURCES:

Poetry Book (handed out last lesson), specifically “The People, The Mob” By Carl Sandberg Poetry Devices document

LESSON SEQUENCE

TEACHER / STUDENT ACTIVITIES First Five Minutes: Introduce the class to the focus of the lesson (Poetry Techniques), follow up on previous lesson. Twenty Minutes: Class Close Reading – Carl Sandberg “I Am the People, The Mob” The class reads out the poem together, and then separates into groups to annotate the poem. The class is looking for and identifying techniques that they recognise and drawing conclusions about their meaning in the context of the poem. The class then comes back together for a group discussion of the poem, expressing their opinions.

Twenty-Five Minutes: Poetry Techniques Task Students download and then look through the Poetry Devices document. We go over what is relevant, give examples, and open the floor for discussion from the students. This builds their knowledge and understanding and also gives them a resource for their own analysis.

ASSESSMENT

Homework: Continuing work on Part A. Students should have a poem picked by this point, and should be beginning some analysis. Critical Reading Handed out on the third

Lesson Plan Three and Four (3/9/2014) TOPIC:

To Kill A Mockingbird Essay

FOCUS / KEY QUESTIONS:

- Working under test conditions to produce textual analysis

- How can we analyse texts in response to a question in the

context of themes, characters and narrative concepts?

DATE:

3/9/2014

CLASS:

Year 10 English

OUTCOMES

KNOWLEDGE:

- Working under test conditions

SKILLS:

- Working under text conditions to produce work

- Analytical skills on a text using prior Knowledge and

Understanding as well as planning to communicate responses

to a question.

RESOURCES:

- Spare task sheets

- Spare essay checklist

LESSON SEQUENCE

TEACHER / STUDENT ACTIVITIES

First Five Minutes: Introduction

Settle the students, give them the instructions and make sure they’re all facing inward with their screens visible to the Teachers.

The reason for having them write on laptops rather than by hand is two-fold:

(1) Formatting, word-count and spelling errors become much easier to avoid allowing for a more clear expression of ideas

(2) By removing the need for writing by hand we are allowing students to write more in the allotted time, resulting in better responses

to the set questions and a more clear expression of Knowledge and Analysis

Ninety Minutes: Test Period

Students have ninety minutes to respond to the questions given. They are allowed to use their essay plans created previously, as well as the

text and dictionaries. They are allowed to ask questions during this time. By the end of the ninety minutes the students have to have written

between 800-1000 words, emailed the essay to the teacher, submitted it to Turn It In and gone through the essay checklist. Each essay must

use in-text referencing (Harvard Style) and include a reference list.

Last Five Minutes: De-Brief

This last five minutes includes the collection of the task sheets (signed) and the essay checklist. Students are also given a practice Critical

Reading due the following Monday.

ASSESSMENT

Summative Assessment:

- In-Class Essay (800-1000) in response to “To Kill a Mockingbird”

- Continue work on Part A of the Poetry Assignment

Homework: Student’s choice of one of two Critical Readings, which have to be responded to and handed up (hard copy) the following

Monday.

Lesson Plan Five

TOPIC: Poetry Analysis Part Two

FOCUS / KEY QUESTIONS: How are the writers of protest poetry connected to the issues? How can we draw meaning from the analysis of texts? How can we use Knowledge and Understanding of Poetry Devices to aid Analysis


OUTCOMES

KNOWLEDGE: Connectedness between Author and Text The Use of Poetry Devices to Convey meaning Knowledge and Understanding of different types of Poetry devices (visual, rhythmic etc.)

SKILLS: Analysis of the use of Poetry Devices Identifying poetry devices and techniques to further knowledge and understanding of the content.

RESOURCES:

Poetry Book, specifically “The Times They Are a Changin” – Bob Dylan The Song

LESSON SEQUENCE TEACHER / STUDENT ACTIVITIES First Ten Minutes: Introduce Lesson Focus: Group Poetry Task, Listen to the song and give background on the song, style, Bob Dylan, the time period etc.

Emphasise connectedness between Bob Dylan and the themes/ideas/context of the song Remind students they need to include elements of this in their analysis.

