Poetry Slams Unit Plan

Poetry Slams – Day 1

Teacher: Aaron Wellman Grade Level: 10th

Content: English/Language Arts Topic: Poetry

I. Rationale – This lesson is the first in a week-long poetry unit that focuses on the use

of figurative language. The activities in this lesson will help students more easily

recognize similes and metaphors in writing and prepare them to use figurative

language in their own poems.

II. Goals and Objectives –

a. Instructional Goals: SWBAT

i. Understand how to appropriately use figurative language in writing.

ii. Analyze a piece of writing for use of figurative language.

b. Specific Objectives: SWBAT

i. Students will be able to describe the literal meaning and analyze the

abstract meaning portrayed in each type of figurative language.

ii. Students will be able to appreciate the author's intent in including

figurative language in his or her writing.

c. WV CSO’s: RLA.O.10.1.05 evaluate the author’s use of specific information in text (e.g., author’s purpose/perspective,

main/supporting details, specific facts, statistics, definition, figurative/nonfigurative

words).

RLA.O.10.1.07 interpret and explain the author’s choice of literary devices used to construct meaning and

define the author’s/reader’s purpose.

d. NCTE Standards:

5. Students employ a wide range of strategies as they write and use different writing

process elements appropriately to communicate with different audiences for a variety

of purposes.

6. Students apply knowledge of language structure, language conventions (e.g.,

spelling and punctuation), media techniques, figurative language, and genre to create,

critique, and discuss print and non-print texts.

12. Students use spoken, written, and visual language to accomplish their own

purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). III. Essential Questions – How are similes and metaphors used in poetry? How can you

use figurative language in your own writing?

IV. Procedure –

a. Lesson Introduction: As class begins, put up a transparency of the poem,

"Corner," by Ralph Pomeroy. Ask students to read the poem carefully and look

for any images they can find being created by the text. Possible examples include

the following:

cop...leather stork (simile)

eyes...fish (simile)

cop...enemy or my death (simile)

knock out cigarette...bravery (metaphor)

Ask students to brainstorm this question: What is the purpose of comparing a cop

to a stork or his eyes to a fish? Why don't we say the cop stood on one leg or his

eyes moved around quickly?" Some good responses would include: appeals to

the imagination, makes the reading more interesting, instead of describing the cop

in great detail compare him with an image, pictures speak louder than words. (10

minutes) b. Lesson Development: Explain that the images created in Pomeroy’s poem are

examples of figurative language. Ask students if they can give a definition of

figurative language and begin to discuss, copying the attached notes on the board.

Explain that there are different types of figurative language, but only the two most

commonly-used (simile and metaphor) will be covered for now. Ask if students

know the difference between similes and metaphors; give the answer if necessary

and provide examples. Explain that when discussing figurative language, the

phrases can't be read literally; they must be read imaginatively (or creatively). For

instance, "The stars are diamonds in the sky" (stars aren't literally jewels). Ask

how we are to interpret this comparison. (Answer: We are to realize that the

metaphor implies that the stars were twinkling or shining brightly in the way that

diamonds do. Explain that we need to keep working on finding examples of

figurative language because sometimes we read them and don't even realize that

we are interpreting the phrases abstractly; we do it instinctively. Distribute two

poems to the class: “Flint” by Christina Rossetti, and “Abuelito Who” by Sandra

Cisneros. Ask students to read each poem aloud. As each poem is being read,

students should list any similes or metaphors they see. After making the list, they

will note the object being described, the comparison being made, and the

associations triggered by the comparison. Take a moment to discuss some of the

students’ responses. (20 minutes)

c. Lesson Closure: Explain that, when using similes and metaphors, comparisons

must be justified. The reader has to be able to make sense of the comparison.

