Lesson: Intro to Poetry
1. As a class, we will choose another class novel to read to start each day. We will do poetry concurrently.
We will vote on the following novel/book choices: Lesley's Journal, Happiness Advantage, 5 People You Meet in Heaven.
We will vote on the following novel/book choices: Lesley's Journal, Happiness Advantage, 5 People You Meet in Heaven.
2. We started the unit by looking at "The Top Five Reasons Students Hate Poetry."
top_5_reasons_students_hate_poetry.doc | |
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3. For Each of these reasons, I will advance a counter-reason to explain why this unit is going to be great!
REASON 1 - IT'S TOO HARD TO UNDERSTAND - THE LANGUAGE IS TOO COMPLICATED!
-There's a movement called "Slam Poetry" which takes some very complex ideas and makes them accessible to everyone!
-We will watch a slam poem to see.
http://www.youtube.com/watch?v=M6wJl37N9C0 - Pretty by Katie Makkai
https://youtu.be/670if6Etx0o - Troll by Shane Koyzan https://youtu.be/gcxdoUdNZoU (News footage of Dutch Internet Troll arrested.)
REASON 1 - IT'S TOO HARD TO UNDERSTAND - THE LANGUAGE IS TOO COMPLICATED!
-There's a movement called "Slam Poetry" which takes some very complex ideas and makes them accessible to everyone!
-We will watch a slam poem to see.
http://www.youtube.com/watch?v=M6wJl37N9C0 - Pretty by Katie Makkai
https://youtu.be/670if6Etx0o - Troll by Shane Koyzan https://youtu.be/gcxdoUdNZoU (News footage of Dutch Internet Troll arrested.)
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REASON 2 - It is too detailed.
Poetry goes against all of our natural instincts in this society. We want a rapid movement of images, that constantly change to keep our attention. We want the new James Bond Movie or the Jason Bourne Series because we are accustomed to action like car chases. Mr. Fitton will show top car chase countdown (1 minute in to 2 minutes) as example:
Poetry goes against all of our natural instincts in this society. We want a rapid movement of images, that constantly change to keep our attention. We want the new James Bond Movie or the Jason Bourne Series because we are accustomed to action like car chases. Mr. Fitton will show top car chase countdown (1 minute in to 2 minutes) as example:
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REASON 3: Poetry ask us to slow down.
Things have to move quickly to keep our attention. However, Poetry asks us to do this to slow down and look at something in detail like this clip from Austin Powers: Show Austin Powers clip (http://www.youtube.com/watch?v=iLKR9tCiwvA) of him turning around a car in an 80 point turn. It asks us to look at something in detail and think about it rather than doing it quickly, which essentially goes against everything we want. REASON 4: No one uses it in real life. Not true! We will look at poetry in music, advertising, riddles, children’s books in order to show you that it is everywhere and something worth knowing in order to better appreciate the things we come in contact with in our everyday life. |
For Instance, here are two youtube videos which reveal how much poetry is used in the music most of us listen to.
Poetic Devices in Songs: https://www.youtube.com/watch?v=ARtyFaDP2U4
Personification Songs: https://www.youtube.com/watch?v=RKexdSZNiLc&feature=related
Poetic Devices in Songs: https://www.youtube.com/watch?v=ARtyFaDP2U4
Personification Songs: https://www.youtube.com/watch?v=RKexdSZNiLc&feature=related
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REASON 5: Students think that studying poetry means writing poetry!
I will at times ask you to write lines to show me you understand, I will not make you write a poem completely on your own unless you want to. However, we may end up writing bad poetry on purpose!
I will at times ask you to write lines to show me you understand, I will not make you write a poem completely on your own unless you want to. However, we may end up writing bad poetry on purpose!
REASON 6: Why can't they just say what they mean!
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Poetry attempts to look at something in a different light so that we understand it even better or consider aspects we have never considered before.