Forty Minutes: Group Task- Poetry Analysis Focus on “The Times They Are a Changing”, Bob Dylan. Class is split up into groups and each given a copy of the poem. There are stations set-up around the room, each designated an area of techniques. Each area is given a highlighter colour and a highlighter. This is set up like this:

Allusion/Reference – Yellow High lighter Metaphor/Symbolism – Blue Highlighter Imagery – Green Highlighter Structural Techniques (Rhyme, Rhythm, and Repetition etc.) – Pink

Each group is assigned a station and has five minutes to annotate, or highlight, as much of that station’s technique as possible. After five minutes, they rotate to another station and repeat. After twenty minutes, the students swap their copies for marking. The class then marks off of a master copy, and we tally the scores for each group. One point for every example of the technique found. After we’ve gone through each section, the team with the most points wins. Students can refer back to the poetry techniques file from the previous lesson

ASSESSMENT

Summative Assessment: Part A is due the next day (9/11/2014) Critical Reading is due this lesson Homework: Finish Part A, making sure you’ve met the requirements/criteria

Lesson Plan Six (9/9/2014) TOPIC: Poetry Writing Part 1

FOCUS / KEY QUESTIONS: What are some issues that interest students? What can they identify with?


OUTCOMES

KNOWLEDGE: Topics for Part B

SKILLS: Application of Knowledge and Understanding to create short, text based responses The Communication of creative writing supplemented by Knowledge and Understanding of Poetry Devices

RESOURCES:

PowerPoint/Prezi for Topics Either Worksheet for “Tweets” or ICT solution

LESSON SEQUENCE

TEACHER / STUDENT ACTIVITIES Twenty-Five Minutes: PowerPoint This section focuses on a PowerPoint that highlights some key and current socio-political issues that may inspire students to write poetry. It will go into some detail about the issue and will open the floor for discussions about the issues. Students are encouraged to respectfully voice their opinions about an issue that is discussed. The PowerPoint will touch on some or all of the following issues:

Racial Tensions and Police Violence against African Americans - Ferguson, Trayvon Martin Racism – Profiling, casual racism, systemic racism, Indigenous Rights Gender Inequality – The Wage Gap, Reproduction Rights, Sexual Violence Discrimination based on sexuality – LGBT rights, homophobia/transphobia

Things that effect YOU – perceptions of the “Millennial” generation, celebrity culture, body image issues Twenty Five Minutes: “What makes you angry? In 140 characters or less” Students are tasked with responding to the topics that we’ve gone over. The response can be personal, directed etc. but has to be maximum 140 character. Essentially, the students have to write a tweet. This serves as the seed of their poem, and gives them a starting point to start from.

ASSESSMENT

Summative Assessment: Part A Due Part B Due 11 or 12th

Homework: Start Working on Part B

Lesson Plan Seven-Eight (11/9/2014)

TOPIC: Poetry Writing Part 2

FOCUS / KEY QUESTIONS: - Writing Protest Literature


OUTCOMES

KNOWLEDGE: - How to construct texts using conventions and previous

knowledge - How to construct texts based on creative imagining and

knowledge of a specific issue

SKILLS: Application of Knowledge and Understanding of poetry conventions in the creation of a poem/song Communication of ideas and concepts surrounding issues through the medium of poetry/song

RESOURCES: Spare task sheets Poetry Books

LESSON SEQUENCE

TEACHER / STUDENT ACTIVITIES First Five Minutes: Introduce the Focus This double lesson’s focus is completing work on Part B. This includes the poem and any other aspects the students want to use, such as ICT, background music, props etc. The first five minutes should lay out what the students are going to be doing Fifteen Minutes: Things to consider when writing the Poem Run the students through what they need to consider when approaching Part B. These include:

The Subject Matter: Do I know enough about it? Am I well informed? The Tone: What tone am I using? Am I satirical, humorous, melancholy, angry, and frustrated or any other tones I can think of? The Form: What kind of song do I want to write? Is it a ballad, free-form, verse-chorus-verse etc.? What kind of poem do I want to write? Is it rhyming, free-verse or something else? The Techniques: What techniques do I want to use? Why am I using them? What meaning do they have?

Seventy minutes: Drafting Period, working on the Assignment This period is the crux of the lesson, where the students work on their draft for Part B. Questions can be asked, advice given etc Last Ten Minutes: De-brief Remind the students that Part B is due the following day and that the presentation of the poems will be next week.

ASSESSMENT

Summative Assessment: Part A is due on the 11th of September (this lesson) Part B is due on the 12th of September. Students are expected to draft and work on the assessment in class. Homework: Finish working on presentations for the following Monday

Lesson Plan Nine (15/9/2014) TOPIC: FOCUS / KEY QUESTIONS: DATE: 15/9/2014

Poetry Presentation Part One

- Presenting Slam Poetry/Protest song in an interesting and

engaging way

- Oral presentation skills

CLASS:

Year 10 English

OUTCOMES

KNOWLEDGE:

- How to present an Oral Presentation in an interesting and

engaging way.