Example: Alice is as fast as a snowman (doesn't make sense). Ask how to change

the simile so that it makes sense. (Intended response: We need to compare Alice

to something the reader can picture moving. Ex: Alice is as fast as a cheetah /

snail / lightning). Ask students to pick and list any ten items in the classroom on

a sheet of paper. They will need to apply figurative language to this list, writing

similes for half and metaphors for the other. (10-15 minutes)

d. Lesson Contingency: If time remains, go over the students’ similes and

metaphors for classroom objects. For homework, ask students to print a copy of

lyrics from a song they feel uses strong figurative language.

V. Daily (formative) Student Assessment – Students will be assessed ten points based

on their participation in the lesson’s activities. They are expected to contribute to

class discussions and activities and remain on task during writing sessions. Students

will also receive ten points for writing ten correct similes/metaphors for objects in the

classroom.

VI. Materials, Equipment, and Resources –

a. Poem handouts

i. “Corner” by Ralph Pomeroy

ii. “Flint” by Christina Rossetti

iii. “Abuelito Who” by Sandra Cisneros

b. Notes on figurative language (SMART Board or transparency)

c. Paper and pencil

VII. Modifications for Diverse Learners – Students who struggle with handwriting will

be allowed to get help from a classmate or use any tools that may be beneficial

(colored paper, pencil grips, etc.)

VIII. Reflection and Revision --

“Corner” By Ralph Pomeroy

The cop slumps alertly at his motorcycle, supported by one leg like a leather stork. His glance accuses me of loitering. I can see his eyes moving like a fish in the green depths of his green goggles. His ease is fake. I can tell. My ease is fake. And he can tell. The fingers armoured by his gloves Splay and clench, itching to change something. As if he were my enemy or my death, I just stand there watching. I spit out my gum which has gone stale. I knock out my new cigarette -- Which is my bravery. It is all imperceptible: The way I shift my weight, The way he creaks in the saddle. The traffic is specific though constant. The sun surrounds me, divides the street between us. His crash helmet is whiter in the shade. It is like a bullring as they say it is just before the fighting. I cannot back down. I am there. Everything holds me back. I am in danger of disappearing into the sunny dust, My levis bake and my T-shirt sweats. My cigarette makes my eyes burn. But I don't dare drop it. Who made him my enemy? Prince of coolness. King of fear. Why do I lean here waiting? Why does he lounge there watching? I am becoming sunlight. My hair is on fire. My boots run like tar. I am hung-up by the bright air. Something breaks through all of a sudden. And he blasts off, quick as a craver, Snug in his power; watching me watch.

“Flint” By Christina Rossetti

An emerald is as green as grass,

A ruby red as blood;

A sapphire shines as blue as heaven;

A flint lies in the mud.

A diamond is a brilliant stone,

To catch the world's desire;

An opal holds a fiery spark;

But a flint holds a fire.

“Abuelito Who” By Sandra Cisneros

Abuelito who throws coins like rain

and asks who loves him

who is dough and feathers

who is a watch and glass of water

whose hair is made of fur

is too sad to come downstairs today

who tells me in Spanish you are my

diamond

who tells me in English you are my sky

whose little eyes are string

can't come out to play

sleeps in his little room all night and

day

who used to laugh and like the letter k

is sick

is a doorknob tied to a sour stick

is tired shut the door

doesn't live here anymore

is hiding underneath the bed

who talks to me inside my head

is blankets and spoons and big brown

shoes

who snores up and down up and down

up and down again

is the rain on the room that falls like

coins

asking who loves him

who loves him who?

FIGURATIVE LANGUAGE

Definition: Figurative language is a name given to a class of literary

conventions

that are not meant to be interpreted literally; they are to be interpreted

imaginatively.

-It is used to create vivid pictures in the reader’s mind in

order to make writing emotionally intense.

-It is used to state ideas in new and unusual ways to

satisfy the reader’s imagination.

Types of Figurative Language:

Simile- a figure of speech that compares two dissimilar things by using

the

key words “like” or “as”

Example: Her feet felt like ice.

Metaphor- a figure of speech that compares two unlike things describing

one as if it were the other

*Does not use “like” or “as”

Example: My brother’s room is a pigpen.




