3.3+Focus+Lessons-+War

//Lesson Plan One – Days 1 and 2//


 * Opening Narrative**

Before students begin this segment of the unit, they will have finished studying haikus in the nature segment. I plan on conducting a brief check to make sure they have retained the information from the haiku mini-unit. They will know appropriate behavior during discussion periods so that when the teacher leads a discussion, or the students work in groups for discussion, the discussion will run smoothly and without conflict or behavioral issues.


 * Purpose**

· The student engages in the writing process and writes to communicate ideas and experiences. · The student identifies, analyzes, and applies knowledge of the elements of a variety of fiction and literary texts to develop a thoughtful response to a literary selection.


 * Objectives**

Students will be able to:

· Ascertain how form relates to function as a vital structure in poetry · Express how poetry relates to war and vice versa, and its impact on history


 * Procedures/Processes for Students**

· Students will engage in a brief discussion of war to introduce the unit. What is war? What does it mean to be in a war? What role does poetry play in war times? · Students will read the poem “Death of a Ball Turret Gunner” by Randall Jarrell (handout, words shaped like a ball turret) · Students will create their own poem reflecting their personal thoughts on war, paying close attention to the form and structure of the poem. They must create a physical image with the words they choose, (e.g. a ball turret)


 * Procedures/Processes for Teachers**

Before · Teacher will prepare all necessary materials ahead of time, including an overhead image of a ball turret During · Teacher will lead the discussion on war to gauge class climate in regard to war · Teacher will introduce the poem, calling special attention to the form of the poem. · Teacher will show students images of a ball turret. How close is that image to the one the text portrays? After · Teacher will assign the poem to be finished and typed by the end of the week


 * Materials Needed**

· Copy of “Death of a Ball Turret Gunner” in shape form · Pens, Paper · Image of an actual ball turret


 * Assessment**

· Students will be assessed over the next few class periods to determine their understanding of the structural poem. · The teacher will circulate and eventually collect rough drafts of the students’ shape poetry. These will be given a thoughtful study and returned to them with suggestions for improvements and corrections as necessary. · Soft assessment in the form of returning drafts and circulation throughout the room will continue throughout the mini-unit.


 * Modifications/Accommodations**

· ESOL students will be provided with the poem in English as well as their native language. For this assignment they will be required to write in English, though the shape of their poem may reflect any cultural or native object, idea, or theme. · Struggling students may be paired with higher-achieving students during impromptu peer-editing sessions throughout the following class periods.


 * Rationale**

For this lesson, I want to concentrate on introducing the subject of war within poetry. I want them to see what role poetry has played in a historical context. I want them to examine their own thoughts and feelings toward war, and recognize how they might differ from the viewpoints of generations past. Also, after accounting for the introduction at the beginning of the unit, this will be their first introduction to free verse poetry. I want to show them a deceptively difficult form of free verse poetry called shape poetry. I have included the opportunity to study different types of shape poetry, but the one they will be studying and modeling their own poems after is “Death of Ball Turret Gunner.” This poem will be given to them in the shape of a ball turret, but with the understanding that the original author had not written the poem this way. Does the structure add to the poem or does it take away from the poem? They will discuss their opinions before we move on. They will receive examples of shape poetry written and shaped by their original authors, just so they can see the effect when it is an intended one. They will turn in a shape poem that will be included in their portfolio, but they will not need to append further drafts of this poem.


 * Sunshine State Standards**

· LA.910.2.1.4 The student will identify and analyze universal themes and symbols across genres and historical periods, and explain their significance; · LA.910.3.3.1 The student will evaluate the draft for development of ideas and content, logical organization, voice, point of view, word choice, and sentence variation; · LA.910.2.1.3 The student will explain how meaning is enhanced through various features of poetry, including sound (e.g., rhythm, repetition, alliteration, consonance, assonance), structure (e.g., meter, rhyme scheme), and graphic elements (e.g., line length, punctuation, word position); · LA.910.1.7.2 The student will analyze the authors purpose and/or perspective in a variety of text and understand how they affect meaning;


 * Closing Narrative**

This lesson will take two days. Day one will encompass much of the review of what the students have studied thus far in the unit. During day one, they will receive background information through overt instruction on poetry and war. They will discuss the role they feel poetry plays in war, if any. On day two, they will examine “Death of a Ball Turret Gunner.” On this day, they will begin work on their shape poem, and perhaps turn in a rough draft if they finish by the end of the class period.

