Lesson 1: Introduction to Unit: Identity Poetry

Goals: By the end of class today students should - Understand the poem If by Rudyard Kipling and its connection to our unit theme - Experience a new way to look at poetry (and ideally gain a new sense of appreciation for it) - Think critically about the question What makes me who I am? - Be able to compose their own poetry that serves as self-expression Materials: For this lesson we will need - Printed copies of Rudyard Kiplings If - Smart board - Internet connection and audio/visual connections set up - Access to youtube.com - I Am Poem worksheet Procedure: Opening - I will begin class by passing out copies of the poem If by Rudyard Kipling to the class. I will explain that today we are beginning a new unit focusing on identity and will be incorporating poetry throughout the next few weeks. I will play a video of a reading of the poem from YouTube and have the video projected on the front board. This first video that I found is just a mans voice reading the poem featuring typography of the words on the video. (Embed code: <iframe width="420" height="315" src="http://www.youtube.com/embed/1tTeZNfwesg" frameborder="0" allowfullscreen></iframe>) I will ask students to follow along silently. (5 min) - Next I will project the poem up on the smart board. We will discuss as a class how the poem is relevant to the theme of identity. I will also ask students if they can identify any poetical elements in the poem that stand out to them (rhyme scheme, repetition, metaphor etc) or if there are any words in the poem that they are unfamiliar with. For any of these things we discuss I will ask for volunteers to mark them on the board. This discussion is loosely planned because it is dependent on how my students react and on what prior knowledge they bring with them to the lesson. If students are not participating as much as I want I will use leading questions to point them in the right direction. (10 min) Body - Next we will discuss how one poem could mean something different to one person than it could to another. I will then show another video recording of the same poem off YouTube and we will compare the two interpretations. This second version is a reading of the poem set to images of the 1998 World Cup. (Embed code: <iframe width="420" height="315" src="http://www.youtube.com/embed/tjuihw2q_Ts" frameborder="0" allowfullscreen></iframe>) We will briefly discuss how the representation of identity is changed from one video to the next and any other differences. (5 min) - At this point I will introduce an on-going assignment. I will pass around a sign up sheet and every student will be required to sign up for a day to present a poem. The students can choose any poem they would like. Students have the option to choose a poem that they think somehow represents their identity or that they simply enjoy. Students will also be given the choice to present it to the

class by reading it aloud or presenting an audio recording of it from online (like our if poem examples). I will explain that this assignment is mandatory and its main purpose is to give us an opportunity to explore more poetry. (10 min) Closing - Next I will hand out the I Am Poetry worksheets and ask students to read over the instructions silently. I will explain that we are writing our own poems to explore our identities and to explore self-expression through poetry. (2 min) - As a class we will use the smart board to list and brainstorm various possibilities for the content of our poems. (10 min) - Students will then be given the remainder of class to work on their poems independently. After 5 to 10 minutes, depending on how much the students have completed I will allow the class to work in pairs. The pairs will be allowed to share their poems with each other or brainstorm more ideas together. Whatever the students do not complete on their poems will be assigned for homework. (10 min) Assessment of Goals: To ensure the goals of this lesson were met - I will be listening for students responses as we discuss the poem If and make sure they touch on its relevance to our unit theme. I will make sure that as many students as time allows have the opportunity to participate. I will also be talking to students one-on-one throughout the lesson to ensure that everyone is following along. - I hope to engage students by using the YouTube videos and provide them with an opportunity to explore poetry on their own with the shared poetry assignment. -I will be assessing the last two goals by observing the students progress through the I Am poem writing activity and class discussions. I will check that the results of this activity are thoughtfully done. Standards Addressed: NCTE Standards - Standard 12 - Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). - Standard 4 - Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. ISBE Standards - CC.8.SL.5 Presentation of Knowledge and Ideas: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.