I. Rationale – This lesson is a continuation of the class’ work with similes and

metaphors. Previously, students learned about figurative language in different poems.

This lesson will give students a stronger connection and (in all likelihood) more

interesting material, using song lyrics to analyze the use of figurative language.



i. Find examples of figurative language in common forms of media.

ii. Analyze the use and purpose of figurative language.


i. Find metaphors in music lyrics.

ii. Appreciate the intent of the writer in including metaphors.

c. WV CSO’s: RLA.S.10.1 Students will apply reading skills and strategies to inform, to perform a task and to read for literacy

experience by

identifying and using grade appropriate essential reading components (phonemic awareness, phonics, vocabulary, fluency, comprehension, written application) and

selecting a wide variety of literature and diverse media to develop independence as readers.

RLA.O.10.1.05 evaluate the author’s use of specific information in text (e.g., author’s purpose/perspective,

main/supporting details, specific facts, statistics, definition, figurative/nonfigurative words).

RLA.O.10.1.07 interpret and explain the author’s choice of literary devices used to construct meaning and define the

author’s/reader’s purpose.

d. NCTE Standards:

5. Students employ a wide range of strategies as they write and use different writing

process elements appropriately to communicate with different audiences for a variety

of purposes.


spelling and punctuation), media techniques, figurative language, and genre to create,

critique, and discuss print and non-print texts.


purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). III. Essential Questions – How are metaphors used in forms of writing other than poetry,

such as song lyrics?

IV. Procedure –

a. Lesson Introduction: As class begins, take up the previous day’s work and ask

students to write about lyrics they chose for today’s work. They need to reflect on

why they chose their song and how they feel the song utilizes figurative language.

(10 minutes) b. Lesson Development: Ask a student to recap what was previously discussed

about figurative language. While it is a very important aspect of poetry,

figurative language (today’s lesson will focus on metaphors) are also commonly

used in song lyrics – very similar to poetry. “Music artists try to paint a verbal

image for listeners; we music is heard, not seen, so artists write descriptive,

metaphoric lyrics to help us see their message.” Ask students if they have heard

the song “Dust in the Wind,” by the classic rock band Kansas. To help students

recognize the song, show a clip from the movie Old School in which Will Ferrell

sings at a funeral (REVIEW THIS CLIP BEFORE SHOWING TO

STUDENTS!). While there is also some dialogue in the clip, stress to students

that they only need to pay attention to Ferrell’s singing. After viewing the clip

and familiarizing students with the song, show the lyrics on the SMART Board or

with a transparency. Listing answers on the board, ask students to name some of

the images that they think of when reading these lyrics (it may be a good idea to

play the song itself while reading). The most important – and most obvious –

image is that of dust blowing in the wind. Ask students, “What does the writer

mean when he says we’re nothing but dust in the wind? I seem to be more solid

than dust, and none of you would blow away if I turned on a fan. What is the

song saying to you?” Have students freewrite on this for 5-10 minutes, writing

your own response in the process. Randomly select students to share their

answers (if possible, go around the room and have every student share), ending

with your own response. The common idea should be that “dust in the wind”

refers to the fragility of human life. (15 minutes)

c. Lesson Closure: Go around the room and have students briefly talk about their

song choices. They should discuss why they chose the song and how they feel

figurative language is utilized. Have the class split into pairs to analyze their

selected song lyrics. Have the pairs read through their lyrics, underlining

whatever metaphors they see. They are to list the images the metaphors create in

each song and write brief explanations of what they feel are the best and worst

metaphors used. They should also work to determine the meanings behind the

metaphors, realizing that this is the primary purpose in using figurative language

(creating meaning). After all groups have come close to finishing, each group

will begin to talk about their song and its use of metaphors. To help the rest of

the class, look up lyrics for each group’s song and display it on the SMART

Board. If other groups see something in the text that hasn’t been mentioned, or if

they would simply like to agree/disagree with the speakers, allow them to do so.

