Course Profile English, Grade 9 applied, Public

Unit 2

Course Profiles are professional development materials designed to help teachers implement the new Grade 9 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education and Training. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.

Any references in this document to particular commercial resources, learning materials, equipment or technology reflect only the opinion of the writers of this sample course profile and do not reflect any official endorsement by the Ministry of the Education and Training or by the Partnership of the School Boards that supported the production of the document.

Acknowledgments

Lead Board Upper Grand District School Board

Director: Martha Rogers

Superintendent of Education: Dave Euale

Project Leader Linda May Bell

Course Profile Writing Team: Phase II

Linda May Bell, Arthur DHS, Upper Grand DSB Joanne Bridgeman, Bradford DHS, Simcoe County DSB

Pamela Brown-Wass, J. F. Ross CVI, Upper Grand Laura Cannon-Sherlock, Grey Highlands SS, Bluewater DSB

Kate Dodsworth, Arthur DHS, Upper Grand DSB Leslie Harrison, St. Mary’s DCVI, Avon-Maitland DSB

Larry Hincks, Grey Highlands SS, Bluewater DSB Elizabeth Mick, Centre Wellington DHS, Upper Grand DSB

Phil Midgley, Pauline Johnson CVS, Grand Erie DSB Wilf Smyth, Stratford Central SS, Avon Maitland DSB

Judy Stormes, Norwell DSS, Upper Grand DSB Ann Varty, Program Department, Trillium Lakelands DSB

Phil Vousden, Mitchell DHS, Avon-Maitland DSB

Feedback Team

Steve Beggs, graduate, OISE Faculty of Education Anita Campbell, Belle River DHS, Greater Essex DSB

Ross Candlish, Chair of Parent Council, Arthur DHS William Candlish, graduate, Arthur DHS

Bill Harcourt, The Guelph CVI, Upper Grand DSB David Jowett, The Guelph CVI, Upper Grand DSB

Rosemary Kennedy, consultant Troy Maracle, Moira SS, Hastings/Prince Edward DSB

Scott Montgomery, Arthur PS, Upper Grand DSB Lynda Noppe, Westside SS, Upper Grand DSB

Sharon O’Sullivan, parent, Arthur Beth Paterson, Arthur DHS, Upper Grand DSB

Amanda St. Jean, J. F. Ross CVI, Upper Grand DSB Ziggie Smith, Centennial CVI, Upper Grand DSB

Assistants

Geoff Burchill, Arthur Anton and Marni Reijmers, Fergus

Beth Smeltzer, Rockwood

Unit 2: Poetic Forms and Voices

Time: 15 hours

Unit Developer(s)

Linda May Bell

Laura Cannon-Sherlock

Leslie Harrison

Larry Hincks

Phil Midgley

Wilf Smyth

Philip Vousden

Development Date: June - July 1999

Unit Description

Students read and study a variety of poetic texts and learn to identify certain types of poems: prose poems, limericks, concrete poems, found poems, lyrics, haiku, and songs. Students also find, read, and study examples of poetry and poetic language in the world around them. Students apply appropriate strategies to read, understand, and interpret poetic texts. They learn to understand the value of sound devices in creating powerful poetry, and understand the importance of appeals to the senses, and figurative language. During this unit, students demonstrate their understanding of poetry by writing Response Journals, explications of poems, and their own poetry; by participating in class activities; by presenting poems orally; by creating a media product; and by creating a Poetry Anthology.

Strand(s) and Expectations

Strand(s): Literature Studies and Reading, Writing, Language, and Media Studies

Overall Expectations: LIV.01P, LIV.03B; WRV.02P, WRV.03P, WRV.04B, WRV.05B; LGV.01P, LGV.02B; MDV.01P.

Specific Expectations: LI1.01P, LI1.02P, LI1.04P, LI1.05P, LI1.06B, LI3.01P, LI3.02P, LI3.03P; WR2.03P, WR3.03P, WR4.04B, WR5.02B; LG1.01B, LG1.02B, LG1.04B, LG1.06B, LG1.07B, LG2.01P, LG2.03P, LG2.04P, LG2.07P; MD1.02P.

