Narrative+Poetry+Unit

(all bolding within lessons are the revisions I made) **__Narrative Poetry Unit Lessons:__**

__Purpose:__ Introduce the definition of various types of narrative poetry, such as spoken word, ballads, epics, idylls, and dramatic monologues, as well as the overall concepts of narrative poetry in general. Show them various poems on the projector that are considered narrative poems, ranging from older to contemporary. Point out specific parts of the poem, which make it a narrative. Have the students complete a Venn diagram based on the information they receive in their journals. __Preparation:__ Pass out poetry magazines, poetry anthologies, and other poetry books to the class. Have the students get into groups of 3 to 5, and spend a considerably amount of time browsing the texts for narrative poems. Have them copy at least one poem that they like into their journals. __Procedure:__ After the students have copied at least one narrative poem in their journal, ask them to write down phrases that sound good, images captured in words, entries written with line breaks, and words that they don’t know the meaning of. Have them do this for the remainder of the class period. __Assessment:__ Ask the students to finish their journal entry at home. They must write at least a few paragraphs, concerning the questions required of the chosen poem.
 * Day 1:**

__Purpose:__ Start out with spoken word poetry, specifically hip hop and rap. As soon as the students sit down, play a recording of the poem “Introduction to Poetry” by Billy Collins. Then have the students take a couple minutes to write about their favorite hip hop or rap song, and why it is their favorite. Is it the words, musical aspect, and/or visuals they receive, or a combination of all three? Show them good examples of hip hop and rap poetry on the overhead. __Preparation:__ Ask the students to take out their journals and share their poetry responses from the day before with a partner for the next 5 minutes. Then bring the class back together and ask for volunteers to share what they think or found out about the poem they wrote about. __Procedure:__ Generate a discussion on what the students like about the poem they used in their journals. Does it have a musical quality to it, such as hip hop and rap poems? Explore various hip/hop poems on YouTube on the projector, such as “Bring the Noise” by Public Enemy. Then, specifically focus on the hip hop song/poem “Liberty Needs Glasses” by Tupac Shakur on the overhead. Pass out the poem and then play it on YouTube. Pass out a graphic organizer. Ask the students to get with a partner and write down what they think the poem says, means, and matters. __Assessment:__ Ask the students to finish the worksheet for homework.
 * Day 2:**

__Purpose:__ The focus of today’s discussion will continue to surround the poem “Liberty needs Glasses” by Tupac Shakur in further depth. Then the students will be given allotted group time to answer specific questions about the poem. __Preparation:__ Ask the students to pull out their graphic organizer, assigned as homework from the previous day. Review what the students think the poem says, means, and matters as a group. Write down their answers on the board. Ask the students if anyone looked up any of the words in the poem that they weren’t sure of, such as the names of several people. If no one is sure, give brief background information on the people referenced. **Discuss tone in depth, and give examples of tone in a couple example poems**. This is a great time to bring up the literary device //allusion//. Discuss the purpose of using allusions in this particular poem. What do the students think? Also, take some time to talk about the purpose of what the word “glasses” in the poem serves. What is it a //symbol// for? Lastly, discuss what //personification// is, and ask the students if they see any evidence of it within the poem? Spend little time discussing these concepts in depth, and leave the questions completely open to the students. __Procedure:__ Place the students in groups of 3 to 5. Write four questions on the board relating to the poem, and ask them to work together to answer the questions. 1. Why do you think justice and liberty are portrayed as human? 2. What do you think the line “slavery was a learning phase/ forgotten without a verdict” means? 3. What is the tone of the poem? 4. Why is it a narrative? Have the students share their responses with the teacher as he/she makes her way around the room. __Assessment:__ Ask the students to write a **journal entry**; concerning how they feel about the world we live in today. Do you feel justice and liberty exists today? Or do we still have a long way to go? It needs to be at least a **couple paragraphs long**, and implement at least one of the three literary devices discussed in class today, **but to definitely define the tone.**
 * Day 3:**