SKILLS:

- Presenting creative text creation in interesting and engaging

ways

- Building Oral Presentation skills to scaffold students towards

a more confident stance on oral presentation

RESOURCES:

- Projector/sound system

- Student’ computers

LESSON SEQUENCE


First Ten Minutes: Introduction

Remind the students of the requirements for the assessment (presentations no more than six minutes etc.) as well as reminding them that the

poetry slam will be the following week and by the end of the presentation period (17/9/2014) students have to vote and choose which

classmates will represents them in the slam

Forty Minutes: Presentations

During this period students must present their oral presentations one after the other. They will be marked according to the assessment criteria

by the teachers as well as video recorded. Students are asked to make notes on the presentations so that they remember which ones they feel

are the best and should represent the class in the inter-class poetry slam. Students may use multi-modal approaches for their poems, including

video, sound etc.

Note: Students should be preparing to present during presentations to make the most of the time allotted for presentations.

ASSESSMENT


Oral Presentation for Part B

Lesson Plan Ten (16/9/2014) TOPIC:

Poetry Presentation Part One



engaging way


DATE: 16/9/2014

CLASS:

Year 10 English

OUTCOMES

KNOWLEDGE:


engaging way.

SKILLS:


ways



RESOURCES:



LESSON SEQUENCE


Five Minutes: Introduction

Get the students settled, remembering to key-up the first presentation during this time.

Forty-Five Minutes: Presentations

During this period students must present their oral presentations one after the other. They will be marked according to the assessment criteria



video, sound etc.

Note: Students should be preparing to present during presentations to make the most of the time allotted for presentations.

ASSESSMENT



Lesson Plan Eleven-Twelve (17/9/2014)

TOPIC: Finishing presentations/

FOCUS / KEY QUESTIONS: DATE: 17/9/2014

Electing teams/ working on slams


engaging way


CLASS: Year 10 Class

OUTCOMES

KNOWLEDGE:


engaging way.

SKILLS:


ways



RESOURCES:



LESSON SEQUENCE

TEACHER / STUDENT ACTIVITIES Fifty Minutes: Finishing Presentation During this period students must present their oral presentations one after the other. They will be marked according to the assessment criteria



video, sound etc.

Fifteen Minutes: Nominating/voting on who should represent the class in group slam

Twenty-Five Minutes: Group Slam The student who have been selected for the inter-class slam will get into groups with other students and present their poems to their groups. Students are encouraged to present their poem in the most energetic way they can. This builds up their confidence and lets them try out their poem before the big slam. This is a safe space for the expression of ideas. It

also allows for students to workshop their presentation with their class mates. They’re encouraged to give (positive) feedback and workshop for this last period.

ASSESSMENT



Lesson Plan Thirteen (22/09/2014)

KNOWLEDGE:

- Comprehension of a text’s purpose, intended audience and the

use of persuasive techniques to make a point

SKILLS:

- Working under text conditions to produce work

- Analytical skills on a blind subject under time constraints,

scaffolding students up to exam skill useful later in their

academic careers.

- Writing by hand in a legible and formal way under test

conditions

RESOURCES:

TOPIC:

In-Class Critical Reading


- Working under test conditions to produce textual analysis

- How can we critically read different text types to draw

conclusions about purpose, audience and persuasive

techniques?


25x printed copies of Article “Job Interviews: A Waste of Time?” with questions attached

(Article: http://www.smh.com.au/small-business/managing/blogs/work-in-progress/job-interviews-a-waste-of-time-20140905-3ex29.html )

Writing materials

LESSON SEQUENCE


First Five Minutes: Introduce Task

- Introduce task at hand (Critical Reading), the context for the CR and the test conditions

- Hand out the CR. Instruct students to not look at the CR until the test starts.

Forty Minutes: Critical Reading

- Students have to read the text provided and respond to the questions on the back, writing between one and four paragraphs per question

- Students should use the last fifteen to twenty minutes proof-reading and ensuring their responses are as a good a possible

Last Five Minutes: Collecting CRs, de-brief

Collect back the CRs that have been finished, the rest has to be completed for homework.

ASSESSMENT

Homework:

- Finish Critical Reading responses if not completed in class

Formative Assessment:

- Critical Reading

http://www.smh.com.au/small-business/managing/blogs/work-in-progress/job-interviews-a-waste-of-time-20140905-3ex29.html

learning area: subject year level time frame 4 weeks

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