//Lesson Plan Two – Days 4 and 5//


 * Opening Narrative**

Students will have received an overview of the topic of war, and how poetry relates to war. They will understand the various contexts of poetry within war, be it for protest, victory, encouragement, reflection, or expression of grief, and anything in between. They will have also studied forms of poetry in free verse that take on different structures, such as rhyming schemes, meter, and cadence. We will have looked at a few different poems, not necessarily about war, which demonstrate how free verse poems are organized (or unorganized as the case may be). Students will know that free verse poetry is about marching to the beat of their own drums, though structure and organization are not ignored. They will have practiced writing a short free verse poem in a previous class, one that will be included in their portfolio, but not carried through various drafts to a complete final draft.


 * Purpose**

· The student will use prewriting strategies to generate ideas and formulate a plan. · The student will revise and refine the draft for clarity and effectiveness.


 * Objectives**

Students will be able to:

· Relate what role poetry has played in wartime throughout various generations · Reflect on important characteristics of poetry (tone, rhythm, word choice, structure) and how they contribute to the overall theme of the poem


 * Procedures/Processes for Students**

· Students will listen to a poem read to them without receiving any background knowledge of that poem · Students will write down their thoughts, feelings, reactions, and reflections on that poem during a fifteen minute free write · Students will discuss their free writes in a small group · Students will use their free writes to begin to make their own poem based on the one read to them in class


 * Procedures/Processes for Teacher**

Before · Teacher will prepare the necessary materials, including the poem to be read aloud in class · Teacher will locate the scene in //Memphis Belle// where the main character reads “An Irish Airman Foresees His Death” During · Teacher will read aloud the poem “An Irish Airman Foresees His Death” by W.B. Yeats; the teacher will //not// announce the title before the reading · The teacher will play the selected scene from the film //Memphis Belle// as students begin work on a free write, so the students can hear contrasting versions of the poem read aloud, and have a refresher as they work on their reactions to the poem · The teacher will circulate throughout the room as the students engage in a free write · The teacher will give clear, concise instruction when requesting them to turn their free write into a free verse poem After · Teacher will collect any poems ready to be turned in for their portfolio


 * Materials Needed**

· A copy of “An Irish Airman Foresees His Death” by W.B. Yeats · Pens, paper · DVD of //Memphis Belle//


 * Assessment**

· The teacher will assess understanding during the discussion period. Students will be informed they are receiving participatory grades during this discussion. · The teacher will monitor the progress of the students’ final portfolios; the teacher will answer questions, return drafts, repeat instructions, and make comments as necessary. · The teacher will examine the rough drafts of the students’ free verse poetry throughout subsequent class periods (including ESOL students; see below). · Students will have the option to read their poem aloud in class. This can count toward a participation grade.


 * Modifications/Accommodations**

· ESOL students can receive the poem in their native language, though they will be encouraged to listen to the English version’s meter and rhyme scheme (if applicable) and base their own poem on this form. · ESOL students will pay special attention to the film version of the reading. What emotion does it elicit from them? Since emotions are universally understood, but not easily translatable via language, I plan on allowing them to write their poem (based on their free write) in their native language. However, if they choose to write in their native language, they will be asked to read their poem aloud in class. They will include a short summary of what their poem is about with the poem they turn in for assessment. · Students who are struggling, especially with their participation grade, will have an opportunity to make it up here. They will have the option to read their poem aloud for a participatory grade. Also, they will be given time to hear constructive feedback from their peers regarding their poems and be able to tweak any versions of their poem before they submit the final draft.