Talk about how the poets sees things like a child with fresh eyes. As a class, let's think of examples of how when they were children they saw something in a different light. For example, whenever my parents would point out the Hope Slide I looked everywhere for a waterslide. -Slideshow of optical illusions http://www.michaelbach.de/ot/fcs_SpatFreqComposites/index.html (optical illusion with faces) http://www.michaelbach.de/ot/fcs_hollow-face/index.html https://www.youtube.com/watch?v=a8tngtNgXl4 - 3d Street art + Time Lapse of them paining it. |
Lesson 2 - Having Fun With Poetry - Inspired by Magnetic Poetry
1. Today we are just going to have fun with the language of poetry and how it really can be anywhere.
Directions for Magnetic Poetry - Students need to get into groups of 2-3 and come up with following and put them on the rectangular chunks of paper Mr. Fitton cut up. 4 Nouns (person, place, thing or emotion) 3 adjectives (words that describe nouns: colour, personality, size) 2 articles (the, a, an, one, some) 4 verbs (Action words) 2 conjunctions (don’t, shouldn’t, can’t, should’ve) 2 prepositions (anywhere a cat can go: through, at, over, up, around) 3 adverbs (words that describe verbs: slowly, quickly etc.) |
1. Put students in groups of 2 or 3
2. Have students come up with words that fit in categories above 3. Encourage students to use creative, original, and imaginative words (and encourage them to use a dictionary as they will have to re-copy misspelled words) 4. Students write words on large pieces of paper (chop 11X17 paper into two or three strips-use coloured felts for better effect) 5. Have class pool their words. (All nouns in a pile, adjectives in a pile, etc.) 6. Students then must go in and remove the same amount of words they put into each pile but they cannot take out their own. (Note: the numbers will never work out perfectly-there is always a group that mixes up their parts of speech or that doesn’t put in the exact amount. If a group ends up with one less verb or noun the world won’t end.) 7. Students then take their new words and create a “Poem” which is really just a non-sensical sentence. They can change verb form/tense and add 2 or three of their own words and punctuate as they like. 8. Have groups give their “poem” a title. 9. Give students masking tape and have them display their poems on the classroom walls. 10. We will post the poems on the door. 11. Do a “symbolic analysis” of the poem. 12. Leave poems up around the room for a week or so to intrigue/confuse/amuse/enlighten/perplex/infuriate/annoy/challenge all who read them. |
Lesson 3 - Poetry Continued - Poetic Terms to Know.1. To the left is arguably, one of the worlds shortest poems. There is some controversy over whether it is a poem or not. What do we think as a class. What makes it a poem?
2. Look at A Martian Sends a Postcard Home and Riddle Poems. Talk about how poetry looks at things from a different perspectives.
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3. We may not cover these in class - but here are some puzzle poems. Students can write their own too for the class.
riddle_poem_handout.doc | |
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3. Hand out Poetry Sort (Matching/Definitions - see below.) Students need to match the term to the definition. Keep the sheet for study purposes.
4. Have till end of class to sort terms and this becomes their poetry terms dictionary
5. Tell them to print off a school appropriate song when done. Identify as many devices as they can.
4. Have till end of class to sort terms and this becomes their poetry terms dictionary
5. Tell them to print off a school appropriate song when done. Identify as many devices as they can.
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6. Review poetic terms by getting them into pairs and sculpting poetic terms in playdough. Give the example of Stanza. Present to the class.
Lesson 4: Imagery
1. Poets use imagery to get the reader to really identify with their subject matter, make them see, hear, taste, feel and smell whatever they are talking about. Define: Words/phrases that appeal to the sense and paint a picture in the readers mind.
One of Mr. Fitton's favourite poems is all about Imagery and why it is important. William Carlos Williams wrote the poem "Red Wheelbarrow." See below!
One of Mr. Fitton's favourite poems is all about Imagery and why it is important. William Carlos Williams wrote the poem "Red Wheelbarrow." See below!
2. Hand out imagery sheet, but explain that we are going to do a more interactive study of imagery, but that they can fill out their answers on the sheet.
Explain that each answer must be a minimum of a sentence and have VIVID details, we will vote on the strongest images for a prize. Hand out a candy item. Get them to create a 5 sense poem for their object (_____________ Feels like, looks like, smells like, tastes like, sounds like. Get them to write it on 11x17 to put on display. Share their poems and give a compliment to each one.
