gammateachingresources.weebly.comgammateachingresources.weebly.com/.../2/1/...word_aut… · Web viewCourtney Hall. EDUC 314. Janet McVittie. April 12th 2013. March 19th 2013. Dear

Courtney HallEDUC 314

Janet McVittieApril 12th 2013

March 19th 2013

Dear Creative Writing 20 Students,

Over the next two or three weeks, we will together learn about Spoken Word (Slam Poetry), Idle No More movement, and consequently create poetry that supports, is neutral, or disagrees with the movement. Through researching the recent grassroots movement that has gained a lot of media attention over the past four months, you will take a stance on the political movement. You are not required to take a stance that you agree with; you can also argue passionately for the opposing side. From here, you will author a Spoken Word piece which will be performed in front of your peers in a coffee shop setting. I understand that some of you will be reserved about this performance; we can meet at a later time to discuss.

To make sure that you are adequately prepared to take a stance on the movement, we will research and critically examine Idle No More including the media’s portrayal. We will also have the opportunity to invite another teacher candidate, Mr. Hutchinson, into our class to speak on his expertise knowledge of Idle No More. Through critically reading articles, watching videos, and exploring government documents, you will have expert knowledge to choose a stance.

In order to be prepared to create a Spoken Word piece, we will hear from a performer, learn about her writing process, explore the many videos online, and work together to write a few pieces as a class. We will also cover public speaking, performance etiquette, and make sure you are each confident enough to perform in front of each other and myself.

Throughout the process, you will be handing in your understanding of the research in many forms, such as reflective journals and exit slips. This way I will be able to provide feedback to guide your research and understanding. I encourage you to ask questions, discuss with peers, and seek me out for further explanation on anything we cover or anything you would like to take further.

Throughout the lessons, we will focus on all of the Common Essential Learnings in Curriculum: communication, numeracy, critical and creative thinking, independent learning, technological literacy, and personal and social values and skills. Through the research process we will focus on communication, critical and creative thinking, independent learning, and technological literacy. Meanwhile, during the creative process we will focus on communication, critical and creative thinking, independent learning, and personal and social values and skills. Lastly, during the performance piece,

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we will hit on communication and critical and creative thinking. Of course, as you can see, there will be overlap within these distinctions.

You will be assessed on several aspects of this assignment. I would like to co-construct your assessment with you. As a class, we can decide what criteria to include so we create an assessment that works and supports you. The only piece that I will make mandatory will take place at the end of this authentic task. For my mandatory piece of the assessment we will have an essential conversation. Through an informal conversation, you will be given the opportunity to tell me what you have learnt through this process, what you enjoyed or disliked, and how you found your position on the movement.

I am excited to begin this lesson on learning about Idle No More while using your creative skills to write a Spoken Word piece. I think we will learn a lot and enjoy the process of creating and performing your pieces.

Cheers,

Ms. Hall

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Lesson 1:Your Voice: Idle No More & Spoken Word

Date: March 19th 2013Subject: Creative Writing 20Author: Courtney HallGrade Level: 11Time Duration: 60 minutes (1 class)

Overview of Lesson: Introduce the students to the mini-unit – “Your Voice: Idle No More & Spoken Word”

Professional Growth Guide Goal(s): Goal 1.1, 1.4, 2.1, 3, 4.3, 4.4, 4.5, 5, 6.1, 6.3, 6.6, 6.9

Specific Learning Objectives: Recognize the contribution of literature to culture and societies Recognize listening as an active, constructive process Recognize factors that interfere with effective listening, including personal biases

Common Essential Learnings: This lesson addresses the following: communication, critical and creative thinking, personal and social values and skills, and independent learning.

