One+Hour+Lesson+Plan

One Hour Lesson Plan


 * Purpose:** To further explore the early twentieth century and the recurring themes surrounding World War I, World War II and the Great Depression; To compare and contrast traditional and experimental art from this time period; Have a sense of how influential the Modernists were on society; Expand and define the terms literature and art; And finally, to make connections between the debates surrounding the terms art and literature both the early twentieth century in today’s.


 * Objectives:**
 * “CE 3.2.5 Respond to literature in a variety of ways (e.g., dramatic interpretation, reader’s theatre, literature circles, illustration, writing in a character’s voice, engaging in social action, writing an analytic essay) providing examples of how texts affect their lives, connect them with the contemporary world, and communicate across time.”


 * “CE 3.4.2 Understand that media and popular texts are produced within a social context and have economic, political, social, and aesthetic purposes.”


 * Materials:** The materials needed for this lesson include the following: Poetry from the Modern Period of literature (refer to “Experimental Poetry” packet which has been provided forstudents), the three activity handouts provided by student teacher, samples of experimental art and music, and prizes for the game of charades. All poetry was retrieved from the Heath Anthology of American Literature.


 * Description of Students:** Mr. Royce works with 10th and 11th grade students, at Ann Arbor’s Roberto Clemente High School. The students in his classes are primarily African American, and this school strives to create asupport system for students who struggle in school. It is a remedial high school, which offers mentoring programs and small classroom sizes for extra support. On average, the motivational level of these students is about a 5, and the motivational level for the class is about a 5. The range of the students’ reading levels is approximately a 5.5-14.


 * Anticipation Set:** For my anticipation set, students will be completing an anticipation guide. I chose this activity because it allows students to build off of their prior knowledge and question what they have been taught in previous English classes.


 * Instructional Input:** Additional information that my students will need includes background information about the Modern Period of literature, and why the experimental literature and art is so important.


 * During Reading Activity:** My chosen reading activity is a compare/contrast pattern guide. During this exercise, students will be comparing and contrasting an experimental and traditional poem. I chose this activity because it perfectly demonstrates the technical and thematically similarities and differences between these two styles of writing.


 * After Reading Activity:** For the after reading activity, my students will be playing the game charades. I chose this reading activity because it fit perfectly with the topic at hand. Through this activity, my students will have the opportunity to conduct their own experiments, through the interpretation of the provided poems.

Experimental Poetry  Modern Period of Literature 1910-1945   Poetry and Fine Arts: What are they and how do we define them? Anticipation Guide

**Directions:** Read the reading material below, and then read questions 1-10. If you agree with the statements below and think they are true, write the word agree on the line provided before the statement. If you disagree with the statement and believe it to be false, write the word disagree on the line provided. Remember, this is not a test.

“so much depends upon a red wheel barrow glazed with rain __water__ beside the white chickens”
 * Reading Material:**

1. ___The reading material above is a line from a book or short story. It is not a phrase that would ever qualify as a poem.__ __2.___Art should follow certain criteria. For example, poetry and music should always contain rhythm, meter, and rhyming schemes. 3.__A poem should be comprised of more than fifteen words.__ __4.____Poems are often times difficult to understand. Poetic authors incorporate long and complex words, and they make the poems way too long.__ __5.__ I believe that literature and art can only be produced by those who have studied it. Art and poetry are only relevant when the author/poet/musician/artist knows what they are doing. 6. _All art has meaning and depth. 7. __Poetry, music, and art should capture realistic qualities of life, and they should not be totally comprised of flowery and/or unrealistic words and phrases.__ __8.__ Poetry is easy for me to read. I enjoy learning about poetry and how to read and write it. 9.___Poetry is a subject that I do not like. Poetry is difficult for me, and I find the subject to be dull and boring.__ __10.___Poetry is for girls. Boys who are into poetry are not masculine and they often times get picked on in school.

Comparison-Contrast Pattern Guide  Experimental Poetry vs. Traditional Poetry   Modern Period of Literature 1910-1945 The Great Figure Among the rain and lights I saw the figure 5 in gold on a red firetruck moving tense unheeded to gong clangs sirens howls and wheels rumbling through the dark city. William Carlos Williams, 1921
 * Example of Experimental Poetry:**

__**Example of “Traditional” Poetry:**__ The Chimney Sweeper “A little black thing among the snow, Crying ‘weep! Weep! In notes of woe! ‘Where are thy father and mother? Say?’- ‘They are both gone up to the church to pray.

‘Because I was happy upon the heath, And smiled among the winter’s snow, They clothed me in the clothes of death, And taught me to sing the notes of woe.

‘And because I am happy and dance and sing, They think they have done me no injury, And are gone to praise God and his Priest and King, Who make up a heaven of our misery.’” -William Blake, Songs of Experience, 1789

**Directions Part I:** Mark each statement with either an X, for experimental poetry, T, for what is considered to be traditional poetry, or a B, for both experimental and traditional poetry. Write each answer on the lines provided below. 1. __Has the ability to move people emotionally.__ __2.__ Purposely designed to change and expand previously written work. 3. __Helped redefine and examine the definition of art.__ __4.__ ___Centers upon rhythm, meter, syllabic measure, and figurative language.__ __5.__ ___Centers upon realism and events from everyday life.__ __6.__ Most often times concretely defines the setting, main character(s), plot, and action. 7. __Shifts and expands the boundaries between idealistic characteristics and what is tangible in real life.__ __8.__ Is the expression of the human condition.

**Directions Part II:** Check the statements that you believe to be true based upon your life experience and previous encounters with poetry.

1. ___Familiarity breeds contempt.__ __2.__ _Try to please all and you end by pleasing none. 3. Quality is more important than quantity. 4.__ Men are too apt to condemn in others the very things they do themselves.

After Reading Activity Charades  Experimental Poetry vs. Traditional Poetry   Modern Period of Literature 1910-1945 **Directions:** After students have reviewed the Experimental Poetry/Artwork Packet and have completed the reading from the reading activity, students will be broken into groups of 2 or 3. Each group will then draw out a slip of paper which includes a poem and/or photograph from the provided bucket. After they have chosen their slip of paper, they will have 3 minutes to plan and organize how they will reenact what poem or piece of artwork is on their slip of paper. Once each group has had 3 minutes to collaborate, all groups will have an opportunity to guess what is on their opponents’ slips of paper. Each team will have 2 minutes to guess, and the winning team will earn a prize at the end of the game.