 * Rationale**

I’ve decided that students will study W.B. Yeats’ poem “An Irish Airman Foresees His Death” because it is really a visceral piece of poetry. I anticipate a sense of quiet and calm after the poem is read aloud, and I plan on capitalizing on this anticipated reaction by asking students to write their reactions down as a free write. I will play a second version of the poem from a film as they write their free write, so that if they need to hear it again, they will have that opportunity, as well as be afforded the opportunity to hear it read from a source other than their teacher. If the opposite class reaction proves true, rather, if students are boisterous and have a lot to say about the poem, they will still be encouraged to work on their free writes. To go with the theme of poetry and free verse, they will be writing their own poem from what they’ve written in their free writes. This poem will have a few rough drafts and be carried through to completion with a final, polished draft.


 * Sunshine Stated Standards**

· LA.910.1.7.3 The student will determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details; · LA.910.2.1.4 The student will identify and analyze universal themes and symbols across genres and historical periods, and explain their significance; · LA.910.2.1.3 The student will explain how meaning is enhanced through various features of poetry, including sound (e.g., rhythm, repetition, alliteration, consonance, assonance), structure (e.g., meter, rhyme scheme), and graphic elements (e.g., line length, punctuation, word position); · LA.910.3.1.1 The student will generate ideas from multiple sources (e.g., brainstorming, notes, journals, discussion, research materials or other reliable sources) based upon teacher-directed topics and personal interests;


 * Closing Narrative:**

Students will have studied the poem on the first day of the lesson, heard two different readings, and written a free write. They will have discussed their free write with their peers, and generated some ideas as to how to turn their free writes into a free verse poem; if they desire, they can turn in any drafts of this poem in class for teacher feedback. On the second day of the lesson, they will spend most of the class period working on their free verse poem. Some students may receive a rough draft back from the teacher, while other students will be encouraged to turn one in by the end of class. These drafts, based on the students’ free writes after hearing “An Irish Airman Foresees His Death,” will be appended and carried through to a complete, polished final draft. Rough drafts and the final draft will be expected to be included in the final portfolio.

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//Lesson Plan Three – Days 7 through 10//


 * Opening Narrative**

Students will have finished their reactions to “An Irish Airman Foresees His Death” and turned in their final drafts of their response poem to be included in their portfolios. Students will have continued to study the thematic occurrences of war within various poems, and focus on some of the feelings towards particular wars. How did public opinion change from World War II to the Vietnam War? How about the Gulf War and the wars in Iraq and Afghanistan? Have any poems or songs come from these wars? What about rap music? We will perhaps listen to the excellent rap song “Conflict Diamonds” by lyrical rapper Lupe Fiasco to discuss a more modern form of protest, and how this song is, in fact, a form of poetry.


 * Purpose**

· The student uses a systematic process for the collection, processing, and presentation of information. · The student develops and demonstrates an understanding of media literacy as a life skill that is integral to informed decision making.


 * Objectives**

Students will be able to:

· Discuss what purpose poetry plays in war · Find correlations between various generations and their reactions to war · Examine free verse structure and poetic structure in songs


 * Procedures/Processes for Students**

· Students will discuss why poetry is important in war? Why not just have newspaper reports that are factual and (allegedly) correct? · Students will hear snippets of popular war songs throughout the ages (e.g. “Over There,” “For What It’s Worth” “Sound of Silence” “War”) · Students will choose a song that has meaning to them from a list supplied by the teacher; they will analyze that song in a close reading to determine the following: author’s purpose, audience, setting, plot, general purpose, and background information (researched at home and in-class, internet). · Students will present their findings and research at a later class meeting.


 * Procedures/Processes for Teacher**

Before · Teacher will play a few popular songs from the sixties and seventies as the students enter class · Teacher will prepare necessary materials During · Teacher will aid students in selecting a song that may have personal meaning to them. Teacher will provide information as necessary as to the songs’ origins · Teacher will aid students in identifying themes, motifs, and symbolism in the songs they choose. After · Teacher will help students find appropriate websites for research at home and in-class. Students will be assigned to come in with one interesting fact about their song and discuss their song in class over the course of the next week.


