L2+Wadsworth,Alyssa+Gabrielle

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION  ** ** LESSON PLAN FORMAT  ** ** Student will understand that ** // a variety of strategies can be used to comprehend, analyze, interpret, evaluate, and appreciate literary texts // ** Student will know ** how poetry conveys meaning. ** Maine Learning Result: English Language Arts- ** **//A. Reading//** ** A2 Literary Texts ** ** Grades 9-Diploma: // Brave New World. // ** Before I begin the lesson I will give the students a pre-assessment about poetry, the literary devices used in poetry, the structure of poetry, and the different styles of poetry. After the pre-assessments are handed back to me, I will produce the hook for the lesson to get them to talk about how the song artists are conveying meaning, then relate it to how poetry might also convey meaning in comparison. They will use a Cluster/ Word Web graphic organizer to make the comparison and this will be one of their formative assessments. Their last formative assessment will be peer and self assessment using a checklist I will provide for them for the product; since they are doing the blogs by themselves, they will each find a partner to peer edit with. Students will create and write a blog in which they will be required to discuss the uses of literary devices in poetry. They will find a poem and a song and analyze both of them on their blog in different entries. Then they will write a poem of their own, put it on the blog, and explain how it conveys meaning. I will use a checklist to score this product. They will be encouraged to embed music or lyrics to the song they chose to analyze in their blogs, but will be required to give credits for the song in the blog. Technology: Students will create an online blog about poetry that will be available to the world and I will encourage them to answer any comments that are put on their blog. Music: I will integrate music into my lesson in the hook and the product, in both cases where the students will be analyzing songs as they would analyze poetry. History: I will show the students poetry and music from the time period in which Aldous Huxley, the author of //Brave New World,// lived. Students will work at their table groups for the day in the Round-Robin brainstorming activity. I will ask them each to analyze a different poem and song and then give them time to think about it. After their "think time" is over, students will appoint a recorder and share their thoughts with each other while the recorder writes down what they say and adds to it. When their group time is called, they will share their insights with the class and discuss it as a larger group. ** Strategies ** ** Verbal ** -The verbal intelligence is included in the discussion about how music relates to poetry and the brainstorming activity. ** Visua ** l-The visual intelligence is included in doing the graphic organizer and brainstorming on the organizer about how poetry conveys meaning. ** Logical ** -Logical learners will be included in the lesson during the exploration of how meaning is conveyed by poets in their works. ** Musical ** -I will let my students listen to music in order to analyze lyrics as a form of poetry. ** Interpersonal ** -In the RoundRobin brainstorming activity, the students will be interacting with each other. ** Intrapersonal ** -As a summative assessment, students will create a blog to discuss how poetry conveys meaning. They will be doing these alone. I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. Absent: If a student is absent during this lesson, I will have a volunteer from their group for the podcast product e-mail the absent student about the work they missed. If the student still has clarifying questions, then they will e-mail me about them. I will show them during free time at school (i.e. study hall, etc.) the graphic organizer so they are not off the hook for the activities that their team members completed. I will guide students through the process of creating a blog on Blogspot so that they can complete their summative assessments to the best of their abilities. my laptop laptop cart handouts with music and poetry on them graphic organizer handouts checklist for the project [] I used this website as a resource for the RoundRobin Brainstorming activity. The students will only be using the handout from the website, but they will be using it effectively to discuss how poetry conveys meaning. [] This site provides the Cluster/ Word Web graphic organizer for students to brainstorm some of the ways different poetry conveys different meaning. [|http://blogspot.com] Students will use this site to create their blog accounts and write blogs about poetry. ** Huxley, Aldous. (1998). //Brave New World//. New York: Perennial Classics. **  Students will read this book and use poetry from the era in which the book was written to draw a new perspective with which they can read and analyze the book. ** iTunes  ** I will play music from iTunes for the students, so they can see how music and poetry can be compared. [] I will use this website to help students draw comparisons between poetry and music, and how they each convey meaning to their intended audiences. [|http://highered.mcgraw-hill.com/sites/0072405228/student_view0/poetic_glossary.html#] This is a really great resource that I will be printing out and giving to my students so