I. Curricular Framework

Concept:

Expression

Essential Question:

How does an understanding of poetic form aid in interpretation?

Bridge:

Interpretation

Content:

Poetic Form

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: To encourage students to accept the fact that poetry is a part of their lives.

Activity: This activity is reminiscent of the poetry readings of the 50s and 60s. The teacher asks how important poetry is to their lives. (The responses are, of course, negative.) The teacher then begins to recite lines from such "poets" as Sting, U2, and Pink Floyd. The students soon "catch on" and start reciting the rock lyrics (some good poetry, some not) that are important to them. This leads to discussion of how their thoughts, opinions, and emotional responses are quite openly the basis for the poetry of their musical idols.

Assessment: Class participation (to some this seems like a "divine revelation").

2. Attend: Attending to the Connection

Objective: To create a viable definition of poetry.

Activity: Divide students into groups. Each group is given the same five modern rock poems (ex. "In God's Country" by U2, "The Children's Crusade" by Sting). Students are given a reflection sheet which directs them to answer specific questions about each poem and to ultimately determine what poetry is. Each group then randomly selects one of the five poems and analyzes that lyric as completely as possible. Every group then reports its definition of poetry and its analysis of the one specific poem.

Assessment: Quality of cooperative effort and presentations.

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: To demonstrate aspects of poetry (sound quality, rhythm, and subjectivity) not acknowledged in group efforts.

Activity: Teacher plays recordings of two famous modern rock "classics". Use one very involved and widely interpreted piece and one simple and forthright piece to allow students to see the importance of personal as well as universal evaluation. Discuss how the rhythm and changes in lyrical and musical intensity clarify meaning.

Assessment: Class participation.

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: To encourage students to enjoy the poetic reactions of American generations before them to help students learn a common means by which they can share their thoughts on poetry.

Activity: Teacher instructs students on the vocabulary of poetry and the means of explication. Students are given copies of comparative explication written by teacher. Teacher and students then analyze eighteen poems from class text.

Assessment: Class participation.

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective: To help increase skill in interpretation.

Activity: Class, reformed into original groups, analyzes a "classic" American poem with acquired vocabulary and techniques. Objective test on terms and specific poems given.

Assessment: Cooperative effort; quality of test results.

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: To allow students to demonstrate their uniqueness within an established norm.

Activity: Teacher gives students assignment to explicate one of three poems. They are encouraged to use materials learned, but also to relate how the intent of the poet relates to many people and many times. (This year's selections were "Love Poem" by Nims, "Sympathy" by Dunbar, and "The Fish" by Bishop.)

Assessment: Quality of written work.

7. Refine: Refining the Extension

Objective: To encourage students' belief in personal viewpoint and creativity.

Activity: Groups reform and decide on a common problem, a common emotion, or a common viewpoint. They are then assigned, as individuals, to write a poem on that subject.

Assessment: Quality of written work.

8. Perform: Creative Manifestation of Material Learned

Objective: To share their individual responses to a shared feeling.

Activity: Groups reform to share and discuss how each student created a personal reaction to their common thinking. Groups then exchange poems. Ultimately, the whole class is involved in evaluating the important concepts of their generation and how the poetic form is a succinct and influential means of expressing the same.

Assessment: Group involvement; class participation.

Assessment, Phase Five,Performance, Creative Use of Material Learned: