Juniper Wallace

TH 507

27 September 2019

Student Centered Lesson Plan

Lesson 4: UnPoeming

a) In the UnPoeming lesson, students will deconstruct their chosen poem in order to identify themes, vocabulary words, and remove capitalization and punctuation that tends to cloud the phrasing. In this process, students mark their poem to identify punctuation, themes and vocabulary then they rewrite their chosen poem eliminating all capitalization and punctuation. (Each time minor punctuation occurs the student will move the text to the next line. Each time major punctuation occurs the student skip a line.) Once the poem is rewritten, students identify themes and vocabulary. This unpoeming process removes the natural emphasis that capitalization and punctuation gives to the text and allows the students to identify the text in complete phrases instead of the visual structure that the poem is written in. In the Paint/Punch/Pause lesson, students will experiment with vocal coloring, emphasis, and pauses to discover the most effective way to reveal the story of the poem.

b) Essential Questions: i) How does the visual structure of a poem affect the story when the poem is being read

aloud? ii) How does poetry affect the audience differently than when the audience is a listener

rather than a reader?

c) The Unpoeming process must first be taught through demonstration and teacher-guided lesson of a sample poem. As a class, students follow and participate in the process while it is being demonstrated by the teacher. The teacher asks the students for suggestions through the lesson to keep them engaged. Once the poem has been rewritten and themes identified, the teacher facilitates a discussion on the meaning of the poem using textual evidence provided by the students.

*This lesson can be taught through a video for a flipped classroom technique, but I have found it works best if the teacher is there to lead the lesson and reemphasize elements when needed. I have left this assignment with a sub with very specific instructions on the screen captured video with prompt like: Stop the video now and complete this step. I have shared my video with teachers in my school doing the same unit as well.

d) Once the class works together on the sample poem, students work independently to unpoem their chosen poem. This is a three part process: Marking poem for punctuation, identifying themes and vocabulary words, and rewriting the poem in the Unpoemed style.

i) Once students have marked their papers for punctuation, they will trade poems with a partner to check each other’s work. If mistakes are found, students will correct one another. Once it is determined that the poem has been marked correctly, the students may move to rewriting the poem onto notebook paper in the UnPoeming style. (This takes some trial and error)

ii) Once the poems have been rewritten on notebook paper and checked for correctness, students work with their partners to read the poems aloud using the new phrasing they have unearthed. During this read, students are asked to identify the repeated themes throughout the poem. Partners take turns working on each others’ poem together.

iii) At the end of the lesson, students are asked to complete a reflection about the process and how it helped expand their understanding of the poem.

Theatre Lesson Plan

Grade Level Unit Title Duration

9-12 Poetry Out Loud 10-12 Class Periods

MS CCRS Theatre Unit Overview and Essential Questions

Theatre Standards

TH: Cr3.1a TH: Cr3.1b TH: Pr5.1a TH: Pr6.1a

TH: Pr7.1a

TH: Re8.1a TH: Re8.1c TH: Re9.1a TH: Re9.1c

Overview: Enduring Understandings:

Theatre artists refine their work and practice their craft through rehearsal. Theatre artists develop personal processes and skills for a performance. Theatre artists share and present stories, ideas, and envisioned worlds to explore the human experience. Theatre artists reflect to understand the impact of drama processes and theatre experiences. Theatre artists’ interpretations of drama/theatre work are influenced by personal experiences and aesthetics. Theatre artists apply criteria to investigate, explore, and assess drama and theatre work. Essential Questions:

How do theatre artists transform and edit their initial ideas? What can I do to fully prepare a performance? What happens when theatre artists and audiences share a creative experience? How do theatre artists comprehend the essence of drama processes and theatre experiences? How can the same work of art communicate different messages to different people? How are the theatre artist’s processes and the audience’s perspectives impacted by analysis and synthesis?

