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Week 1 - Music - Power Class Presentation



Lesson 1
Have music playing while class enters the classroom. When students are settled introduce
the Big Idea for this unit of work - Power gives voice, power gives poetry!

Class Activity 1 (10 mins):
Define music - sticky notes or whip around classroom and get one student to be on
computer typing up responses.

After looking at the classes definition of music students then (in groups) discuss what they
think is the power of music! (Language, message, persuasiveness, emotion) Class to then
share and discuss. Teacher to probe, clarify, question. ACELA1547

Teacher introduces the essential questions for students and clarifies these are the questions
they should be able to answer by the end of the unit.

Class Activity 2 (10 mins):
Students start a poster in first page of their journals that represents the Big Idea. Teacher
explains to class this page will be returned to and added to throughout the next 4 weeks to
remind us of and build on our BIG IDEA. Music played in background while students are
creating posters.

Handout the Poetic devices worksheet run through what each means briefly (5 mins)
ACELA1542

Teacher to play Youtube clip (on DVD) - Youtube Poetic Devices in Music (Donna Patrick)
Downloaded to DVD 10 mins
http://www.youtube.com/watch?v=8_QVhoLl_9U
15 mins
Give students list of music selection set homework to listen to the songs and pick top 2
they like write in their journal, can also bring song of their own choice (get parents to help
them choose) to next lesson but must be appropriate (no profanity etc).

Teacher puts students in groups of 5. This is to ensure balance in groups and will help with
differentiation, to play to everyones strengths and weaknesses. Teacher advises students
next lesson we will be doing some group work using the music they have selected. In these
same groups we will be doing a presentation in the following week.
Based on average class size of 30 this means there will be 6 groups @ 10 min presentations

Lesson 2

Have music playing when students enter classroom. Ask students to sit in groups allocated
last lesson, have tables arranged in discussion groups before lesson.

Class Activity 1 (25 mins):
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Teacher provides Katy Perry Fireworks song worksheet to students; this has lyrics and space
to list poetic devices. Ask students to have poetic devices work sheet out that was given last
lesson; this has descriptions that will guide them in identifying poetic devices. As a class
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listen to song (this may need to be done twice). Individually students are to identify as many
poetic devices as possible. Go through answers together as a class. This will assist students
when completing this task on their own.

Group/Class Activity 2 (15 mins):
As a group choose roles - recorder, presenter, facilitator, observer, researcher. Teacher
briefly explains what each of these roles entails.
Put questions on overhead projector (same questions as that to be given for Assignment 1).
Students are to answer these questions together about the song Firework Katy Perry.
Recorder records answers, presenter presents answers.

Group Activity 3 (5 mins):
Students share their top 2 songs with the group and decide which song they want to use for
their presentation. If students select a song that is not on the list provided they need to
provide the lyrics to the teacher to approve.

Lesson 3

Teacher to handout out and explain the following, allow time for questions (15 mins):
Assignment 1 information, rubric and question sheet Run through what is required
New copy of Poetic Device template if they require fresh copy.
Class Presentation Feedback sheet Explain only 1 member from each of the other
groups is to complete feedback sheet for presenting team (teacher will select this
person may want to choose variety of students for variety of reasons those that have
difficulty paying attention may be assisted by giving this task or those that like to be
extended may enjoy this task).
Self and peer assessment - Explain this will be done within the group after their
presentation is completed, this can be set for homework and is confidential to be
handed back lesson after their presentation.

Pick names out hat for order of presentations in following week.

Remainder of lesson spent in groups working on their class presentation (30 mins).

Lesson 4 (45 mins)
Students spend entire lesson working on their class presentations. Teacher will circulate,
support, question, evaluate groups as they work.
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Appendix 2
Week 2 - Analysing Poetry & Images Looking at different forms of poetry

Lesson 1
When students enter class have visual imagery on display, painting, photos. These can be up
on the screen and scattered on desks. Make sure Big Idea is visible. Have song playing
Vincent by Don McLean.

Learning Activity (5 mins):
Students return to their poster in journal and add to it any understandings and ideas from
last week. Play music while doing.

Class Activity 1 (10 mins):
Define poetry - sticky notes or whip around classroom and get one student to be on
computer typing up responses. Bring up definitions of music from first week,
compare/similarities. Then answer question as a group, is poetry powerful? Share as a class.

Remind students of the song that was playing at the start of the lesson. Vincent, by Don
McLean. Discuss connection of poetry and music, poetry can be used as lyrics (5 mins).