Materials:Letter to Students handoutCBC. (2013). “Countdown to Friday: Explaining Idle No More”. The National. January 7th

2013. Accessed March 11th 2013. <http://www.cbc.ca/player/News/TV+Shows/The+National/ID/2323881230/>

Overview:This lesson is created to be an overview of the mini-unit “Your Voice: Idle No

More & Spoken Word”. I will start by distributing a copy of my letter to the students, reading through it and elaborating on the focus points. I will encourage questions, comments, suggestions, and concerns from the students to be voiced.

To fully introduce the students to the mini-unit, I will briefly explain in 10-15 minutes Idle No More and Spoken Word to give the students a better understanding of how this unit will be composed. Included in this introduction, I will ask the students to help me explain what Idle No More is. This will allow me to see how much of the movement the students understand and know about. After the students have a mini-introduction to Idle No More, I will play the CBC Idle No More video, instructing the students to pay attention to the language used and who is represented to speak on the movement. Following the video, a class discussion surrounding these questions will take place.

Finally, we will briefly discuss the expectations of the students and how we will co-create the assessment portion. I will assume that the students have not previously created an assessment piece with their teachers, so I fully explain the process. Rather than beginning the co-construct the assessment plan, today’s lesson will just give an introduction as how that might happen. I want to give the students some time to understand the mini-unit before we begin constructing the assessment plan. Lastly, I will

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spend 5 minutes to give a more in-depth explanation of the conversation for assessment.

Reflections on the lesson:How was this lesson effective/not effective?

Suggestions for a future lesson of this type

Changes made to the lesson while teaching

What strategies could I use to reinforce this lesson?(Ideas and/or suggestions from others)

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Lesson 2:Idle No More

Date: March 20th 2013Subject: Creative Writing 20Author: Courtney HallGrade Level: 11Time Duration: 3 hours (3 classes)

Overview of Lesson: To gain an understanding of Idle No More’s purpose through examining government documents, newspaper articles, watching videos, welcoming a presenter, and having the students conduct their own research.

Professional Growth Guide Goal(s): Goal 1, 2, 3, 4, 5.1, 5.2, and 6 with special attention to 3.1, 3.3, 5.1, and 5.2.

Specific Learning Objectives: Engage in a process of creative problem solving Explore connections between language use, theme, and meaning Use appropriate pre-writing strategies Recognize reading as an active, constructive process Practice the behaviours of effective, strategic readers Recognize listening as an active, constructive process Recognize factors that interfere with effective listening, including personal biases

Common Essential Learnings: This lesson addresses the following: communication, critical and creative thinking, personal and social values and skills, technological literacy, and independent learning.

Materials:Intro to Idle No More:

Idle No More. (2013). “IMN Teach In Tool Kit – Lesson Plan Template” Accessed February 5th 2013. <http://idlenomore.ca/index.php/articles/resources/item/103-inm-teach-in-tool-kit-lesson-plan-template>

Media Articles:

Barlow, Maude and Georgetti, Ken. (2013). “Why Idle No More Has Resonated with Canadians”. Common Dreams. Published January 11th 2013. Accessed February 5th 2013. <http://www.commondreams.org/view/2013/01/11-1>

Graham, Paul S. (2013). “Idle No More: It’s all really about love”. Rabble News. Published February 28th 2013. Accessed March 1st <http://rabble.ca/news/2013/02/idle-no-more-its-really-all-about-love>

Shingler, Ben. (2013). “How APTN Covered Idle No More”. The Tyee. Published January 17th 2013. Accessed February 5th 2013. <http://thetyee.ca/Blogs/TheHook/2013/01/17/Idle-No-More-and-APTN/>

Stechyson, Natalie. (2013). “Idle No More Movement No More?:Online interest fizzles out, new analysis finds” National Post. February 11th 2013/ Accessed March 1st 2013. <http://news.nationalpost.com/2013/02/11/idle-no-more-movement-no-more-online-interest-fizzles-out-new-analysis-finds/>

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Overview:In the opening minutes of the class, I will ask the students to voice any questions

or concerns on the upcoming unit based on the quick overview given in Lesson 1, “Your Voice: Idle No More & Spoken Word”.