All students should have an opportunity to comment on the use of metaphors in

song lyrics and how it affects them. (25 minutes)

d. Lesson Contingency: If time remains, have students write a self-reflection on

what they have learned in class. They should comment on their feelings about

metaphoric language before and after this lesson, including their ideas about the

connection that has now been made between literature and music, two forms of

media that use figurative language. As class ends, students should hand in their

individual freewrites and pair responses for a daily participation grade.

V. Daily (formative) Student Assessment – Students will be assessed 10 daily points

for participation in the lesson’s activities. They will be asked to turn in 1) a copy of

song lyrics for analysis, 2) a freewrite on the metaphors in “Dust in the Wind,” and 3)

a copy of their pair’s responses to song lyrics.

VI. Materials, Equipment, and Resources –

a. SMART Board, transparency and projector, etc.

b. Internet access

c. Clip of “Dust in the Wind” from Old School

(http://www.youtube.com/watch?v=polnhn_NbgE)

d. “Dust in the Wind” lyrics

e. Paper and pencil

VII. Modifications for Diverse Learners – Students with vision or hearing problems may

sit closer to the screen when viewing the video clip and lyrics. Struggling writers will

be allowed to seek help from a classmate, the teacher, or any tools that may make

writing easier.

VIII. Reflection and Revision –

http://www.youtube.com/watch?v=polnhn_NbgE

“Dust in the Wind”

By Kansas

I close my eyes

Only for a moment, then the moment's gone

All my dreams

Pass before my eyes, a curiosity

Dust in the wind

All they are is dust in the wind

Same old song

Just a drop of water in an endless sea

All we do

Crumbles to the ground, though we refuse to see

Dust in the wind

All we are is dust in the wind, ohh

Now, don't hang on

Nothing lasts forever but the earth and sky

It slips away

And all your money won't another minute buy

Dust in the wind

All we are is dust in the wind

All we are is dust in the wind

Dust in the wind

Everything is dust in the wind

Everything is dust in the wind

The wind




I. Rationale – This lesson is the third in a week-long unit on poetry and figurative

language. Students will work briefly with similes before getting an opportunity to

work on their own poems in class.



i. Identify and use similes and metaphors in poetry.

ii. Apply new concepts in their own writing.


i. Understand the purpose in using similes.

ii. Write original poems that effectively use similes and metaphors to make

comparisons and show meaning.

c. WV CSO’s: RLA.S.10.1 Students will apply reading skills and strategies to inform, to perform a task and to read for literacy

experience by

identifying and using grade appropriate essential reading components (phonemic awareness, phonics, vocabulary, fluency, comprehension, written application) and

selecting a wide variety of literature and diverse media to develop independence as readers.

RLA.O.10.1.05 evaluate the author’s use of specific information in text (e.g., author’s purpose/perspective,

main/supporting details, specific facts, statistics, definition, figurative/nonfigurative words).

RLA.O.10.1.07 interpret and explain the author’s choice of literary devices used to construct meaning and define the

author’s/reader’s purpose.

RLA.S.10.2

Students will apply writing skills and strategies to communicate effectively for different purposes by

using the writing process, applying grammatical and mechanical properties in writing and selecting and evaluating information for research purposes.

RLA.O.10.2.06 classify and prioritize different drafting strategies for specific writing tasks to frame a clear, logical

progression of ideas in argumentative writing, research writing, literary analysis, and creative and

reflective writing.

RLA.O.10.2.09 revise sentences to create specific effects, variety and more precise and concise language:

gerund phrase

participle phrase

infinitive phrase

clauses

d. NCTE Standards:

5. Students employ a wide range of strategies as they write and use different

writing process elements appropriately to communicate with different audiences

for a variety of purposes.


spelling and punctuation), media techniques, figurative language, and genre to

create, critique, and discuss print and non-print texts.


purposes (e.g., for learning, enjoyment, persuasion, and the exchange of

information). III. Essential Questions – How can we use similes and metaphors in our own writing?