Class Activity 3 (5 mins):
Play the song without visual imagery and get students to describe or sketch an image that
stands out in their mind while listening to it, write why it stands out in one sentence. Work
produced is not to be shared with class.

(5 mins) - Play You tube - Vincent (Starry Starry Night) Don McLean Anthony DiFatta (on
DVD) song with visual images.
Class discussion (20 mins):
ACELT1630
See pages 60-62 of Chapter 3 The Power of Poetry.
Did seeing the images change your interpretation of your emotions when listening to the
song? Discuss figurative language in relation to impact on emotions. Discuss how our
responses are stimulated by these images. What kind of impact the images have, do they
support, enhance, distract from the poetry, or send a different message entirely?

Remind students that class presentations are to be presented in last two lessons of this
week. Time will be given next lesson if not completed, remind them that they can work
together outside of class if they wish.

Lesson 2
ACELA1542
Teacher introduces on PowerPoint different forms of poetry; Haiku and Tanka, Limericks,
Acrostic, Shape/Concrete, Ruptured Rhymes, Free Verse and Prose (15 mins)

Class Activity 1 (10 minutes):
Tables should be already set up in discussion groups. Students can remain in groups they
have seated themselves. A variety of forms of poetry (enough for each person on desk) are
scattered on the desks, students need to match up the poems with the correct form.



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Class Activity 2 (10 minutes):
Students select one poem each from desk and draw a picture in their journal that represents
this poem. Share within group. Hand in to teacher not marked teacher can look through
them while students doing next task (this is to evaluate students participation and
understanding).

Class activity 3 (10 mins):
ACELA1542, ACELA1547
Resource via Scootle and on USB. In groups students are given a set of reproductions of Jean
Isherwood's 'My country' watercolours and a set of her one-line descriptions of the location
of each painting. Each painting has as its title a phrase from Dorothea Mackellar's
inspirational poem 'My country'. Students are to try and match the painting with the title to
create the poem My country. Class comes back together at the end of the task to check if
they had it correct.

Homework (see USB):
Students to pick random images from basket when leaving and is to write a journal entry
about this image, must be at least 2 paragraphs and answer:
Initial feelings and reactions
What is it about, is there a message?
What effect does the colours and technique used have on you as the viewer?

Lesson 3
Teacher hand out class presentation feedback forms (on USB) to one student from each
group.
Class presentations x 3 @ 10 mins each. This gives additional 5 minutes in between each for
any questions, group preparation and for students doing feedback to finish.

Lesson 4
Teacher hand out class presentation feedback forms (on USB) to one student from each
group.
Class presentations x 3 @ 10 mins each. This gives additional 5 minutes in between each for
any questions, group preparation and for students doing feedback to finish.

Students will be given marks next lesson (after weekend)

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Appendix 3
Week 3 Poetry Slam Social Justice Individual Presentation to Class

Lesson 1
Students return to their poster in journal and add to it any understandings and ideas from
last week. Play music while students do this (MACKLEMORE & RYAN LEWIS - SAME LOVE
feat. MARY LAMBERT. On USB) 7 mins.

Class Activity 1 (10 mins):
Define power - sticky notes or whip around classroom and get one student to be on
computer typing up responses. Bring up definitions of poetry and music from first and
second week, compare/similarities. Then answer question as a group, is poetry powerful?
Share as a class.

Class Activity 2 (10 mins)
Hand out poetic devices template to students and ask them to jot down any poetic devices
they may hear.
Play Youtube clips from poetry slams (on DVD):
Australian Poetry Slam Champion 2012/13 - CJ Bowerbird - "Clicktivism"
https://www.youtube.com/watch?v=nU-_gzFbkWs
Australian Poetry Slam Champion - CJ Bowerbird - "Tipping or Rocking
https://www.youtube.com/watch?v=zK0ukgnKyF0
Youth Speaks Teen Poetry Slam Finals 2012
http://www.youtube.com/watch?v=2Cr1yXo2Afw
2012 Poetry Slam Winner - Logan Dobson
https://www.youtube.com/watch?v=m3nzm3Aq0MI

Class discussion (15 mins):
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What are the issues that are being discussed in these clips? Who is the intended audience?
What does sharing these messages achieve? Discuss how presenter has used their
voice/inflection/tone to impact and get their message across. Explore how persuasive and
effective the presenters are. Talk about research in relation to knowledge = power.