they can have a list of poetic terms to refer to when analyzing, writing, and even reading poetry. [] This is a glossary of musical terms that I combed through for terms that could relate to what I want my students to know in connection to poetry. I used some of the terms and left out the terms that applied only to instruments or singers, but students can refer to the website if they feel that the terms I provided are not enough (see content notes). Beach ball learners will be able to use their emotions to analyze poetry and music and will be able to appreciate creativity in the works of others. Clipboard learners will be able to use relevant analyses of music and poetry from Huxley's time period to relate the poetry to //Brave New World// and use their strategies of analysis when reviewing poetry and music from modern day. Microscope learners will have the chance to analyze poetry, read //Brave New World//, and explore ideas about Huxley and his book, and the collective analyses of music and poetry from the class. Puppy learners will be able to interact with the rest of the class when exploring ideas in class, then can reflect on this in their blog. In this lesson I will be using the facet perspective. Students will be looking at and analyzing poetry and music from the era in which the author of //Brave New World// lived. They will make connections between what he lived through and the content of his book //Brave New World// in order to better appreciate and analyze the literature Aldous Huxley produced. Being able to compare and contrast the society in which we live today with the society Huxley predicted for us today will give them a new perspective from which they can read //Brave New World// (see content notes from lesson one). Due to the fact that there are different types of learners in my classes, I utilized six different types of intelligence in my lesson plan: ** Verbal ** -The verbal intelligence is included in the discussion about how music relates to poetry and the brainstorming activity. ** Visua ** l-The visual intelligence is included in doing the graphic organizer and brainstorming on the organizer about how poetry conveys meaning. Visual intelligence will also be utilized when students create their blogs. ** Logical ** -Logical learners will be included in the lesson during the exploration of how meaning is conveyed by poets in their works. ** Musical ** -I will let my students listen to music in order to analyze lyrics as a form of poetry. Musical intelligence will help students when they write blog entries because they will find it easier to understand rhythm, rhyme, beat, and harmony of words--not only in music lyrics but in poetry verses as well. Another type of technology used for musical intelligence is the wonderful program iTunes, from which I will be playing music for students to listen to. ** Interpersonal ** -In the Round Robin brainstorming activity, the students will be interacting with each other. By using the following assessments, I will readily and easily evaluate and support the development of my students as learners: ** Formative (Assessment for Learning) ** Before I begin the lesson I will give the students a pre-assessment about poetry, the literary devices used in poetry, the structure of poetry, and the different styles of poetry. After the pre-assessments are handed back to me, I will produce the hook for the lesson to get them to talk about how the song artists are conveying meaning, then relate it to how poetry might also convey meaning in comparison. They will use a Cluster/ Word Web graphic organizer to make the comparison and this will be one of their formative assessments. Their last formative assessment will be peer and self assessment using a checklist I will provide for them for the product; since they are doing the blogs by themselves, they will each find a partner to peer edit with. ** Summative (Assessment of Learning) ** Students will create and write a blog in which they will be required to discuss the uses of literary devices in poetry. They will find a poem and a song and analyze both of them on their blog in different entries. Then they will write a poem of their own, put it on the blog, and explain how it conveys meaning. I will use a checklist to score this product. They will be encouraged to embed music or lyrics to the song they chose to analyze in their blogs, but will be required to give credits for the song in the blog. Classroom arrangement: I will use table groups in my classroom. My desk will be at the back of the room. I am using this arrangement because if they need help from their peers or if they do interactive work, they are already in groups and if I want to change the groups, the tables are already set up. Students will be able to have discussions and see each other. Agenda Outline: Day 1: I will pass out an ungraded pre-assessment and have them fill it out. (15 minutes). After the pre-assessment, I will play some music and hand out a copy of the lyrics to my students and introduce my hook. (20 minutes). After the hook we will discuss the connection between music and poetry and the connection between the music and poetry of the 1920's to the book //Brave New World//. (20 minutes). Explain blog assignment. (5 minutes). Day 2: Set up blog accounts if they haven't already. (10 minutes). They will spend time in class researching poems and music, from Huxley's era or from modern poets, and analyze them both on their blogs after using the graphic organizer and completing the cooperative learning activity. (70 minutes). Day 3: Write their own poetry. (40-60 minutes). Peer edit and self assess. (20-40 minutes). Students will understand how poetry can convey meanings, that there are many ways to communicate the meaning of a poem in poetry because there are different structures and different styles of writing poetry. Students will understand this so they can appreciate art other than just the visual art in museums or art galleries. **//Students read texts, within a grade appropriate span of text complexity, and present analyses of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions.//** My hook for lesson two is listening to music and then analyzing the lyrics of the music. After doing this, the students will be introduced to poetry and they will analyze that as well, before making the connection between the way music conveys meaning and the way poetry conveys meaning. Students will compare and contrast the literary devices used in each (see content notes). **Where, What, Why, Hook, Tailors: Verbal, Musical, Logical, and Visual.** Students will know how literary devices are used in poetry and other forms of writing outside of prose. Before they form their blogs and begin writing their own poetry, or even start analyzing works by poets, I will give the students a pre-assessment. After the pre-assessment is finished, the students will have a discussion as a class about the hook. After they discuss the hook as a class, they will settle into their individual groups at tables and work on the organizer. They will fill out the Cluster/ Word web organizer as a group analyzing a poem from the 1920s that I will have provided. When they have each completed their graphic organizer, they will draw conclusions from the organizer and share those conclusions with the class. If they have drawn conclusions that do not seem appropriate for the topic or are misleading, I can find out based on their organizer how they came to that conclusion and correct it, though conclusions about poetry are rarely wrong. They will then use their blog to express further ideas about poetry in general and specific poems/ music lyrics that they might have. The students and I will use a checklist through the process of writing their blog entries for revision and scoring. **Equip, Explore, Rethink, Tailors: Interpersonal, Logical, and Verbal.** Students will be able to see through the perspective of the poet when analyzing the meaning of the poetry, and through the eyes of the audience intended for that poem. Each person sitting at each table group will be given a number one through four and they will then discuss poetry in general, its style, the figurative language, and the meaning of the poem. When their discussions have come to a close, or they start talking about irrelevant matters, then I will call out a number, like one, and each number one from every table group will answer a question. Students will create a blog to express further ideas about poetry in general and specific poems/ music lyrics that they might have. Each student will create a blog individually, not with partners or groups, though they will have ideas to draw upon from their earlier discussion groups when writing their blog entries. During the process of writing their blogs, students will use a checklist to rethink, revise, and refine their products. **Explore, Experience, Rethink, Revise, Refine, Tailors: Musical, Verbal, Visual, and Intrapersonal.** Students will assess what they have learned in their blog and using the checklist that I will have provided for the project. I will provide feedback on their blogs as soon as possible and feedback on their checklist as soon as the next class period. Connecting the poetry and music from the 1920s to Huxley's book is relevant to how the book was born and raised, like how culture influences the way a person becomes an adult. This connects to the next lesson because the next lesson is about literary devices in prose, so they will already know how to use some literary devices in a poetic way, which does go well in prose as well; though many devices used in prose cannot be used in poetry as well. ** Intrapersonal, Musical. **  Rhythm-“The recurrence of accent or stress in lines of verse.” Rhyme-“The matching of final vowel or consonant sounds in two or more words.” Beat-“The unit of musical rhythm.” Harmony-“Pleasing combination of two or three tones played together in the background while a melody is being played…” Cadence-“A sequence of chords that brings an end to a phrase, either in the middle or the end of a composition.” Leitmotif-A musical theme given to a particular idea or main character of an opera.” Measure- “The unit of measure where the beats on the lines of the staff are divided up into two, three, four beats to a measure.” Motif- “Primary theme or subject that is developed.” Ostinato- “A repeated phrase.” Recitative- “A form of writing for vocals that is close to the manner of speech and is rhythmically free.” Refrain- “A repeating phrase that is played at the end of each verse in the song.” Tempo- “Indicating speed.” Tone- “The intonation, pitch, and modulation of a composition expressing the meaning, feeling, or attitude of the music.” Poetry Music lyrics Checklist  “Oh How I Hate To Get Up in the Morning,” Words and music by Irving Berlin  "Oh! How I Hate To Get Up In The Morning,  Oh! How I'd love to remain in bed  For the hardest blow of all is to hear the bugler call:  'You've got to get up, you've got to get up,  You've got to get up this morning!'"  