IV. Procedure –

a. Lesson Introduction: Begin the class by reviewing what has been learned about

similes and metaphors. Remind students that similes and metaphors are both

forms of figurative language. Figurative language is a very common and

important aspect of writing poetry. It is used to give life or excitement to more

common and uninteresting things. It is especially important in communicating the

meaning of a particular object. Ask students if they can think of examples where

meaning is enhanced by similes or metaphors. Give a short explanation of the

difference between similes and metaphors: while similes say their object is like or

similar to something else, metaphors say their object IS something else. On the

overhead, whiteboard, or SMART Board, give examples of similes and metaphors

in your own writing. Use a previously written poem or randomly created

sentences. Have students find the use of figurative language, identify it as a

simile or metaphor, and state what image or comparison is being made. (10

minutes) b. Lesson Development: Handout a brief worksheet on similes, asking students to

create similes for the provided scenarios. After students have finished, go over

the similes they have created. Note the use of strong similes and the meanings

students intend. Also note where weak similes could be improved. Then discuss

that, while similes are used to show the similarity and meaning of objects, they

can also be used ironically to show the differences between objects. Go over

some examples that are often used in common speech, asking students if they can

name any of their own. Handout another worksheet on ironic similes to give

students extra practice. After most students have finished, go over the similes

created and the meanings and irony students see in them. (15-20 minutes) c. Lesson Closure: Ask students to begin working on poems of their own that utilize

similes and metaphors to create comparisons and enhance meaning. Tell students

they will be performing in a coffeehouse-style poetry competition Friday.

Therefore, they need to think of pieces that will be suitable for reading aloud in

class. Before writing, brainstorm possible poem topics with the class by having

students throw out ideas and expanding on them. As students begin to write, go

around the room to monitor their work and give help when necessary. (15

minutes) d. Lesson Contingency: Students will continue working on their poems for the rest

of the period. Also ask students that, if interested, they should begin thinking of

and creating artwork or other decorations for Friday’s poetry reading. V. Daily (formative) Student Assessment – Students will earn up to ten daily

participation points for completing both simile worksheets and working diligently on

their own poems at the end of class. VI. Materials, Equipment, and Resources –

a. SMART Board or some other writing surface. b. Paper and Pen/Pencil

c. Similes worksheet d. Ironic Similes worksheet

VII. Modifications for Diverse Learners – Students who struggle with writing will be

allowed to work on the day’s activities in other ways (using colored paper, typing on

a computer, etc.) VIII. Reflection and Revision

Similes are a way to compare two things using ‘like’ or ‘as’. For example, if I want to say that somebody swims well, I can say they swim like a fish because fish swim well. There are two basic patterns that you can use.

Pattern 1: like verb + like + noun

Examples

She swims like a fish.

He looks like an ogre.

She plays like a pro.

He walks like a duck.

She acts like a fool.

Pattern 2: as as + adjective + as + noun

Examples

He is as tall as a giant.

She is as fast as a rocket.

He is as graceful as a swan.

She is as sneaky as a fox.

He is as quiet as a mouse.

How could I say that somebody:

runs fast

is pretty

jumps well

is strong

How could I say that something:

is hard

feels soft

is sweet

feels rough

is heavy

sounds noisy

is light

© 2005 www.bogglesworldesl.com

http://www.bogglesworldesl.com/

©2009 Lanternfish ESL at www.bogglesworldesl.com

Ironic Similes

If something is easy to understand we say that it is

clear. We can make a simile to say that is clear by

comparing it to a crystal, which is also clear:

It's as clear as a crystal.

We can also use similes in a humorous way to mean

the opposite of what we say by choosing a word that

completely contrasts with the adjective. For example, if

something is confusing we can say:

It's as clear as mud.

Mud is not clear at all so if something is as clear as mud

then it is confusing. Here are some more examples:

She's as gentle as a pack of wolves.