In order for the students to understand why Idle No More has been formed and has much controversy as well as support, they will need to have an understanding of the relationship between the Government of Canada and Indigenous Peoples of Canada. Building on the student’s previous knowledge, this overview, although brief, will focus on Indian Act, Residential Schools, Sixties Scoop, treaties (pre-confederation, numbered, and unresolved), and sovereignty. For content, I will draw upon the Idle No More’s template lesson; however, it will only be as a guide rather than an absolute lesson plan. I will engage the students in conversation throughout these topics to understand their knowledge level. When I feel the students have a good understanding of the past, I will introduce them to the two important bills that (Bill C-38 and Bill C-45) that stemmed Idle No More through Idle No More’s website classroom orientated resource (in materials).

Moving into the creation of Idle No More, I will provide an overview on the grassroots movement showing their website and facebook page, highlighting their mission statement, the founders, and the global awareness that has occurred since the beginning of the grassroots movement. We will, as a class, have a discussion around the language and content that the Idle No More website and facebook page contains. The students will be able to begin to apply a critical insight into the movement through this conversation. This lesson may vary in length based on the previous lesson and the students’ knowledge of Idle No More. Lastly, I will focus on our guest who will be presenting a more in-depth look into Idle No More to the class the following day. I will introduce him, encourage the students to ask questions, and be respectful to our guest.

Concluding the first day of Lesson 2 - “Idle No More”, the students will write a journal for the final 10 minutes of class. Some journal suggestions might be: what have you learnt so far about Idle No More that you did not know before, what would you like to further explore, or what is your opinion on the grassroots movement.

The first half of our next period will be for our guest (Brandon) speaking on Idle No More, with 20 minutes for presenting and 10 minutes for questions. The second half will be a lesson on critical media literacy. I will read the first article with the class and critique it together. Then the students will be placed in pairs to read together to find the message and biases.

The final day of this lesson will have the students going to a computer lab to do independent research into Idle No More, focusing on any questions they might have. They will be instructed to take note of articles or websites they may wish to return to for their Spoken Word piece.

Subject Content and Teaching Strategies:Through engaging my students in class conversation, I will be able to assess

their understanding of Canadian history as well as Idle No More. I will provide feedback and suggestions to their journals as to how to carry their questions into their Spoken Word piece. My feedback will hopefully prompt the students to further explore the topic, with me asking guiding questions for their research. During the final class, I will have a conversation with each student to assess their learning so far, providing once again suggestions and support for their learning.

Reflections on the lesson:

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How was this lesson effective/not effective?




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Lesson 3:Spoken Word (Slam Poetry)

Date: March 26th 2013Subject: Creative Writing 20Author: Courtney HallGrade Level: 11Time Duration: 2 hours (2 classes)

Overview of Lesson: This lesson will be an introduction to Spoken Word, discussing what makes a good slam poetry piece, including hearing from a beginning Spoken Word poet.

Professional Growth Guide Goal(s): Goal 1, 2, 3, and 5.2

Specific Learning Objectives: Develop their abilities to write creatively and expressively Practice the behaviours of committed creative writers Develop knowledge of creative writing and appropriate vocabulary for discussing

creative writing Recognize the value of what is known as the writing process Use the writing process to organize thoughts and explore ideas through writing Recognize that talk is an important tool for communicating, thinking and learning Recognize listening as an active, constructive process


Materials:Spoken Word Videos:

Khodi Dill. (2011). “Grey”. Accessed February 8th 2013. <http://youtu.be/0UA5Gqnt5iQ>Jeremy Loveday. (2010). “Come Home Canada”. February 8th 2013.

<http://youtu.be/6bM8j7sEv_w>Taylor Mali. (2006). “What Teachers Make”. Accessed February 8th 2013.