__Purpose:__ Get the students thinking about other types of narrative spoken word poetry. Introduce competitive poetry/Taos poetry. Give a brief history lesson of how and why this type of poetry came to be. Talk about how performance and/or competitive poetry resurrected poetry in the early 1980’s, and made it immensely popular again, after a dry spell. Discuss the location that brought oral performances back, which was Taos, New Mexico, and the type, which was a combination of traditional and slam poetry. Then introduce them to various competitive Taos poems, and have a class discussion about what makes them narrative poems, in addition to spoken word. Focus on imagery. __Preparation:__ Ask the students to pull out their **journal entry** from the night before, and have them share it with a partner for the next couple minutes. Ask for volunteers to share it with the class as well. What ties specific poems of each sub-genre together as a narrative? As spoken word? Play the audio recording of the competitive Taos poem “So Edgar Allan Poe Was in this Car” by Terry Jacobus, while the students read off a hard copy of the poem. __Procedure:__ Pass out a blank sheet of paper, and re-play the audio recording of the poem for a second time. However, this time, ask the students to draw any and all images that come to mind. Assure them that this is just an exercise, and they won’t be graded on their artistic abilities. Then ask the students to share their work with a partner, and discuss why they drew what they drew. How does it represent the story line of the poem? Bring the class back together and discuss the importance of imagery in a poem. __Assessment:__ **For homework, pass out “Elephant Song" by Daniel S. Solis, and ask the students to do the same exercise with imagery with this poem on their own.**
 * Day 4:**

__Purpose:__ Explore Taos poetry further through performance in the classroom. Show YouTube videos of several competitive Taos poetry performances, and ask students to think about what encompasses a poetry performance. __Preparation:__ **Ask the students to pull out their drawings from homework last night**. Have them share it with a partner for the next five minutes, and then reconvene with the rest of the class. Ask the students if the vivid imagery in the poem makes it ideal to perform? What about the language? Discuss the possibilities for a couple minutes. **Then Place the students in groups of 3 to 5. Read the same poem out loud one time, and then ask them to read it as a group.** Have them write down what they think it says, means, and matters. Come back together for whole-group discussion briefly to share ideas. __Procedure:__ Ask the students to take the remainder of the class period to prepare a group performance of the poem. Have them jot down their ideas on paper, and divide up the poem to group members, so that everyone has a part. __Assessment:__ As homework, each group member is required to practice their part of the poetry performance.
 * Day 5:**

__Purpose:__ Introduce Slam poetry. Give relevant history and background information of how it came to be, in addition to how it differs and is similar to hip hop and competitive Taos poetry. For instance, three main reasons separate slam from other poetic movements: performance, community, and audience. Introduce numerous exciting narrative slam poems. __Preparation:__ Ask each group to take about 5 minutes to run through their performance, and then have them perform for the class. Afterward, Play the audio recording of one introductory poem to slam poetry //about// slam poetry titled “Praise Poem for Slam: Why Slam Causes Pain and Is a Good Thing” by Bob Holman. Show a brief PowerPoint mini-lesson on the history of slam poetry, in addition to viewing narrative slam poems on YouTube. **Discuss stanzas in depth. What are they, what do they represent, etc. Show examples on the projector in various poems.** Discuss how the slam poem “My Mother Learns English” by Patricia Smith is a narrative. Discuss what the beat like? **Focus on the meaning of rhythm and rhyme within the given poem. After, as the students what they think the rhythm/rhyme is like in this particular poem. Lastly, discuss various sound devices found in the poem, focusing on alliteration, but touching on assonance and consonance, as well.** __Procedure:__ Pass out a hard copy of Smith’s poem, and have the students work with a partner to find as many examples of sound devices in the poem as they can. Then have the students discuss how it is used to create or enhance the meaning and mood. __Assessment:__ Give the students two options: Write a slam poem about a time you overcame adversity or a smaller bump in the road, or someone else you know did, incorporating at least one of the sound devices, or they can write a slam poem from an alternative viewpoint in response to Smith’s poem, incorporating one of the sound devices. For instance, pretend you are the mother/parent in the poem, instead of the son/daughter, and write about your journey to learning English.
 * Day 6:**