Homework:
What issues are important to you? Write in your journal one of these issues with a few
sentences outlining why this is important and why do you think people need to know about
your message? This task is to help introduce next assessment piece.

Lesson 2
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Introduce Assessment Activity to class (20 mins).
Teacher to handout out and explain the following, allow time for questions (15 mins):
Assignment 2 information, rubric Run through what is required
New copy of Poetic Device template if they require fresh copy.

Class Activity (25 mins): (this will help to scaffold for the assessment activity):
ACELY1736
As a class ask students to share a topic /issue that is important to them. Get one student to
scribe on board. Take vote for topic.
Go through the process of creating assessment piece:
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Choose topic
Research what do we know? 5 words
Words that topic stimulates
What is the message we want to get across?
What poetic devices can we use to get message across what form of poem can help us do
this?

Students to all write a short poem (Haiku/Acrostics) on this topic and share a few examples.
ACELY1736

Homework: Assessment Activity Research and preparation. Make sure you have selected
the topic and the form of poetry you want to use and researched some information that you
can use for your poem. Find 5 words that relate to your message (eg. Environment
pollution, fresh air, trees, animals, protection). This will help you find a focus for your poem.

Lesson 3:

Class Activity 1
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Students are to utilise computers today (room booked if required). Access to Scootle given
to students with PIN access:
Students are encouraged to help each other, teacher to encourage and assist.
www.scootle.edu.au
http://www.scootle.edu.au/ec/pin/BTVUIA?userid=90220

Homework:
No work unless you want to put in extra effort getting Assignment 2 underway. Will be
working on this in Lesson 4

Lesson 4
Students spend entire lesson working on their Assignment 2. Teacher will circulate, support,
question and evaluate students as they work.

Homework: Remind students Assignment due next week, no further class time will be given,
would suggest to try and complete over weekend or next week if not already done.
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Appendix 4
Week 4 Analysing Poetry Exploring Social Justice and Culture

Lesson 1
Students return to their poster in journal and add to it any understandings and ideas from
last week. Play music while doing this task - Xavier Rudd CD 5 mins.

Class activity 1 (20 mins):
ACELT1806
Where are we all from? What are our backgrounds? We are different and have interesting
things to share! In pairs talk to each other about where we are from and share some
interesting information, your partner has to relay that information back to the class in form
of Acrostic poem.

Class activity 2 (20 minutes):
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Read poem In My Village to class (located page 184-185 Poets and Poetry see resource
list). Go some of the questions on page 185.

Homework: Students are to bring in an item or two of cultural significance to them (book,
item etc). Teacher included! Write in journal what item is and why they chose it.

Lesson 2

Class activity 1 (20 minutes):
ACELY1731, ACELT1806
Set up classroom in circle.
Students are each to present their item of cultural significance and state why they brought
this item today. Then item is placed in middle of circle. Teacher to ask students to listen
carefully to what each student says as questions will be asked at the end. After all have
presented teacher to ask students for words that students have used when describing and
talking about their piece. Select a student to scribe on board.

Class activity 2 (10 minutes):
Students are to choose someone elses item and write a short poem in their journal
(Acrostic, Alphabet Poem, Haiku). Can use words that have been written on the board to
guide them.

Class Activity 3 (10 minutes):
Pre-test Not graded. Students are to answer the essential questions. Identify any gaps in
learning, areas that students do not understand.

Lesson 3
Play clip Dreamtime - Machine time (on DVD) 3 mins.
See resource list - Poets and Poetry (Sadler/Hayllar/Powell). Use 119-132 for questions to
promote discussion in class.
http://aso.gov.au/titles/documentaries/dreamtime-machinetime/clip1/
Wrap up Hand back pre-tests to students. Wrap up topic what we covered. Class to
interact with discussion. Utilise test results and discuss any gaps in understanding.
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Homework Advise students we will be meeting a poet tomorrow who will do some
readings of his poetry. Butch Daly Vietnam Vet. Remind students of respect and behaviour
for when our guest visits. Think of the kinds of questions that you may like to ask. I will email
some of Butchs poetry to class to have a look tonight if interested. Remind students
Assignment 2 is to be handed in next lesson!

Lesson 4 (entire lesson)
ACELT1806
Meet the poet Butch Daly Vietnam Vet. Introduce Butch background. Read through
several poems. Class to ask questions. Teacher to have questions prepared to help move
discussion along if required.

Have on display Big Idea Poetry gives voice, Poetry gives power!