<http://youtu.be/RxsOVK4syxU>

Overview:Beginning the lesson with a slam poetry video (Khodi Dill), the students will be

introduced to the concept of Spoken Word. Next, I will give the basics of how slam poetry works, for example max 3 minutes long, no props, judges picked from audience, five judges assign points, snap when audience likes a line or phrase, etc. We will then watch two more slam poetry pieces from Jeremy Loveday and Taylor Mali. As a class we will brainstorm what constitutes a good Spoken Word piece, what they poems have in common, and what traits made the poems and performances good. At the end of the first period I will have the students write an exit slip about one of the slam poetry pieces about their reactions to the pieces, how language was used to convince, which one was their favourite and why, etc. Lastly, I will inform the class that we will have a speaker the next day who will speak to us on her experiences of writing Spoken Word.

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The next day, we will have a new performer of Spoken Word in Saskatoon, Erin, who will provide a 30 minute presentation of her experience of getting into the Spoken Word community, her writing process, how she overcomes her nerves during the performance, providing a video of one of her recent performances, and ending with a question/answer session. The remainder of the period will be dedicated to co-constructing a set of criteria that the students will use to base their poetry piece and performance off of. We will also begin to decide how the assessment will take place, and finalize the assessment portion within the next two classes.

Subject Content and Teaching Strategies: By engaging the students in conversation, I will be able to gage how much they

know about Spoken Word, how comfortable they are with approaching the upcoming poetry writing and performance, if they are able to connect Idle No More to Spoken Word, and where they stand with the assessment. Through the journal entries, I will be able to provide formative assessment for each student. With suggestions, I hope to guide the students into creating a unique piece filled with passion. Of course, I will be in continuous conversation with each student to make sure they are understanding content, developing ideas, and feeling confident in their work.

Reflections on the lesson:

How was this lesson effective/not effective?




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Lesson 4:Co-Constructing & Assessment

Date: March 28th 2013Subject: Creative Writing 20Author: Courtney HallGrade Level: 11Time Duration: 50 minutes (1 class)

Overview of Lesson: This lesson will consist of a class-written slam poetry piece and the finalization of assessment for the mini-unit.

Professional Growth Guide Goal(s): Goal 1, 2, 3, 5, and 5 with special attention to 4.4.

Specific Learning Objectives: *Develop their abilities to write creatively and expressively Practice the behaviours of effective, strategic writers Develop knowledge of creative writing and appropriate vocabulary for discussing

creative writing Recognize writing as a meaningful, constructive process Recognize reading as a meaningful, constructive process *Practice the behaviours of effective, strategic readers Recognize that talk is an important behaviour for communicating, thinking, and

learning *Practice the behaviours of effective speakers Speak fluently and confidently in a variety of situations for a variety of purposes

and audiences Recognize listening as an active, constructive process Practice the behaviours of effective, strategic listeners


Materials:

Overview:For the first half of the class, we will co-construct a slam poetry piece together as

a class on a suggested student topic. I anticipate this will be a 20 minutes process, after which we will perform the piece together as well. I will assign each student a line or two for them to rehearse and memorize. Then as a class we will stand up and perform it a couple of times. The first performance will be everyone just simply stating their lines, the second time will have a theme (depending on the topic, either happy or sad), the third time will be left up to the student to place a tone on their lines that they find works with the message of the slam poetry piece. Through this, I am hoping the students will become more comfortable with their performance, understand how to create and perform, and become excited (if they aren’t already!) about the work they are about to create.

For the second half of the class, we will finalize the assessment for the mini-unit. I will suggest a few options, however, I will encourage the students to have a say in how they are graded. I, of course, will ensure that it is appropriate and reflective of their

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work. After the class is finished the assessment portion, I will elaborate a little more on the conversation that will be the mandatory part of their assessment to ease any hesitations they may have and to clarify. Lastly, I will photocopy and distribute the finalized assessment so each student can begin their creative process with a guideline.

During the last 5 minutes of class, the students will write a journal on their intended topic, which will be handed in and returned the following day so they can begin with my suggestions.