 * Day 7:**
 * __Purpose:__** **To reflect on the sound qualities learned, such as alliteration, assonance, and consonance, in addition to rhythm and rhyme components. What purpose does the line breaks or stanzas serve, etc.**
 * __Preparation:__** **The students will take out their poem they wrote from the night before and share it with a partner for a significant amount of time, say 5-10 minutes. Then the teacher will present a PowerPoint discussion on the overall mechanics of slam poetry. The students will be asked spend some class time to work on revising their slam poem, or start fresh if they wish to, in order to adhere to some of the basic guidelines reviewed in the PowerPoint presentation.**
 * __Procedure:__** **Place students in groups of three to five, and ask them to take turns reading their drafts out loud. Ask them to reflect on the sound qualities they used briefly after reciting.**
 * __Assessment:__** **Take rough drafts home, and work on improvements and/or additions to the poem.**


 * Day 8:**
 * __Purpose:__** **To reflect on what the examples in the students’ poems say, mean, and matter.**
 * __Preparation:__** **Again, the students will take out their poem they wrote from the night before and share it with a partner for a significant amount of time, say 5-10 minutes. The teacher will walk around to consult the clusters of partners on how their poems are coming along.**
 * __Procedure:__** **Students will be placed into the same group of three to five as yesterday, and again share. However, this time they will share the improvements/ and or additions to the poem only. Then they will take turns briefly discussing what their poem says, means, and matters, focusing on specific examples.**
 * __Assessment__****: Continue to revise poem.**

__Purpose:__ Explore slam poetry through performance as well. Encourage students to participate in a slam competition; although every student is required to present their poem individually to the class, not all students are required to //perform.// Discuss the different roles students can and will play in the competition. __Preparation:__ **The students will pull out their revised rough drafts and again share with a partner for a couple minutes. Ask them to give helpful advice for any last minute changes.** The teacher will bring up the slam competition, and the pass out a worksheet on the details. There will be various roles for the students to choose from, such judge, performer, and scorekeeper. __Procedure:__ In order to help students choose a role, the teacher will have them participate in a short activity. Hang posters in opposing corners of the classroom, which will read: "listening", "reading", and "doing". Then ask the students to migrate toward the sign that best sums up how they best learn and/or feels about life in general. Once they have decided, the teacher will relate how their choice is probably telling about what they would feel the most comfortable doing in the poetry competition. Lastly, help the students sign up for the best roles for them. __Assessment:__ Finish revising slam poem, and bring in final copy tomorrow. Also, prepare for role in the competition tomorrow.
 * Day 9:**

__Purpose:__ Increase desire and passion for narrative poetry through competitive slam poetry performance. __Preparation:__ Have all students recite their revised poem from their seats or in front of the classroom. Then ask the students to set up for the competitive slam poetry competition. Judges will take their place, and bring their cards ranging from “0” to “10” to hold up. Scorekeepers will take their place behind the judges, and keep score accordingly. Lastly, performers will take their place in front of the class. __Procedure:__ Slam poetry competition will take place for the remainder of the class period. Performers will use their creative skills and knowledge to perform their poem for the class. __Assessment:__ Students will write a short narrative slam poem, describing the overall slam competition experience.
 * Day 10:**