Books, Technology, Resources

Videos: Poetry Out Loud State Finals https://www.youtube.com/watch?v=IPC5BqEm13Y Resources: Poetry Out Loud Website https://www.poetryoutloud.org/

Summary of Lessons

Lesson 1: Introduction to Poetry Lesson 2: Applying Criteria to Critique Work Lesson 3: Tape Method Lesson 4: UnPoeming Lesson 5: Paint Punch Pause Lesson 6: Applying Criteria to Refine Performance

Performance/Culminating Activity

Poetry Out Loud Class Contest

Rubric for Performance/Culminating Task: Projects are assessed at the end of each lesson (formative) and at the end of the unit (summative).

Theatre Lesson Plan

Poetry Out Loud Unit

Lesson 4: UnPoeming

Lesson Title: UnPoeming

Focus Standard(s): TH: Re9.1c.I; TH: Re7.1a.I; TH4.1.I Estimated Time : 90 minute block Resources and Materials:

Handout 4.1 – Nuit Blanche by Amy Lowell Handout 4.2 – UnPoeming Instructions Handout 4.3 – UnPoeming Example Lesson Target(s)/Objectives:

● Students will identify and experiment with phrasing in poetry ● Students will identify themes in poetry

Essential Questions:

1. How does the visual structure of a poem affect the story when the poem is being read aloud? 2. How does poetry affect the audience differently than when the audience is a listener rather than a

reader?

Materials and Supplies

1. UnPoeming PowerPoint 2. UnPoeming instructions handout 3. Nuit Blanche poem by Amy Lowell 4. Nuit Blanche unpoeming in process example 5. Red and green colored pencils 6. Notebook paper + writing utensil (pencil preferred) 7. Projector 8. Smartboard or white board + markers

Differentiation

Students performing below grade level may choose a poem that is level appropriate and/or shorter in length.

Students who lack fully developed fine motor skills may use highlighters instead of colored pencils.

Students that are early finishers may help partners or review work.

Theatre Lesson Plan

Lesson 4 Instructional Plan

Warm-up/Motivation: Journal Entry:

How does the visual structure of a poem affect the story when the poem is being read 

aloud? 

How does poetry affect the audience differently than when the audience is a listener 

rather than a reader?  Activity 1: Read and Discuss Nuit Blanche

*Use PowerPoint to guide this activity

Students read Nuit Blanche silently to themselves. Students answer first response questions Discuss as a class Teacher reads poem aloud Students answer second response question Ask what students find difficult about understanding poetry. Activity 2 : UnPoeming Introduction + PowerPoint

*Use PowerPoint to guide this activity

Explain UnPoeming Process through PowerPoint Teacher led activity Questions and discussion at each step Re-read poem with new phrasing Discuss if the visual phrasing changes the recitation/understanding. Identify vocabulary words and define Identify repeated themes--connect themes to overall message of poem Re-read poem with class Discuss what has changed in the recitation Activity 3: UnPoeming chosen poems

*Students will use the poem they chose in the previous class period*

Students will follow the same method as above. Close reading of chosen poem followed by marking for punctuation. Students mark poem for punctuation Partners check work and discuss needed changes Students rewrite poems on notebook paper Students work with partners to check work and identify themes Students work with partners to read poem out loud and discuss how meaning has shifted/become more clear with new phrasing Reflection:

How does removing the visual structure of a poem affect the delivery of it? What did you find difficult about this activity? What did you discover about your poem through this activity? Did your understanding of your poem change through the UnPoeming process? In what ways?

UNPOEMING INSTRUCTIONS

1. Read poem to yourself

2. Read poem out loud

3. Read poem to yourself again

4. Identify all punctuation[brackets] (use red colored pencil) around each though

separated by a punctuation mark (. , ; : -- ? ! etc.)

