Dave+Montgomery-Zott


 * Unit Title:** Poetry- It’s a Rap!


 * Name:** David Montgomery-Zott


 * Grade Levels:** 9th-12th English


 * Estimated Time:** Approx. 10 Hrs.

Due to today’s cultural diversity, it is of great importance for adolescent learners to explore literary and artistic genres from a variety of ethnic communities. A popular form of urban poetry, seldom addressed in suburban education, is the art of Slam. This lesson not only introduces students to the Slam culture, but also requires them to research artists, identify poetic devices, and eventually facilitate a live Slam in the classroom.
 * __Unit Overview:__**

As it pertains to student growth and development, this lesson is designed to expand each learner’s cultural awareness. The unit will teach students a modern creative outlet, commonly practiced by members of urban communities. In a suburban setting, educators should not limit their resources to those left behind by the ‘Dead White Guys’. As America’s cultural landscape continues to expand, so too should the curriculum of our children’s classrooms.
 * __Theory to Practice:__**


 * There are some great resources out there for helping you create a poetry slam unit. Some sites that I found helpful are listed below:**

“Rap as a Modern Poetic Form,” by Mindi Englart at Yale

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//Web English Teacher//.

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Elizabeth Irwin, //BostonTeachnet//

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- Students will have a broadened perspective of poetry in the modern world. - Students will be able to identify and discuss important figures in Slam/Urban culture. - Students will master technical writing skills through practice and revision. - Students will be able to use/identify poetic devices associated with Slam poetry. - Students will use technology for research, word processing, and an optional multimedia presentation.
 * __Student Objectives:__**

Teacher Preparation
The unit is designed to be administered sometime mid-semester, possibly before winter break. I believe that with holidays approaching it will be important to use lessons that keep students involved and excited for class. From my experiences, the mechanics and contextual elements of poetry are usually taught with classic examples, such as Shakespeare and Emily Dickenson, which many may find difficult or boring. Although I believe that both of these writers were revolutionaries, and ahead of their time, I think it is just as important to enlighten students about the poetry culture of modern society. My main objective is to help the students create original poetry that makes them proud while demonstrating their understanding of poetic devices. Also, the underlying theme is to discover and/or develop a tolerance for cultural differences and to begin empathizing with members of foreign cultures. Although personal feelings shouldn’t be judged and cannot be graded, my goal is to introduce the concept of seeing the world from another perspective.


 * PREWRITING ACTIVITY***

SSR and ‘Unshared’ writings

I’ve included time in my plans for SSR and ‘Unshared’ writings. ‘Unshared’ writings are at least one page handwritten after SSR, but can be written about anything the student wants. I will assure them that I won’t read what they write, but will have to see at least one page written per day. Unshared papers are to be kept in a folder or binder for the entire year. I believe that this exercise will enhance the students’ desire to write and explore their thoughts. Ideally, the students will reflect on their reading, or, at least have it in mind while writing, and be able to reference Unshared papers when creating their final projects.

=Lesson Plans=

Day 1 Objectives: The students will create a character based upon their understanding of important personal traits, ideas, and the role of culture. The students will materialize their character through creativity and research. The students will address important social, political, and cultural issues from the perspectives of their characters. The students will be prepared to enter their character’s statistics into an online database. Method:** Individual writing and brainstorming. The students will share their ideas in small groups. The students will have internet access for research in order to develop their characters. I will provide each student with instructions for the final project. The students will need writing utensils. I will need a CD/MP3 player. Computers and internet access. Books, magazines, and any other source of information. I am assuming that the students will be responsible for their SSR and Unshared writings. (15 Mins.) I will play Nas’ songs, “Imagine”, and “Dance”, and help the students analyze the lyrics. This exercise will grab their attention and help illustrate ideas for the political/social portion of their project. (30 Mins.) I will give a step by step introduction and overview of their final project and answer any questions they have. (10 Mins.) I will give them time to choose a character, and brainstorm traits, attributes, interests, hobbies, etc. A list of potential categories will be provided with the rubric. (20 Mins.) The students will move into small groups of 4 or less and bounce their ideas back and forth. Hopefully, the peer interaction will stimulate their creativity and give them ideas to personify their characters. (PEER REVIEW) (30 Mins.) The students will be coming up with ideas and gathering information to put together in an online profile. By the end of class, I will have screened everyone’s ideas and answered any questions that they might have about the assignment.
 * Benchmarks Addressed: 1.3.6, 1.41, 4.2.1
 * Materials:**
 * Outline:**
 * Evaluation:**