__Purpose:__ Switch sub-genres completely from spoken word to dramatic monologues. Give a basic overview of what encompasses a dramatic monologue. Touch on the three basic guidelines: single person, not the poet, but in a specific situation and/or critical moment, interacts and/or addressed 1 or more people, and lastly, shows speaker temperament and character (hence, what makes it dramatic). Ask the students to pull out their journals and write down how this is different and similar to spoken word poetry. What ties both genres together as narrative poetry? __Preparation:__ Ask the students to pull out their short narrative slam poem from the night before and, ask for volunteers to share it with the class. Then present a PowerPoint lesson on the history and mechanics of dramatic monologues. **Discuss the how you distinguish slam from dramatic monologues. Are they more similar or different? Stir a discussion on both concepts.** Present many examples of narrative dramatic monologues, such as “Dialogues of the Dead” from the play by Lucian and “Caesar and Cleopatra” from the play by George Bernard Shaw. Show examples of such readings and performances on YouTube. Then pass out a worksheet with three dramatic monologues on it, and ask the students to focus on the first monologue called “That’s My Dad” by Matt Buchanan. Ask them what elements make it a narrative? What does it say, mean, and matter? Then work through the poem together, bringing in what literary devices work to enhance the monologue’s meaning. Focus on voice and tone. __Procedure:__ Place the students in groups of 3 to 5, and have them move on to the second monologue called “Ever Wish You Could Control Your Dreams” by Matt Buchanan. Have them discuss what it says, means, and matters, and then annotate the poem together. **Also, ask them to discuss the sound devices within the monologue. What are they? Where are they? What purpose do they serve?** Then bring the class back to whole-group discussion, and have them share their ideas with the class. __Assessment:__ For homework, the last monologue on the worksheet is assigned. The students must write what it says, means, and matters in their journals, and annotate the poem on the piece of paper.
 * Day 11:**


 * Day 12:**
 * __Purpose:__** **To contrast slam poetry and dramatic monologues.**
 * __Preparation:__** **Use the projector to present the students with side-by-side examples of slam poems and dramatic monologues. Generate a whole-group discussion on the similarities and differences. What components still tie them together as narrative poetry?**
 * __Procedure:__** **Pass out a hard copy of the slam poem “Disclaimer” by Bob Holman, and the dramatic monologue “Dialogues of the Dead” from the play by Lucian side-by-side, and a compare/contrast worksheet. Ask the students to work with a partner on annotating both narratives, and work on the worksheet.**
 * __Assessment:__** **Take the worksheet home to finish, if more time is needed.**


 * Day 13:**
 * __Purpose:__** **To build autonomous students who thrive on choice and decision making, in addition to helping them build an understanding of similar sound devices in narrative poetry found in this sub-genre.**
 * __Preparation:__** **Ask the students to pull out their compare/contrast worksheet from the night before, and ask for volunteers to share their thoughts, ideas, and discoveries with the class for the first five to ten minutes. Pass out a set of laptops and books on dramatic monologues to the class. Set them up for a classroom activity by sharing valuable websites for dramatic monologues on the projector.**
 * __Procedure:__** **Ask the students to pick a dramatic monologue of their choice, and reflect on the sound devices within the monologue in their journals, such as alliteration, assonance, consonance, rhythm, and rhyme. Have them print off or copy their monologue out of a book, and put it in their journals.**
 * __Assessment:__** **Ask the students to write another paragraph on what their poem says, means, and matters.**

__Purpose:__ **To guide further understanding of dramatic monologues, which adhere to basic narrative poetry conventions, and inspiring creativity in the process.** __Preparation:__ **Review individual dramatic monologues, as a class assigned as homework from the night before.** Then describe the dramatic monologue scavenger hunt the students will participate in for the remainder of the class period. __Procedure:__ Send the students on an online scavenger hunt, produced by the teacher in the computer lab. Students will discover websites that introduce exciting dramatic monologues, such as [], in addition to sites that describe its place in the narrative realm. They will complete a set of questions as they go along. __Assessment:__ **Write about one to two new things you learned about dramatic monologues in your journals.**
 * Day 14:**