Subject Content and Teaching Strategies: Throughout the class construction of the Spoken Word piece and the discussion

on assessment, I will be able to hear from each student to ensure they are understanding, feeling confident in their next step (creative process), and provide feedback to the entire class. In their journal entry, I will be able to provide formative assessment with suggestions and advice for their next step. I will encourage the students to meet with me or talk to me about any questions or concerns they have (in case they are shy to discuss it in front of their classmates).

*IMPORTANT: Over the break, the students will be required to create a rough draft of their poetry piece with ideas they wish to speak on. They will also be asked to practice speaking their rough draft out loud. During April 8th-10th, their teacher will help the students with final drafts, provide a lecture on presentation skills, and prepare the students for their performances. These lessons the teacher wishes to construct on her own so I will not provide them.


Suggestions for a future lesson of this type Changes made to the lesson while teaching


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Lesson 5:Spoken Word Performances

Date: April 11th Subject: Creative Writing 20Author: Courtney HallGrade Level: 11Time Duration: 50 minutes (1 class)

Overview of Lesson: This lesson will be dedicated to the student’s performances of their created Spoken Word pieces.

Professional Growth Guide Goal(s): Goal 1.1, 2, 3, 4, 5.2, 6.1, 6.3, 6.4, 6.6, 6.7, 6.8, and 6.9.

Specific Learning Objectives:- Recognize patterns of organization and structures- *Demonstrate an open-minded attitude toward new and unfamiliar work- Interpret meanings within appropriate contexts- *Recognize that talk is an important tool for communicating, thinking and learning- *Practice the behaviors of effective speakers- Recognize listening as an active, constructive practice- *Practice the behaviors of effective listeners- Listen effectively in a variety of situations for a variety of purposes


Materials:- Set up chairs into a semi-circle around the stage (in her classroom). Informal

and comfortable set up.

Overview:This lesson will be solely dedicated to the student’s performances. The

performances will begin with volunteers, encouraging the students to speak when they feel most comfortable. I will encourage the students to perform multiple times if necessary, so they are given the opportunity to really excel in their performances. However, each student will perform a minimum of once.

The final 10 minutes of class, there will be a final journal entry written based on the student’s experience of performing. The students will also be informed that the essential conversations will be occurring tomorrow during class.

Subject Content and Teaching Strategies:Throughout the performances, I will be able to note of questions to ask each

individual student during their conversation. The students’ performances will be assessed based on the assessment piece that was co-constructed in Lesson 4 (Co-Constructing & Assessment). I will provide feedback through their journals, as well.

The students also submitted a copy of their poetry piece to be graded through the co-constructed rubric.

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Lesson 6:Essential Conversations

Date: April 12th Subject: Creative Writing 20Author: Courtney HallGrade Level: 11Time Duration: 50 minutes (1 class)

Overview of Lesson: While the students are working on an independent project, I will be meeting with the students one-on-one to have our essential conversations for the mini-unit assessment.

Professional Growth Guide Goal(s): Goal 1, Goal 2, 3.4, 4.2, 4.4, 4.5, 5.2, 6.1, 6.4, 6.6, 6.7, 6.8, and 6.9.

Specific Learning Objectives:- Develop their abilities to write creatively and responsibly- Practice the behaviors of committed creative writers- *Develop knowledge of creative writing and appropriate vocabulary for discussing

creative writing- *Recognize writing as a constructive, meaningful process- *Recognize reading as a constructive, meaningful process- Practice the behaviors of effective, strategic readers- Recognize the contribution of literature to cultures and societies- *Recognize that talk is an important tool for communicating, thinking, and

learning- Practice the behaviors of effective speakers- *Speak fluently and confidently in a variety of situations for a variety of purposes

and audiences- Recognize listening as an active, constructive process- Practice the behaviors of effective listeners- Listen effectively in a variety of purposes