5. Identify major marks of punctuation by placing two forward slashes // each time a

period (.), semicolon (;), colon(:), exclamation point (!), or question mark (?), or

large dash (--) occurs (please note: this does not apply if the poet has used a

single dash to indicate a separation of syllables in a word. e.g. to-night)

6. Rewrite poem on lined paper

a. Center title on first line of paper

b. Center author on second line of paper

c. Begin poem on fourth line of paper

d. Eliminate all capitalization

e. Eliminate all punctuation

f. When [brackets] occur, move to next line

g. When // occur, skip a line

7. If a line is longer than your line allows, indent (5 spaces) on next line

8. Circle (red) any words you are unsure about

9. Underline (green) any words or ideas that repeat or connect to a possible theme

(Theme is the overarching idea of the poem)

10. On a new sheet of paper write words you were unsure about. Look up and

briefly define in a understandable definition

11. On that same page, identify 1-3 themes you found recurring in the poem

Nuit Blanche

By Amy Lowell

I want no horns to rouse me up to-night,

And trumpets make too clamorous a ring

To fit my mood, it is so weary white

I have no wish for doing any thing.

A music coaxed from humming strings would please;

Not plucked, but drawn in creeping cadences

Across a sunset wall where some Marquise

Picks a pale rose amid strange silences.

Ghostly and vaporous her gown sweeps by

The twilight dusking wall, I hear her feet

Delaying on the gravel, and a sigh,

Briefly permitted, touches the air like sleet

And it is dark, I hear her feet no more.

A red moon leers beyond the lily-tank.

A drunken moon ogling a sycamore,

Running long fingers down its shining flank.

A lurching moon, as nimble as a clown,

Cuddling the flowers and trees which burn like glass.

Red, kissing lips, I feel you on my gown—

Kiss me, red lips, and then pass—pass.

Music, you are pitiless to-night.

And I so old, so cold, so languorously white.

Nuit Blanche

By Amy Lowell

Marked for punctuation

[I want no horns to rouse me up to-night,]

[And trumpets make too clamorous a ring

To fit my mood,] [it is so weary white

I have no wish for doing any thing.]//

[A music coaxed from humming strings would please;]//

[Not plucked,] [but drawn in creeping cadences

Across a sunset wall where some Marquise

Picks a pale rose amid strange silences.]//

[Ghostly and vaporous her gown sweeps by

The twilight dusking wall,] [I hear her feet

Delaying on the gravel,] [and a sigh,] [Briefly permitted,] [touches the air like sleet

And it is dark,] [I hear her feet no more.]//

[A red moon leers beyond the lily-tank.] //

[A drunken moon ogling a sycamore,]

[Running long fingers down its shining flank.]//

[A lurching moon,] [as nimble as a clown,] [Cuddling the flowers and trees which burn like glass.]// [Red,] [kissing lips,] [I feel you on my gown—]// [Kiss me,] [red lips,] [and then pass—]//[pass.]//

[Music,] [you are pitiless to-night.]// [And I so old,] [so cold,] [so languorously white.]//

Nuit Blanche By Amy Lowell I want no horns to rouse me up to-night,

And trumpets make too clamorous a ring

To fit my mood, it is so weary white

I have no wish for doing any thing.

A music coaxed from humming strings would please;

Not plucked, but drawn in creeping cadences

Across a sunset wall where some Marquise

Picks a pale rose amid strange silences.

Ghostly and vaporous her gown sweeps by

The twilight dusking wall, I hear her feet

Delaying on the gravel, and a sigh,

Briefly permitted, touches the air like sleet

And it is dark, I hear her feet no more.

A red moon leers beyond the lily-tank.

A drunken moon ogling a sycamore,

Running long fingers down its shining flank.

A lurching moon, as nimble as a clown,

Cuddling the flowers and trees which burn like glass.

Red, kissing lips, I feel you on my gown—

Kiss me, red lips, and then pass—pass.

Music, you are pitiless to-night.

And I so old, so cold, so languorously white.

UnPoeming

Before we start

I want you to think about poetry.

How do you feel about it?

By a show of hands...who is terrified of poetry?

Who doesn’t really know what to think of poetry?

We will be exploring a new way of looking at poetry and hopefully taking some of the mystery out of it.