__Purpose:__ To get the students excited about narrative dramatic monologues through performance. __Preparation:__ Discuss scavenger hunt from the night before in journals. What did learn about dramatic monologues that you didn’t know before? What type of monologues do you find the most interesting? How do you feel about the one you wrote yourself? __Procedure:__ **Pass out dramatic monologues to each set of partners, and ask the students to practice performing opposite parts out loud together.** Get with a partner and share your monologue with one another. Fill out a peer review sheet, and discuss your thought process as you were **reciting the monologue**. Volunteers may share with the entire class. __Assessment:__ Complete a self-reflection sheet on how you feel about your narrative dramatic monologue **performance.**
 * Day 15:**

__Purpose:__ Expose the students to ballad poems specifically, on the overhead projector. Get them thinking about what a ballad poem entails. What makes it a narrative poem? Show them numerous examples of ballad poems on the overhead. In what ways does it differ from spoken word, and/or dramatic monologue poetry? Ask them to write down their responses in their journals. __Preparation:__ Ask the students to turn in their self-reelections from yesterday. Then place the students in groups of 3 to 5, and ask them to take turns sharing their journal responses with one another for the next 5 to 7 minutes. __Procedure:__ Bring the conversation back to whole-group discussion. Show a PowerPoint mini-lesson on the ballad form. Then pass out a worksheet with various ballad poem topics and subjects on it, as well as, an overview of the ballad form. Ask the students to begin writing their own ballad in their journals for the remainder of the class period, or browse the books available in the classroom for ideas, if they are stuck. __Assessment:__ Students will be asked to write a ballad poem in their journal.
 * Day 16:**

__Purpose:__ Students will be asked to explore the use of sound and sense in poems, by listening to recorded ballads with the class on YouTube, such as “Annabel Lee” by Edgar Allen Poe, as well as, “We Real Cool” by Gwendolyn Brooks. Ask the students to write down two things they like or dislike about the poem’s sound and visuals. __Preparation:__ Ask the students to pull out their finished ballad poem in their journals. . Place the students in groups of 3 to 5, and ask them to take turns sharing their poems with one another for the next 5 to 7 minutes. Then pass out a worksheet on **new/different** literary devices, in addition to presenting a short PowerPoint mini-lesson on the most common devices used in poetry. This way, students have a good idea of what they **all** are, as well as good examples of each. __Procedure:__ Bring the conversation back to whole-group lecture. Then ask students to get with a partner and exchange ballad poems. Have them explore/scan each other’s poem for literary devices they may have used, and underline them. __Assessment:__ Give the students the poem “What the Doctor Said” by Raymond Carver to take home and mark up with examples of literary devices.
 * Day 17:**

__Purpose:__ Explore the poem “What the Doctor Said” in depth with the class. Explore the terms imagery, diction, rhyme scheme, stanzas, rising/falling action, and climax in detail. Have them do a complete poetry annotation. __Preparation:__ Have the students write about one literary device they spotted in the poem in their journal for the next five minutes. Ask for volunteers to share their responses. Then, switch gears and show examples of poetry annotations, by passing student’s copies from the internet or last year out to the class. Let the students look them over with a partner for the next five minutes. __Procedure:__ Bring the class together and start a discussion on Edgar Allan Poe’s poem “The Raven.” Read the poem out loud to the class, play it on YouTube, and ask a student to read it aloud, each time asking for what does it say, mean, and matter. Pass out copies to the class and use a copy on the projector to use as a visual for the class. Explain briefly what the literary devices are, but focus on imagery specifically, for now. Mark different areas of the poem on the overhead, while the students do the same on their copy, where vivid imagery is found, appealing to all the senses, not just visual. Then describe diction is, which is word choices and their meaning. __Assessment:__ Ask the students to finish marking up the poem for homework, and to include pictures on it, if they wish to do so. However, they must start looking up various words as well. Tell them to look up words they don’t know, as well as words that they do know which are either repeated or intriguing. Tell them to write down both the denotations (explicit meaning) and connotations (suggested meaning) of words they choose.
 * Day 18:**