He's as cuddly as a cactus.

It's as smooth as sandpaper.

Now try to make similes that mean the opposite of the adjectives below.

(1) pretty

(2) tough

(3) bright

(4) quiet

(5) quick

(6) soft




I. Rationale – This lesson is the fourth in a week-long unit on poetry and figurative

language. Today, students will continue to work on their poems and get together with

partners to review the progress of their pieces. This is in preparation for the poetry

competition which will be held during the next lesson.



i. Apply new concepts in their own writing.

ii. Read and review the work of peers to provide constructive feedback.


i. Write original poems that effectively use similes and metaphors to make

comparisons and show meaning.

ii. Review the poems of classmates to provide constructive feedback and

ideas for improvement.

c. WV CSO’s: RLA.S.10.2




progression of ideas in argumentative writing, research writing, literary analysis, and creative and

reflective writing.


gerund phrase

participle phrase

infinitive phrase

clauses

d. NCTE Standards:









information). III. Essential Questions – How are you using similes and metaphors in your poems?

How do they show meaning? How are your classmates using them?

IV. Procedure –

a. Lesson Introduction: As class begins, look over the writing that students have

done so far on their poems. Look for interesting ideas/topics and correct use of

similes and metaphors. (10 minutes)

b. Lesson Development: Students will continue to work on their poems. They may

use dictionaries, thesauruses, computers, or other tools to help them develop their

ideas. For help with figurative language, they should refer to their work and notes

throughout the week. Circulate around the room to help when necessary. (15

minutes).

c. Lesson Closure: After giving students time to work on their poems, place them in

groups of 3-4 for a peer review session. Students will exchange and read each

other’s drafts, looking for creative ideas, strong imagery, and effective use of

figurative language. Poems will rotate around the group, with members spending

a certain amount of time reviewing each. As they read the work of their partners,

students will write a reflection that states the following: What was particularly

strong about the poem, what areas seemed weak/underdeveloped, the

effectiveness of figurative language used, and any ideas for improvement. (15-20

minutes) d. Lesson Contingency: If time remains, students will continue working on their

poems. They will use the comments from group members to create a final draft

for the next day’s competition. Also remind students to bring in decorations,

refreshments, music, etc. Students wishing to bring in some sort of artwork or

decoration will need to come to class a few minutes early.

V. Daily (formative) Student Assessment – Students will earn up to 10 daily

participation points based on how well they remain on task during in-class writing

and how well they contribute and work with partners during peer review.

VI. Equipment, Materials, and Resources –

a. Paper and pencil

b. SMART Board

VII. Modifications for Diverse Learners – Students with handwriting problems will be

able to utilize whatever tools necessary to make writing easier (computer, colored

paper, pencil grips, etc.).

VIII. Reflection and Revision –




I. Rationale – This lesson is the final activity in this 5-day poetry unit. Students will compete

in a competitive poetry reading in which performers are judged by audience members. The

intention is to help students’ interest in poetry increase and show them that it can be a fun

activity. Students have also been working with figurative language all week, and the poems

they submit and read today will display what they have learned. II. Goals and Objectives –

a. Instructional Goals: SWBAT i. Participate in an oral readings with classmates.

ii. Effectively use similes and metaphors in writing. iii. Respectfully analyze and judge the writing of classmates.

b. Specific Objectives: SWBAT i. Read their poems orally to an audience of classmates.

ii. Score the work of classmates based on quality of reading and effective use of

figurative language. iii. Write poems that correctly use similes and metaphors.

c. WV CSO’s: RLA.S.10.2




progression of ideas in argumentative writing, research writing, literary analysis, and creative

and reflective writing.


gerund phrase

participle phrase

infinitive phrase

clauses

RLA.S.10.3

Students will apply listening, speaking and media literacy skills and strategies to communicate with

a variety of audiences and for different purposes.