Explain that each answer must be a minimum of a sentence and have VIVID details, we will vote on the strongest images for a prize. Hand out a candy item. Get them to create a 5 sense poem for their object (_____________ Feels like, looks like, smells like, tastes like, sounds like. Get them to write it on 11x17 to put on display. Share their poems and give a compliment to each one.
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3. Listen to “Lucy in the Sky with Diamonds” and look for examples of imagery and theme. Collect when done
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Lesson - Getting to Know Key Terms: Symbol/Symbolism
1. Explain what the word Symbolism means: "A concrete object that represents an abstract idea." Don't worry - Mr. Fitton will explain.
2. Go over Common Symbols in literature sheet
2. Go over Common Symbols in literature sheet
common_symbols_in_literature[1][1].doc | |
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3. Play Pictionary with the words: Evil, Death, Passion, Innocence, Justice, Guilt, and Maturity
4. Show them the music video to “Another Brick in the Wall.” Ask them to pick out the symbols.
4. Show them the music video to “Another Brick in the Wall.” Ask them to pick out the symbols.
5. Ask them what the connotations of the word red? How about Balloons? Write on the board, what do you think that a balloon would symbolize?
6. Ask them what they know about the Cold War and the threat of nuclear war, discuss, explain threats associated with a nuclear explosion (Show overhead and discuss). Culture reflected this, if everyone may die at any moment, social beliefs change - some believe that people may as well do drugs and free love.
6. Ask them what they know about the Cold War and the threat of nuclear war, discuss, explain threats associated with a nuclear explosion (Show overhead and discuss). Culture reflected this, if everyone may die at any moment, social beliefs change - some believe that people may as well do drugs and free love.
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7. Listen to “99 Red Ballons” by Goldfinger or Nena
8. as they are listening, try to summarize the story of each STANZA into one sentence using the handout provided.
9. Get them to write their ideas on the board 10. Go through each stanza: What are the dominant themes? What does the Balloon now symbolize? (Red could be hot emotions, situation ready to pop at any moment, lots of tension, ready to misinterpret any situation) -99 red Ballons symbol for Russian/ US relations during the Cold War, fragile situation ready to explode 11. Discuss the tone of the song. Authors feelings towards the subject matter. (Satirical) 12. Does this poem have universal themes? Do feelings like this still exist today in the post-cold war era? |
Finish up Symbolism and Look at Onomatopoeia
1. Show the music video to “Not Ready to Make Nice,” ask them to pick out symbol and answer multiple choice questions
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2. Listen to POW
3. Identify 5 poetic devices
4. Identify a theme of one of the 2. Have them write a theme statement and 2-3 lines that support it. Explain how the quotes back it up.
3. Identify 5 poetic devices
4. Identify a theme of one of the 2. Have them write a theme statement and 2-3 lines that support it. Explain how the quotes back it up.
Lesson - Getting more familiar with Key Terms - Onomatopoeia
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Goal: Learn how to pick out alliteration, onomatopoeia. 1. Discuss sound devices and define onomatopoeia. Ask students to look at their poetry sheet so they can find the definition -As a class, each student must show an example of Onomatopoeia -Mt. Fitton will show Onomatopoeia video http://www.youtube.com/watch?v=q-BVwwKTjlI 2. Explain alliteration, assonance and consonance. Alliteration: Repeated consonant sound at the beginning of words Assonance: Repeating Vowel Sounds (to create internal rhyme) Consonance: repetition of the same consonant two or more times in short succession, as in "pitter patter" or in "all mammals named Sam are clammy". 3. Do tongue Twister competition. Mr. Fitton has a sheet photocopied in the class, but here is a website as well. http://www.toptenz.net/tp-10-tongue-twisters.php Our focus here is on how language can be extremely fun. |
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4. Play clip from Blood Diamond and discuss conditions in developing countries. Which helps us understand a bit about the metaphor of the "Waving Flag" in our next song.
5 Play Wavin’ Flag and get them to answer questions. See youtube clip above.
6. Discuss Metaphor and simile
7. Worst Metaphor contest. Make one and share with class. |
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5. Discuss how to figure out a poem you don’t know and practice. See document below. We will discuss how to read one and then answer some questions.