Someday I'm going to murder the bugler  Someday they're going to find him dead  I'll amputate his reveille and stomp upon it heavily And spend the rest of my life in bed!  A bugler in the army is the luckiest of men  He wakes the boys at five and then goes back to bed again  He doesn't have to blow again until the afternoon If ev'rything goes well with me I'll be a bugler soon!  "Oh! How I Hate To Get Up In The Morning,  Oh! How I'd love to remain in bed  For the hardest blow of all is to hear the bugler call:  'You've got to get up, you've got to get up,  You've got to get up this morning!'" Oh, boy! The minute the battle is over Oh, boy! The minute the foe is dead  I'll put my uniform away and move to Philadelphia And spend the rest of my life in bed! “Keep The Home Fires Burning” Sung By John McCormack They were summoned from the hillside, they were called in from the glen, And the country found them ready at the stirring call for men. Let no tears add to their hardships, as the soldiers pass along, And although your heart is breaking, make it sing this cheery song: Keep the Home Fires burning, While your hearts are yearning, Though your lads are far away they dream of home. Theres a silver lining, through the dark clouds shining, Turn the dark cloud inside out, 'till the boys come home. Overseas there came a pleading, "Help a nation in distress." And we gave our glorious laddies, honour bade us do no less, For no gallant son of freedom to a tyrant's yoke should bend, And a noble heart must answer to the sacred call of "Friend". Keep the Home Fires Burning, While your hearts are yearning, Though your lads are far away they dream of home. Theres a silver lining, through the dark clouds shining, Turn the dark cloud inside out 'till the boys come home .  [|Wilfred Owen]  ** (1893-1918)  "Dulce et Decorum Est " ** Bent double, like old beggars under sacks, Knock-kneed, coughing like hags, we cursed through sludge, Till on the haunting flares we turned our backs And towards our distant rest began to trudge. Men marched asleep. Many had lost their boots But limped on, blood-shod. All went lame; all blind; Drunk with fatigue; deaf even to the hoots Of tired, outstripped Five-Nines that dropped behind. Gas! GAS! Quick, boys! -- An ecstasy of fumbling, Fitting the clumsy helmets just in time; But someone still was yelling out and stumbling And flound'ring like a man in fire or lime. . .   Dim, through the misty panes and thick green light, As under I green sea, I saw him drowning. In all my dreams, before my helpless sight, He plunges at me, guttering, choking, drowning. If in some smothering dreams you too could pace Behind the wagon that we flung him in, And watch the white eyes writhing in his face, His hanging face, like a devil's sick of sin; If you could hear, at every jolt, the blood Come gargling from the froth-corrupted lungs, Obscene as cancer, bitter as the cud Of vile, incurable sores on innocent tongues, -- My friend, you would not tell with such high zest To children ardent for some desperate glory, The old lie: //Dulce et decorum est// // Pro patria mori. //  [|Wilfred Gibson]  ** (1878-1962) "Back" ** They ask me where I've been, And what I've done and seen. But what can I reply Who know it wasn't I,   But someone just like me, Who went across the sea And with my head and hands Killed men in foreign lands...   Though I must bear the blame, Because he bore my name. ** "When I'm Gone" ** // [Introduction] // Yeah...     It's my life...      My own words I guess...     // [Verse 1] // Have you ever loved someone so much, you'd give an arm for? Not the expression, no, literally give an arm for? When they know they're your heart And you know you were their armour And you will destroy anyone who would try to harm 'her But what happens when karma, turns right around and bites you? And everything you stand for, turns on you to spite you? What happens when you become the main source of her pain? "Daddy look what I made", Dad's gotta go catch a plane "Daddy where's Mommy? I can't find Mommy where is she?" I don't know go play Hailie, baby, your Daddy's busy Daddy's writing a song, this song ain't gonna write itself I'll give you one underdog then you gotta swing by yourself Then turn right around in that song and tell her you love her And put hands on her mother, who's a spitting image of her That's Slim Shady, yeah baby, Slim Shady's crazy Shady made me, but tonight Shady's rocka-by-baby...    // [Chorus] // And when I'm gone, just carry on, don't mourn Rejoice every time you hear the sound of my voice Just know that I'm looking down on you smiling And I didn't feel a thing, So baby don't feel my pain Just smile back And when I'm gone, just carry on, don't mourn Rejoice every time you hear the sound of my voice Just know that I'm looking down on you smiling And I didn't feel a thing, So baby don't feel no pain Just smile back...    // [Verse 2] // I keep having this dream, I'm pushin' Hailie on the swing She keeps screaming, she don't want me to sing "You're making Mommy cry, why? Why is Mommy crying?" Baby, Daddy ain't leaving no more, "Daddy you're lying     "You always say that, you always say this is the last time "But you ain't leaving no more, Daddy you're mine" She's piling boxes in front of the door trying to block it     "Daddy please, Daddy don't leave, Daddy - no stop it!" Goes in her pocket, pulls out a tiny necklace locket It's got a picture, "this'll keep you safe Daddy, take it withcha'" I look up, it's just me standing in the mirror These fuckin' walls must be talking, cuz man I can hear 'em     They're saying "You've got one more chance to do right" - and it's tonight Now go out there and show that you love 'em before it's too late And just as I go to walk out of my bedroom door It's turns to a stage, they're gone, and this spotlight is on     And I'm singing...     // [Chorus] // And when I'm gone, just carry on, don't mourn Rejoice every time you hear the sound of my voice Just know that I'm looking down on you smiling And I didn't feel a thing, So baby don't feel my pain Just smile back And when I'm gone, just carry on, don't mourn Rejoice every time you hear the sound of my voice Just know that I'm looking down on you smiling And I didn't feel a thing, So baby don't feel no pain Just smile back...    // [Verse 3] // Sixty thousand people, all jumping out their seat The curtain closes, they're throwing roses at my feet I take a bow and thank you all for coming out They're screaming so loud, I take one last look at the crowd I glance down, I don't believe what I'm seeing "Daddy it's me, help Mommy, her wrists are bleeding," But baby we're in Sweden, how did you get to Sweden? "I followed you Daddy, you told me that you weren't leavin'     "You lied to me Dad, and now you make Mommy sad "And I bought you this coin, it says 'Number One Dad'     "That's all I wanted, I just want to give you this coin "I get the point - fine, me and Mommy are going" But baby wait, "it's too late Dad, you made the choice     "Now go out there and show 'em that you love 'em more than us"      That's what they want, they want you Marshall, they keep.. screamin' your name      It's no wonder you can't go to sleep, just take another pill      Yeah, I bet you will. You rap about it, yeah, word, k-keep it real      I hear applause, all this time I couldn't see      How could it be, that the curtain is closing on me      I turn around, find a gun on the ground, cock it      Put it to my brain and scream "die Shady" and pop it      The sky darkens, my life flashes, the plane that I was supposed to be on crashes and burns to ashes      That's when I wake up, alarm clock's ringin', there's birds singin'      It's Spring and Hailie's outside swinging, I walk right up to Kim and kiss her      Tell her I miss her, Hailie just smiles and winks at her little sister Almost as if to say.. // [Chorus/Outro] // And when I'm gone, just carry on, don't mourn Rejoice every time you hear the sound of my voice Just know that I'm looking down on you smiling And I didn't feel a thing, So baby don't feel my pain Just smile back And when I'm gone, just carry on, don't mourn Rejoice every time you hear the sound of my voice Just know that I'm looking down on you smiling And I didn't feel a thing, So baby don't feel no pain Just smile back...   Did you include in your blog: Poetry…………………………………………………………………………………………………10 points Music………………………………………………………………………………………………….10 points A comparison………………..…………………………………………………………………….10 points Analysis……………………………………………………………………………………………….10 points Your own poetry or music…………………………………………………………………….10 points Use of vocabulary………………………………………………………………………………….10 points Extra topics………………………………………………………………………….….bonus of 10 points
 * UNIVERSITY OF MAINE AT FARMINGTON **
 * __ Teacher’s Name __ **** :  ** Miss Wadsworth ** __Facet__: ** Perspective** __Grade Level__: **10 ** __Topic__: **Poetry
 * __ Objectives __ **
 * Student will be able to ** perceive how poetry conveys meaning and convey meaning in their own poetry.
 * __ Maine Learning Results Alignment __ **
 * // Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama, and poetry using excepts from the text to defend their assertions. //**
 * Rationale: ** Students will consider poetry as a genre and how it is used to convey meaning.
 * __ Assessment __ **
 * Formative (Assessment for Learning) **
 * Summative (Assessment of Learning) **
 * __ Integration __ **
 * __ Groupings __ **
 * __ Differentiated Instruction __ **
 * Modifications/Accommodations **
 * Extensions  **
 * __ Materials, Resources and Technology __ **
 * __ Source for Lesson Plan and Research __ **
 * __ Maine Standards for Initial Teacher Certification and Rationale __ **
 * // Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.  // **
 * // Rationale:   // **
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.  // **
 * // Rationale:   // **
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.  // **
 * // Rationale:   // **
 * Intrapersonal ** -As a summative assessment, students will create a blog to discuss how poetry conveys meaning. They will be doing these alone.
 * Technology- ** The technology used in this lesson includes creating a blog in order to analyze, create, and discus poetry and music.
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.  // **
 * // Rationale:  // **
 * __ Teaching and Learning Sequence __ **** :   **
 * __ Content Notes __ **
 * __ Handouts __ **