__Purpose:__ Explore the poem “The Raven” in further depth with the class. Have the students share their poetry annotations in their journals, before it is discussed in class. Did they find any of the definitions of common words they know interesting? Or perhaps, a word they didn’t know? What kind of imagery in the poem sticks out the most to you? __Preparation:__ Have the students pull out their marked up copy of “The Raven,” and ask for volunteers to share their discoveries with the class for the next ten minutes. __Procedure:__ Place students in groups of 3 to 5, and explain the activity they will be participating in. They will be asked to pick a specific piece of imagery from a line in the poem, and act out the imagery from the line in front of the class. Give the students approximately 15 minutes to work on their poetry interpretations. Then have them present to their classmates. __Assessment:__ Ask the students to write a short narrative poem on how they thought their group’s poetry interpretation went. It can be 3 stanzas or less.
 * Day 19:**


 * Day 20:**
 * __Purpose:__** **To contrast all three main sub-genres of narrative poetry explored in the unit.**
 * __Preparation:__** **Ask students to pull out their short narrative poem on how they thought their group’s poetry interpretation went. Have the students share with their group for five minutes, and then ask for volunteers to share the poem with the entire class. Then switch gears, and ask the students to brainstorm for a few minutes in their journals on how slam poetry, dramatic monologues, and ballads relate to one another. What connects them together under the narrative poetry genre? Is it more often content than format or literary devices, or is it a combination of all of the above.**
 * __Procedure:__** **Place students in groups of three or five, and have them complete a compare/contrast worksheet on their thoughts from their journals by combining their ideas for the next fifteen minutes. The teacher will walk around to listen and comment on their findings.**
 * __Assessment:__** **No homework.**

__Purpose:__ To sum up the narrative poetry unit, and introduce the concluding summative assessment. __Preparation:__ Then move onto explaining the upcoming summative assessment, which will conclude the narrative poetry unit. Pass out the directions for the summative assessment; explain that it will have two separate parts. The first part will ask the students to write an analytical essay on one of the sub-genres in the unit, including spoken word **(hip/hop, competitive Taos, or slam), dramatic monologues, or ballads.** The second part will be an oral presentation of one of the sub-genres, which will include the form and history, in addition to sharing your own poem in the form you are addressing. __Procedure:__ Present a PowerPoint presentation on the conventions of analytical essays. __Assessment:__ Ask the students to start thinking about what sub-genre they would like to write about for the two parts of the summative assessment.
 * Day 21:**

**Summative Assessment: Narrative Poetry Unit:**
 * Day 22:** Work on Projects in class
 * Day 23:** Work on Projects in class
 * Day 24:** Peer review day for analytical paper
 * Day 25**: Final summative assessment is due.
 * Day 26:** Presentations begin
 * Day 27:** Presentations continue
 * Day 28:** Presentations will //ideally// end.

**__Master your craft!__**
 * Directions:** Now that you have had an opportunity to explore various sub-genres and aspects of narrative poetry, you will be asked to demonstrate your overall understanding of the genre in a final assessment. There are two parts to this assessment. The first part asks you to choose any narrative poemof your choice, and to write an analytical essay of that particular poem of approximately 3-4 pages. The second part is a presentation. You will be asked to present one sub-genre of narrative poetry to the class, including its form and history, in any creative manner you wish. You may use posters, PowerPoint, or other. However, you will also need to include and recite a poem of your own, in that sub-genre you choose to explore. After you are all finished, you will write two reflections of the entire summative project, one for part 1, and one for part 2. How did you think it went, what did you learn, what problems did you encounter, etc. The following is a reminder of the list of sub-genres you can choose from.
 * Spoken word [hip hop and/or rap poetry (see me if you are unsure), slam poetry, or competitive Taos/performance poetry].
 * Dramatic monologue
 * Ballads
 * Epics
 * idylls
 * __The assignment is worth 100 points total__**
 * Analytical essay-(30)**
 * Presentation-(20)+poem(20)=40**
 * Reflection-(15)+(15)=(30)**
 * __Part 1:__**

**__Analytical Essay Rubric (30 points)__**
 * Analytical essay question:** Pretend you are talking to a freshman student at the school who knows little to nothing about the sub-genre of the narrative poetry form you chose for this assignment. Pick a poem, and discuss why the sub-genre and poem is narrative. Use elements/literary device descriptions to show how it enhances the overall narrative genre, and overall meaning of the poem you chose.