UnPoeming Instructions

1. You will need the following materials:a. Unpoeming packet

i. Instructionsii. Nuit Blanche by Amy Lowelliii. Unpoeming sample (don’t look at this until instructed to do so)

b. Pencilc. Red color pencild. Green color pencile. 3 sheets of lined notebook paper

2. Read Nuit Blanche to silently yourself3. Turn your paper over when finished4. You will answer first response questions on the back of your paper

First response to poem

What does the title of the poem mean?

What language is it?

What do you think the poem is about?

Was it hard to understand?

What stood out to you upon the first read of the poem?

Now, read along as I read poem aloud.

Second response to the poem

Answer these questions below the first response:

Do you feel like you have a better understanding of the poem now?

Was it different when hearing the words read aloud?

What do you think made it different?

Do you think poetry is meant to be read or heard? Why?

Marking the poem for general punctuation

1. Take a few minutes to read through the poem again.2. As you read, mark EVERY punctuation mark with [brackets] using your RED

colored pencil.3. Pay close attention to sentences that change from one stanza to the next.

For example, the first stanza will look like this:

Marking the poem for major punctuation

1. As you re-read, mark all MAJOR punctuation with // using your GREEN colored pencil.

2. Major punctuation includes: period (.) semicolon (;) colon (:) large dash (--) exclamation point (!) and question mark (?).

3. Large dash (not a single dash as in the word to-night) indicates a large pause, like a period.

For example:

Ready to unpoem!!

Now that you have marked your poem for punctuation, you are ready to transfer it to notebook paper and begin the unpoeming process. You will remove ALL capitalization and punctuation as your rewrite it. Relax! This isn’t has scary as it seems at first. But, please pay CLOSE attention to exactly the way the poem is written. You must write it word for word and line for line.

Re-writing your poem

1. Using the top line of the paper, write the poem’s title (with no capitalization), centered

2. Directly under the title, write the poem’s author, centered3. SKIP A LINE (you will begin poem on 4th line of the paper)4. Using the red left margin line as a guide, write the FIRST line of the poem 5. When you come to a red [bracket] move to the next line6. When you come to the green //, skip a line7. If a line of the poetry is too long for one line on your paper, indent 5 spaces on

the next line

(see next slide for examples-pay no attention to the circled and underlined words, that will come later)

Unpoeming examples

Original unpoemed

Re-write poem

1. As you re-write your poem, TAKE YOUR TIME2. Ensure that you use the left margin as your starting point for each line3. Try to not go past the right red margin line (this will keep your paper neat)4. Remember: if a line of poetry is too long for one line on your paper, INDENT 5

spaces on the next line. This is especially important in the second stanza.5. This process will take a few minutes.6. Once think you are finished, check you work. 7. Once you’ve checked it yourself, use the unpoeming sample in the back of

your packet to ensure that your paper looks like the sample.

Identify vocabulary words

1. Re-read the poem2. Using your RED colored pencil, CIRCLE any word that you are unsure about-do

this on your unpoemed poem3. Write these words on a new sheet of paper4. Look them up and define on your sheet with a short, understandable definition5. I will define one word for you:

a. Marquise: Wife of Marquisb. Marquis: (in some European countries) a nobleman ranking above a count and below a duke.

Identify themes

Let’s read the first stanza together.

What word stands out in the first line?

What word in the second line connects with the first line?

Identify themes

Let’s read the first stanza together.

What word stands out in the first line?

What word in the second line connects with the first line?

Underline every word in the poem that represents sound (or the lack thereof)

Identify themes

Now that we have identified sounds...Let’s look at the rest of the stanza.

What word stands out?

Identify themes

Now that we have identified sounds...Let’s look at the rest of the stanza.

What word stands out?

What words in the rest of the poem support “weary”?

Underline all words that could fit with weary. Think about the difference between weary and tired.

THEMES

After you identify the words that support the themes...discuss what they have in common:

Theme 1:

TrumpetsHornsI hearHumming stringsMusic

Theme 2:

WearyTwilightOld

THEMES

After you identify the words that support the themes...discuss what they have in common:

Theme 1: Music

TrumpetsHornsI hearHumming stringsMusic

Theme 2: Weariness

WearyTwilightOld