RLA.O.10.3.03 model a variety of roles in various settings to listen actively, understand the intended message,

evaluate, enjoy and/or respond to an oral message:

critique oral/visual information

relate experiences in third person

collaborate to achieve a goal

mediate to reach a consensus

deliver an extended extemporaneous speech

participate in a panel/round table discussion

d. NCTE Standards:









information). III. Essential Questions – How did you use similes and metaphors in your poems? How

does reading your poem in this setting (a poetry slam) change the tone of the text

from reading silently?

IV. Procedure –

a. Lesson Introduction: Before class begins, set up the room for the poetry slam.

Students that planned to bring decorations or refreshments should arrive as soon

as possible to set up their items. You may want to rearrange desks in a more

informal way (or replace them with chairs and couches, if possible). Adjust the

lighting so that the focus of the room is on the performer, who will be in the

center of the classroom. Set up a row of five seats for judges. Put up pictures or

posters of famous poets and even student art. Prepare a table of refreshments,

with coffee, drinks, donuts, etc. Have music playing as students enter class to

create a “coffeehouse” feeling. When students walk into the room, have them

write their name on a slip of paper and place it in a box (only if they plan on

performing). The order of readers will be determined by drawing names from the

box; students will still be asked to judge poems when they are not performing. (5-

10 minutes) b. Lesson Development: When the environment has been set up and students are in

class, it is time to begin the poetry reading. Welcome “poets” and “poetry fans”

to the coffeehouse and go over the basic rules:

1. Each poem must be of the poet's own construction;

2. Each poet gets two minutes (plus a ten-second grace period) to

read one poem. If the poet goes over time, points will be deducted

from the total score.

3. Of the scores the poet received from the five judges, the high and

low scores are dropped and the middle three are added together,

giving the poet a total score of 0-30.

After checking that students understand the rules, draw the first name from the

box. The selected student will take position in the center of the room and be

given two minutes (plus a ten-second grace period) to perform. Students will read

their poems, trying to create an interesting, compelling voice and tone. They have

also hopefully used at least five effective similes and/or metaphors. After a

student has performed, he or she will take a seat. Remind classmates to always be

respectful; cheering and yelling is allowed during and after readings, but no

disrespectful behavior will be tolerated. As the reader takes a seat, judges will be

given one minute to make their decisions and display their score on a sheet of

paper. The high and low scores will be dropped.

c. Lesson Closure: The poetry slam will continue throughout the period.

Occasionally, jump in to ask questions about what students think of the figurative

language being used. What images are being created? What are your favorite

simlies/metaphors so far? Why? Have students take notes of what they like about

each poem as the slam progresses.

d. Lesson Contingency: If all performers have finished, the scores will be tallied

and points will be given to the top 3 finishers. If time remains, ask students to

write a reflection about the poetry slam using the notes they have made during

performances. Have them write about their favorite/least favorite pieces, what

made those pieces stand out to them, and the use of similes and metaphors

throughout the performances. When class ends, have students hand in their

reflections and final poems, which are worth 30 points.

V. Daily (formative) Student Assessment – Students are required to read participate in

the poetry reading in order to earn 10 daily participation points. The winner of the

poetry slam will receive an extra 15 points; 2nd

place will earn 10 points, and 3rd

place

will earn 5 points. Students will need to turn in their final poems, which will be

graded for at least 5 strong examples of similes and metaphors. The poems are worth

30 points; each absence of figurative language will result in a 5-point deduction.

VI. Equipment, Materials, and Resources –

a. SMART Board

b. Pencil and Paper

c. Markers for score sheets

d. Food and drinks for refreshment table

e. Artwork, pictures, music, etc.

VII. Modifications for Diverse Learners – Students with vision or hearing problems will

be seated as close to the performance area as possible. Students who have trouble

speaking but still wish to have their poems judged may either read themselves or

enlist the help of a classmate (in this case, points will still go to the writer, but the

classmate will receive extra credit).

VIII. Reflection and Revision

Documents

Poetry Slams Unit Plan