(Used to gauge the student’s ability to create meaning, influence thought, and make decisions, according to their poem and analysis). || The information presented is minimal and/or not necessarily relevant to the assignment. || The information presented is thorough and relevant to the assignment. || The information presented is excellent & goes beyond what is being asked by the assignment. || **__Essay Reflection Instructions -15 points__**
 * **Criteria** || **0-2 points** || **3-5 points** || **6-8 points** ||
 * **Organization:** Includes introduction, paragraphs in the body organized around the information and a conclusion. || Poorly organized and written. || Generally well organized and written. || Well organized and written. ||
 * **Analysis/critical thought** || Limited analysis of the topic. Minimal attempt to address conflicting accounts and different points of view. || Accurate analysis of the topic. Adequately attempts to address conflicting accounts and different points of view. || Complete/accurate analysis of the topic. Thoroughly addresses conflicting accounts and different points of view. Uses relevant outside information in analysis. ||
 * **Knowledge of topic:**
 * **Spelling and mechanics** || Serious errors in writing that make reading difficult. || Several errors in writing. || Few to no significant errors in writing. ||

**__Presentation Checklist (20 points)__**
 * When you finish with all aspects of the project, finish with writing a reflection:**
 * 1) How do you go about writing your essay? What was your process?
 * 2) How did your research go?
 * 3) Did you feel you performed better in certain areas of the essay? If so, which ones?
 * 4) What did you learn about narrative poetry from this assignment? What did you learn about yourself as a poet?
 * 5) What problems did you encounter along the way? Be specific.
 * __Part 2:__**

**Follow this checklist to make sure you meet all the requirements:**

**//Plus, don’t forget the best part!//**
 * 1) Present a sub-genre of narrative poetry to the class, including its form and history. (5 points)
 * 2) Visual aspect must be present, such as posters, PowerPoint, pictures, and/or YouTube videos. (5 points)
 * 3) Must be at least five minutes long. (5 points)
 * 4) You also need to provide a typed up bibliography of the sources you used. (5 points)

**__Project Reflection-15 points__**
 * 1) Present your own poem at the end of your presentation to the class. (20 points)


 * 1) Why did you choose the sub-genre you chose?
 * 2) How did the research of the form and history go?
 * 3) What did you learn about narrative poetry from this assignment? What did you learn about yourself as a poet?
 * 4) What problems did you encounter along the way? Be specific.
 * 5) Explain the importance of your creative poem to you? Did you enjoy writing it? Why or why not.

**Formative Assessments:**

Name: Date: **“Liberty Needs Glasses” by Tupac Shakur**

Take a look at the poem by Tupac Shakur on the overhead, and use this graphic organizer to sort out your ideas. What do you think the poem says, means, and matters? Take a few minutes to get your initial thoughts down on paper, and then work with a partner to collaborate your ideas.
 * **What does the poem say?** || **What does the poem mean?** || **Why does it matter?** ||

Name: Date:

**Taos Competitive Narrative Poetry**

Hello ladies gents! I hope you enjoyed reading “So Edgar Allan Poe Was in this Car” by Terry Jacobus. Since that particular poem by Jacobus explored possible problems in Edgar Allan Poe’s life in our century, I would like you to imagine a distant time in the future as well. I would like to invite you to write a **couple paragraphs** about Edgar Allan Poe’s problems/life in our future time. Imagine what the future looks like. Is Edgar driving a spacecraft instead of a car? Is the Raven still present, or is it an alien he can’t escape this time? You decide. Make sure to invent a story line, and incorporate memorable images. You can do so on either this paper or on a separate sheet of paper if you wish. Use the copy of the original poem I gave you as a starting point if you are stuck.