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Lesson: Irony in Poetry, Literature and Film
Goal: Learn how to pick out irony and symbolism in poetry
1. Do irony and symbol notes on overhead
2. Show example of each type of irony:
Situational Irony
-Farside
-Ironic photographs
Verbal Irony
http://www.youtube.com/watch?v=dhRUe-gz690 (black Night)
Dramatic Irony
“Is Anyone There?”
http://www.youtube.com/watch?v=vGA0AoAlAeA&feature=related Scary movie clip that makes fun of horror movie clichés.
1. Do irony and symbol notes on overhead
2. Show example of each type of irony:
Situational Irony
-Farside
-Ironic photographs
Verbal Irony
http://www.youtube.com/watch?v=dhRUe-gz690 (black Night)
Dramatic Irony
“Is Anyone There?”
http://www.youtube.com/watch?v=vGA0AoAlAeA&feature=related Scary movie clip that makes fun of horror movie clichés.
irony_and_symbol_notes.docx | |
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ironic_pictures.pptx | |
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3. Pick out Irony in a parody of "Ironic" by Alannis Morissette.
Lesson: Simile and Metaphors
Goal: Learn the terms Metaphor, Simile and Personification and be able to pick them out in song
1. Teach the terms Metaphor and Simile. Have students look at their initial unit handout. Explain why we use metaphors as humans. Sometimes we need them to help us explain the world, love, life, etc.
2. Show the worst metaphor contest; create own worst metaphors / similes.
Students have to create their own extended Metaphors. Read out the extended metaphor from "The Five People You Meet in Heaven."
“All parents damage their children. It cannot be helped. Youth, like pristine glass, absorbs the prints of its handlers. Some parents smudge, others crack, a few shatter childhoods completely into jagged little pieces, beyond repair.”
― Mitch Albom, The Five People You Meet in Heaven
"Life is Like a Box of Chocolates, you never know what you're gonna get"
-Forrest Gump.
1. Teach the terms Metaphor and Simile. Have students look at their initial unit handout. Explain why we use metaphors as humans. Sometimes we need them to help us explain the world, love, life, etc.
2. Show the worst metaphor contest; create own worst metaphors / similes.
Students have to create their own extended Metaphors. Read out the extended metaphor from "The Five People You Meet in Heaven."
“All parents damage their children. It cannot be helped. Youth, like pristine glass, absorbs the prints of its handlers. Some parents smudge, others crack, a few shatter childhoods completely into jagged little pieces, beyond repair.”
― Mitch Albom, The Five People You Meet in Heaven
"Life is Like a Box of Chocolates, you never know what you're gonna get"
-Forrest Gump.
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1. Intro to our movie study of Forest Gump.
2. Watch Friends intro.
3. Free write: "A time you did something for a friend that was important" or "a time a friend did something that meant a lot for you."
2. Watch Friends intro.
3. Free write: "A time you did something for a friend that was important" or "a time a friend did something that meant a lot for you."
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6. Freewrite: On the sheet "Metaphor and Simile" - SEE BELOW.
7. Listen to Umbrella and Bridge over troubled water and get them to explain the metaphors
8. Teach the term Personification (Review the first sheet from the unit)
9. Show the youtube clip Personification in song. And the Geico commercials which show personification in a humorous way.
10. Listen to the Wind Cries Mary and pick out Personification. See handout below.
11. Watch Forest Gump.
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metaphor_and_simile.doc | |
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Goal: Review theme and practice picking it out in songs/movies
Read The Zax http://www.youtube.com/watch?v=_MVdgz2ghhw and Pick out theme or http://www.youtube.com/watch?v=v3yJomUhs0g&feature=related (The Sneetches) 3. Listen to “Changes” by Tupac. Pick out the theme and three examples to support. |
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4. Assignment: Poetic Devices Scavenger Hunt - In magazines. We will find various poetic devices and at the same time realize that Poetic Devices make for a powerful advertising technique.
poetic_devices_scavenger_hunt.doc | |
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Goal: Use skills learned in poetry to analyze their own song; measure knowledge of poetry in a quiz
1. Poetic terms bingo
2. Poetry Quiz - Open book if you completed the cut/paste assignment.
1. Poetic terms bingo
2. Poetry Quiz - Open book if you completed the cut/paste assignment.
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