Materials:Individual performance assessments and journals-Facebook – Write Out Loud Building Community Through Spoken Word (All Ages Spoken Word)- Youth Reconciliation Leadership Conference (Building Bridges between Indigenous and non-Indigenous Youth) March 22-24, 2014 Saskatoon (There is a session on Spoken Word)- Youth Arts Week <http://youthartsweek.ca/comm/saskatoon-sk>

Overview:While the students are working on an individual lesson provided by the teacher, I

will be conducting 5-7 minute conversations with students in a one-on-one informal

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manner. During these conversations, the students and I will negotiate their mark by looking at the evidence of quality and quantity of work through their journal, assessment of performance, and daily input into the student’s Spoken Word piece. The students will be given the opportunity to share what they have learnt throughout the process, what they enjoyed and disliked, and how they found their position on the Idle No More Movement. Finally, I will encourage the students to become involved within the Slam Poetry club in Walter Murray, or through the many opportunities in the city. I will provide a few websites, events, and clubs that support Spoken Word and Idle No More.

Subject Content and Teaching Strategies:This lesson will be committed to hearing the student’s opinion on their work,

allowing them to have a voice in their assessment. Using their journals, performances, and demonstrated through conversation, I will begin to be able to see how the students have learnt throughout the mini-unit. I think it is important for the students to be able to have a say in their assessment as it is their work that is being assessed. Reflections on the lesson:How was this lesson effective/not effective?




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Assessment Plan

Lesson #2 (Idle No More):- Journal #1 – formative feedback and will also gain an understanding of where the

students are in their understanding of Idle No More.- Classroom conversation – able to gauge the student’s knowledge on the topics

surrounding Idle No More, including: Indian Act, Residential Schools, Sixties Scoop, Treaties, sovereignty, Bill C-38 and Bill C-45.

- During the student’s individual research period, I will speak to each student individually to assess their learning so far and provide suggestions to direct their learning

Lesson #3 (Spoken Word):- Classroom conversation: able to see the student’s knowledge of Spoken Word

and their hesitation or excitement about performing their creative pieces. - Journal #2 – provide formative feedback on their learning so far, with suggestions

and resources for the students to explore. - Continuous conversation with the students to gauge their learning process and

how comfortable they are will the authentic task

Lesson #4 (Co-Constructing & Assessment):- Through the co-construction of the Spoken Word piece, I will be able to

understand how the students are feeling towards the performance aspect of the authentic task and provide feedback as to how to become more comfortable with the performance

- Co-construction of assessment for the mini-unit with focus on the performance so they students feel comfortable knowing how they will be assessed.

- Journal #3 – This journal is focused on their intended topic for the Spoken Word piece, from here I will be able to provide an in-depth feedback to guide the student’s rough drafts that they will create over the break.

Lesson #5 (Spoken Word Performances):- Assessment will be based on the co-constructed assessment for both their

performance and submitted poetry piece.- Journal #4 – I will be able to encourage and provide appropriate feedback to the

student’s performances. I will also understanding how they felt their performances went which will be discussed the following day.

Lesson #6 (Essential Conversations): - The students will have a conversation with me about their learning process

throughout the authentic task mini-unit, including their perspective on how it went. I will assess the students through our co-constructed assessment plan. Also, on the quality of the conversation which will be based on a pass/fail grade. Together, the co-constructed assessment and pass/fail will determine their overall grade for the authentic task.

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Calendar for Learning Activities

March 2013Sun Mon Tue Wed Thu Fri Sat

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28Lesson

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31 1 2 3 4 5 6

April 2013Sun Mon Tue Wed Thu Fri Sat

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7 8 9 10 11Lesson

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12Lesson

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Documents

gammateachingresources.weebly.comgammateachingresources.weebly.com/.../2/1/...word_aut… · Web viewCourtney Hall. EDUC 314. Janet McVittie. April 12th 2013. March 19th 2013. Dear