Name: Date: **Slam Competition**

Ready to take part in the most exciting competition around!? Okay good! There are three different roles for you to choose from: judge, performer, and scorekeeper. Before you decide which one you would like to participate in though, I would like you to think about how you best learn in school and how you feel about life in general. Do you enjoy listening? Reading? Or doing? Check which one best sums you up.


 * Listening:**
 * Reading:**
 * Doing:**

Okay, now that you decided on that aspect, I would like you to think about how this might connect with what role in the competition is best for you. After all, I want you to enjoy your role to the fullest. If you like listening, you might enjoy being a judge, or even the scorekeeper. If you like reading, think about if you just enjoy oral reading or oral performing, because it’s a big difference. If you enjoy oral reading, you might want to stick with a judge or scorekeeping, but if you enjoy oral performing, I strongly recommended performing. In the lines provided on the next page, write out your poem, and then put a check mark next to what you want to do in the competition. Bring a final copy of your poem tomorrow on this page, regardless of whether you are performing or not. Everyone will perform a basic recitation before the competition begins.


 * Performer:**
 * Judge:**
 * Scorekeeper:**


 * __Michigan State Standards and Benchmarks that correlate with unit:__**
 * Standard 1.2//: Use writing, speaking, and visual expression for personal understanding and growth.//**
 * Standard 2.1: //Develop critical reading, listening, and viewing strategies.//**
 * Standard 3.1: //Develop the skills of close and contextual literary reading.//**
 * Standard 3.3: //Use knowledge of literary history, traditions, and theory to respond to and analyze the meaning of texts.//**
 * Standard 4.2: //Understand how language variety reflects and shapes experience.//**

1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed) 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12 on page 54.) 1. Initiate and participate effectively in a range of collaborative discussions (one on- one, in groups, and teacher-led) with diverse partners on //grades 11–12 topics,// //texts, and issues,// building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well- reasoned exchange of ideas. b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. a. Vary syntax for effect, consulting references (e.g., Tufte’s //Artful Sentences//) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
 * __Common Core Standards:__**
 * Reading Standards for Literature 6–12:**
 * Writing Standards 6–12:**
 * Speaking and Listening Standards 6–12:**
 * Language Standards 6–12:**

**Resources:**

Colllins, Billy. //The Spoken Word Revolution (Slam, hip hop & the poetry of a new generation)//. Naperville, Illinois: Sourcebooks MediaFusion, 2003. 6-189. Print.

//Poetry Lesson Plan 1: Using a Poetry Slam to Teach the Mechanics of Poetry//. PBS Foundation, 2011. Web. 12 Nov. 2011. .


 * Poems from book:**

“Introduction to Poetry” by Billy Collins

So Edgar Allan Poe Was in this Car” by Terry Jacobus

“Elephant Song” by Daniel S. Solis

“Disclaimer” by Bob Holman

“Praise Poem for Slam: Why Slam Causes Pain and Is a Good Thing” by Bob Holman.

My Mother Learns English” by Patricia Smith


 * Poems internet:**

[|**http://lyrics.wikia.com/Public_Enemy:Bring_The_Noise**] **:**

“Bring the Noise” by Public Enemy

[] :

“Liberty Needs Glasses” by Tupac Shakur


 * Dramatic Monologues:**

[] :

“That’s My Dad” by Matt Buchanan

“Ever Wish You Could Control Your Dreams” by Matt Buchanan

“Arrest Us For What? Wearing Big Pants?” by Matt Buchanan

[] :

“Dialogues of the Dead”from the play by Lucian

“Caesar and Cleopatra” from the play by George Bernard Shaw


 * Ballads:**

[|**http://www.poemhunter.com/poem/annabel-lee/**] **:**

“Annabel Lee” by Edgar Allan Poe

[] :

“We Real Cool” by Gwendolyn Brooks.

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What the Doctor Said” by Raymond Carver

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“The Raven.” by Edgar Allan Poe