 * Materials**

· Copies of songs, song titles · Computers (if possible) · Pens, paper

· The teacher will test the students’ knowledge of the various forms of poetry by giving them an in-class quiz (not a pop quiz). Thematic relevance will not be tested as strongly as forms and purposes, such as what the haiku is generally written about, and where it originated, as well as different poems the students have covered thus far in the unit, including the introduction. · Students will have time during a couple class periods to work on assembling their portfolios and working on drafts of their poems. The teacher will list all that needs to be in the portfolio to date. The teacher will encourage any revision of drafts that did not receive an acceptable grade.
 * Assessment**

· ESOL students will be welcome to bring in alternative songs – songs from their countries that reflect those countries’ views on war. They will be encouraged to share these in class. How do the viewpoints differ? How can non-ESOL students relate to these versions? How do purely American poems about war differ from other countries’ poems and songs? · Teacher will give the opportunity for ESOL students to bring in their song or provide a link to their song so that the class can listen. They will be encouraged to provide a translation during or after the song. · I believe this assignment will spur interest in some of the lower-performing students. They are able to get involved by picking a song, and studying that song. Internet research is relatively uncomplicated, so it is not a “hard” assignment. Resources will be available to students who may not have access to a computer at home.
 * Modifications/Accommodations**


 * Rationale**

For this lesson, I really want students to pay attention to the effect poetry has had on wars. I want them to talk to their parents about the song they choose to study. Were their parents in any protests? Did they sing these songs? Are they familiar with them? This especially gives ESOL students a chance to connect with both their family and community. I want them to consider if the songs that came out of the 1970’s might have contributed not only to public opinion of the war, but the eventual removal of troops from Vietnam. This will help link the importance of poetry within wartime and the effect poetry can have on a nearly international level. I’m especially eager to involve the ESOL students in this activity. I’ve decided not to have them write a poem during the days this lesson encompasses, because I do not want them to suffer poetry-writing burnout. Having them research the origin of popular music from decades past will aid in both improving media literacy and helping them practice the research process. I’ve decided to have them present their findings in class; they can stand at the front of the classroom and discuss the information they’ve accumulated about their song in any way they choose: through video, speech, pictures, powerpoint, or poster board.


 * Sunshine State Standards**

· LA.910.1.7.2 The student will analyze the authors purpose and/or perspective in a variety of text and understand how they affect meaning; · LA.910.2.1.9 The student will identify, analyze, and compare the differences in English language patterns and vocabulary choices of contemporary and historical texts; · LA.910.2.1.8 The student will explain how ideas, values, and themes of a literary work often reflect the historical period in which it was written; · LA.910.5.2.3 The student will use appropriate eye contact, body movements, voice register and oral language choices for audience engagement in formal and informal speaking situations; · LA.910.5.2.4 The student will use an engaging introduction and conclusion and the use of figurative language to reinforce the intended message; and · LA.910.5.2.5 The student will research and organize information that integrates appropriate media into presentations for oral communication (e.g., digital presentations, charts, photos, primary sources, webcasts).


 * Closing Narrative:**

Though this lesson lasts four days, a few of those days are for student presentations as well as research. I am giving them time in class on the first day of the lesson to pick out their song and perhaps begin research. On the second day of class, I am giving them time to ask any questions they may have about their song, begin research on their song, and study for the quiz they are receiving in class the following day. On the third day of class, students will take a quiz, assessing their knowledge about haikus and free verse poetry. After they have finished with the quiz, student presentations about their songs will start. I will have passed out a sign-up sheet for both available days of the song presentations ahead of time. If a student that has signed up for the earlier date is struggling with his research, he may be given more time. The fourth day of the lesson is the rest of the song presentations from the class, and summation of the mini-unit, and a brief introduction to their next unit of study – love and sonnets.