Objectives:** The students will create 3 original poems from the perspectives of their characters. The students will learn that seemingly abstract information can be brought together with poetry. It is important that the students realize that they are writing from someone else’s perspective. The students will learn how to create literature based on their character’s identity. The students will learn how to use Facebook to create a profile for their character. Method:** The students will be allowed to work individually or in small groups while writing their poetry. The students will be writing original poetry based on the perspective of their character. The class will observe as I guide them through the Facebook process. The students will need their character information and research materials. The students will need writing utensils. I will need internet access via computer with a connection to the television. I am assuming that the students will be responsible for their SSR and Unshared writings. (15 Mins.) I will again explain the requirements for the students’ final project. I will discuss possible themes, topics, and styles in order to help the students that may fall behind. (10 Mins.) I will ask the class questions about literary devices and make sure that they understand enough to use them in their projects. (Ex: “What is alliteration?”) I will give them a handout to be completed in class. (30 Mins.) I will give the students time to work on their poetry and help anyone that seems to be falling behind. Ideally, they should all be coming close to being finished writing at this point. (35 Mins.) Using technology, and connecting the computer to the television, I will show the students how to set up a Facebook page for their characters. There are a lot of potential roadblocks with an assignment of this nature, so, it is important that I demonstrate how to use the program effectively. I will show them how to upload pictures, videos, word documents, and anything else that interests them. (25 Mins.) Again, the grade for this lesson will weigh on the project grade. As long as the students are putting an effort into completing the assignment I cannot reward/penalize them at this point in the week. Once the final presentations have been delivered, it will be clear who was working hard and who was slacking. Only time will tell with this one.
 * Day 2
 * Benchmarks Addressed: 1.3.6, 1.41, 4.2.1
 * Materials:**
 * Outline:**
 * Evaluation:**

Objectives:** During this lesson, I will be trying to help the students prepare their final presentations. The students will learn how to use Facebook to display their characters’ biography. The students will be able to upload images and files to an internet database. The students will have created a full, detailed profile for their character. Method:** The students will be working with Facebook over the internet on a computer. The students will create an electronic profile to showcase their character’s personality while they share an original poem with the class. The students will be working individually in the media center. Internet access. Media center availability. Character profiles/ research information I am assuming that the students will be responsible for their SSR and Unshared writings. (15 Mins.) I will perform a shortened tutorial about using Facebook before heading down to the Media Center. (15 Mins.) The students will go to the media center and create Facebook accounts for their characters. They are expected to know how to upload pictures and documents. I will be available to troubleshoot for everyone in the class and offer constructive feedback regarding their progress. (90 Mins.) At this point, the students should have a clear vision of their final presentations. If they don’t have a Facebook account started by the end of this period they may lose points based upon their effort and participation.
 * Day 3
 * Benchmarks Addressed: 1.3.6, 1.41, 4.2.1
 * Materials:**
 * Outline:**
 * Evaluation:**

Objectives:** Prepare the class for the poetry slam tomorrow. Address any immediate concerns about projects. Allow students the chance to put the finishing touches on any incomplete project. Choose roles for the slam. Gather feedback from the students regarding their feelings about this unit. Method:** Although class will be held in the classroom, students that need more time will be granted access to the media center in order to finish their projects. I will ask for volunteer performers, judges, and timekeepers. The students and I will work as a group while planning for the presentations. Media center access. White board and markers to organize roles for the slam. Construction paper and markers to make numbers 1-10 for the judges. I am assuming that the students will be responsible for their SSR and Unshared writings. (15 Mins.) Before I allow students to use the media center, we must assign roles for the slam in order to be organized and make the culmination of this project worthwhile and enjoyable. First, I will ask the students who will be performing a piece of original work. Next, I will ask the remaining students if anyone would like to keep time. The rest of the students will be judges for the slam. (30-45 Mins.) We must organize the room in order to provide a stage-like atmosphere. We will move the desks into a semi-circle and face them all in the same direction towards the television screen. (10-15 Mins.) Performers will be given an opportunity to rehearse while the judges prepare scorecards for the event. (20 Mins.) Once all of the students have returned to the classroom I will ask them to relay their feelings about this project. I want to know what they like/dislike, any problems they have, and whether or not this is an enjoyable unit. (20 Mins.) The students will be graded based on their role in the slam. Participation points will be given in full to those students who remain active and helpful throughout the process.
 * Day 4
 * Benchmarks Addressed: 1.5.1, 3.2.1, 1.2.3
 * Materials:**
 * Outline:**
 * Evaluation:**

Objectives:** To facilitate a live poetry slam in the classroom. To help students learn organization skills by participating in the event. To create a forum suited for self-expression. Allow students to enhance their presentations with technology. Method:** Students may take the floor in order to present their final projects. Students may choose alternative roles to participate in the slam. Students will show respect to their classmates at all times. Scorecards. Stopwatch. Internet access. Computer connected to a television. Open minds and good spirits. SSR and Unshared papers will be omitted for the day. Students will come into class and assume their designated roles. Judges will sit in the back rows and performers will sit closer to the front. (5 Mins.) Names will be drawn randomly to determine the order of performances. Each contestant will choose one of their original poems and perform it in front of the classroom audience. The student judges will give their classmates scores for their performance on a scale of 1-10. (PEER REVIEW) The highest score will get an A on the assignment and a free homework pass for the future. If there is a tie for the high score, each remaining contestant may choose another original piece to perform. If a student has only one poem, or if they don’t want to share a second piece, they will be disqualified from the event. The rounds may proceed until there is only one contestant left. (115 Mins.) Grading for this project will reflect each student’s cumulative effort throughout the process. A student stands to earn a high grade if they were actively involved in the lessons and put forth a genuine attempt at creating a quality project. The rubric is attached.
 * Day 5
 * Benchmarks Addressed: 1.5.1, 3.2.1, 1.2.3
 * Materials:**
 * Outline:**
 * Evaluation:**