Activity Titles (Time + Sequence)

Activity 1	Poetry in the World Around Us	150 minutes
Activity 2	Introduction to Poetry	75 minutes
Activity 3	The Poet’s Voice	150 minutes
Activity 4	Sensing the World	150 minutes
Activity 5	Sounding It Out: Sound Devices	150 minutes
Activity 6	Poetry Anthology: Culminating Activity	225 minutes

Unit Planning Notes

Collect a wide variety of poems and anthologies for students that reflect the diversity of the students’ cultures and interests. Invite students to bring in poetry that reflects their cultures, experiences, and histories. The teacher-librarian can provide a well-stocked poetry section in the school library/resource centre. Community resources are valuable assets as well. Find audiences for student writing such as magazines, newspapers, and web sites. Be aware of freedom of information guidelines and seek permission from both students and parents before sharing and/or posting of students’ work.

Prior Knowledge Required

The Ontario Curriculum Grades 1-8, Language, 1997

Teaching/Learning Strategies

Because students learn in a variety of ways, teachers should accommodate various learning styles in their teaching. For the students in the applied course, approaches should be more concrete than abstract. The students should be given the opportunity to work independently, with partners, in small groups, and with the whole class. There should be a range of activities to provide students with optimal opportunities to develop their language skills. The practices of teacher lecture, Socratic lesson, and whole class discussion should be complemented with opportunities for brainstorming, experimenting, discussing, researching, writing, dramatizing, and designing. In the English classroom, the use of Response Journals should play an important role in helping students to identify and develop their ideas for writing and discussion, and their awareness of their own learning. Within the teaching of each activity, continue to review and/or to teach lessons on specific writing and language expectations. The culminating activity of this unit is a Poetry Anthology created by each student, which will be a reflection of their learning experiences throughout this unit.

Assessment/Evaluation

Develop and utilize a full repertoire of evaluation tools and strategies: checklists, rubrics, exemplars, quizzes, anthologies, performance-based tasks, in order to measure the students’ achievements of the course expectations. Diagnostic, formative, and summative evaluations are used to enhance student learning. Students are given opportunities for peer evaluation and self-evaluation. Accommodations in assessment are necessary to ensure that the assessment accurately measures student learning. Accommodations are appropriate for exceptional pupils and students for whom English is a second language. Assessment tools and strategies should reflect a sensitivity to the cultural diversity within the English classroom.

Resources

Print

Aker, D. and D. Hodgkinson. Language and Writing 9. Toronto: ITP Nelson, 1999.

ISBN 0-17-618681-6

Barlow-Kedves, A., ed. SightLines 9. Scarborough: Prentice Hall Ginn Canada, 1999.

ISBN 0-13-012906-02

Barry, J., ed. Departures. Scarborough: Nelson Canada, 1990. ISBN 0-17-603717-9

Barry, J., ed. Themes On a Journey. Scarborough: Nelson Canada, 1989. ISBN 0-17-603089-1

Blatchford, R., ed. Poems 1: Longman Literature Series. Don Mills: Addison Wesley Longman, 1995. ISBN 0-5822-5400-0

Blatchford, R., ed. Poems 2: Longman Literature Series. Don Mills: Addison Wesley Longman, 1995. ISBN 0-5822-5401-9

Blatchford, R., ed. Poems from Other Centuries: Longman Literature Series. Don Mills: Addison Wesley Longman, 1995. ISBN 0-5822-2585-X

Blatchford, R., ed. Poems in My Earphone: Longman Literature Series. Don Mills: Addison Wesley Longman, 1995. ISBN 0-5822-2587-6

Blatchford, R., ed. Poetry: 1900-1975: Longman Literature Series. Don Mills: Addison Wesley Longman, 1980. ISBN 0-5823-5149-9

Blatchford, R., ed. Squeeze Words Hard: Longman Literature Series. Don Mills: Addison Wesley Longman, 1998. ISBN 0-5820-5059-6

Bruchac, J. New Voices from the Longhouse. New York: Greenfield Review Press, 1989.

ISBN 0-912678-68-2

Cameron, B. Poetry in Focus. Toronto: Globe-Modern Curriculum Press, 1983.

ISBN 0-88996-066-6

Cameron, B. Prism of Poetry: Pathways to Writing. Scarborough: Prentice-Hall Canada Inc., 1995.

ISBN 0-13-435330-7

Dawe, R. ResourceLines 9/10. Scarborough: Prentice Hall Ginn Canada, 1999.

ISBN 0-13-012906-02

Diyanni, R., ed. McGraw-Hill Book of Poetry. Toronto: McGraw-Hill Ryerson, 1993.

ISBN 0-07-016944-6

Dolan, M., ed. Just Talking About Ourselves: Voices of Our Youth, Volumes 1 and 2. Penticton: Theytus Books, 1995. ISBN 0-919-441-62-9

Dube, J. Writing Sense 9. Toronto: Harcourt Brace Canada, 1999. ISBN 0-7747-1445-X

Franceschi, M. Pillars of Lace: The Anthology of Italian-Canadian Women Writers. Toronto: University of Toronto Press, 1998. ISBN 1-55071-055-9

Fuller, S., ed. The Poetry of Protest. Don Mills: Addison Wesley Longman. ISBN 0-5820-8550-0

George, J., and D. Stone, eds. On Common Ground. Toronto: Oxford University Press, 1994.

ISBN 0-19-541020-3

Gillanders, C., ed. Theme and Image: An Anthology of Poetry, Book 1. Don Mills: Addison Wesley Longman. ISBN 0-7730-2302-X

Gillanders, C., ed. Theme and Image: An Anthology of Poetry, Book 2. Don Mills: Addison Wesley Longman. ISBN 0-7730-2651-7

Hairston, M. Researching Online. Don Mills: Addison Wesley Longman, 1999. ISBN 0-321-05117-3

Hairston, M. Student Manual for Peer Evaluation. Toronto: Addison Wesley, 1993.

ISBN 0-673-55251-9

Hilker, D. Elements of English 9. Toronto: Harcourt Brace Canada, 1999. ISBN 0-7747-0575-2

Hilker, D. Transitions. Toronto: Harcourt Brace Canada, 1995. ISBN 0-7747-0151-X

Hirschfelder, A. and B. Singer, eds. Rising Voices: Writings of Young Native Americans. New York: Ballantine Books, 1993. ISBN 0-684-19207-1

Hogan, H. Listen: Songs and Poems of Canada. Toronto: Methuen, 1972. ISBN 0-458-90900-9

Ireland, R. The Poet's Craft. Toronto: Harcourt Brace, 1987. ISBN 0-7747-1215-5

Johnson, P. Flint & Feather. Halifax: Henson College. ISBN 0-919645-26-7

Kellow, B. and J. Krisak, eds. Poetry and Language. Toronto: McGraw Hill-Ryerson, 1995.

ISBN 0-07-548620-2

Kirkland, G. and R. Davies. Inside Poetry. Toronto: Harcourt Brace, 1996.

ISBN 0-7747-1224-4

Kooy, M. and J. Wells. Reading Response Logs. Markham: Pembroke Publishers.

ISBN 1-55138-040-4

Liffiton, L. and J. McAllister, eds. Poetry Alive Reflections. Mississauga: Copp Clark Pitman Ltd., 1993.

ISBN 0-7730-5167-8

Luengo, A., ed. Literature and Media 9. Toronto: Nelson English, ITP, 1999.

ISBN 0-17-618701-4

Littell, J. Building English Skills: Grade 9 (Orange Level) Student Workbook. Toronto: Irwin Publishing, 1983. ISBN 0-7725-5140-5

Metcalf, J. and G. Callaghan, eds. Rhyme and Reason. Toronto: McGraw-Hill Ryerson.

ISBN 0-77-003211-7

Mouland, E., ed. Tracing One Warm Line: A Selection of Canadian Poetry. Saint John’s, NF:

Breakwater Books, 1995. ISBN 1-55081-089-8

Munger, Anderson, and Benjamin. Researching Online (2nd Edition). Don Mills: Addison Wesley Longman, 1999. ISBN 0-321-02714-0

Perreault, J. and Vance, S., ed. Writing the Circle: Native Women of Western Canada. Edmonton: NeWest Publishers, Limited, 1999. ISBN 0-920897-88-6

Saliani, D. Crossroads 9. Toronto: Gage, 1999.

Sartor, J. Write Poetry Now. Hamilton: Tree House. Order #G-21

Sloan, M. Moving Borders: Three Decades of Innovative Writing by Women. Jersey City, NJ: Talisman House, 1998. ISBN 1-883689-47-3

Smith, P., ed. The Harcourt Writer's Handbook. Toronto: Harcourt Brace, 1999.

ISBN 03-922309-4

Solomon, A. Eating Bitterness: Visions Beyond the Prison Wall. Toronto: N C Press, Limited.

ISBN 1-55021-084-X

Solomon, A. Songs for the People: Teachings on the Natural Way. Toronto: 1990.

ISBN 1-55021-058-0

Toutant, A. Endless Possibilities. Toronto: Oxford University Press, 1998. ISBN 0-19-541364-4

Van Etten, J., ed. Resource Reading List: An Annotated Bibliography of Recommended Works By and About Native Peoples. Toronto: CASNP, 1996. ISBN 0-921425-03-1

Verrall, C., ed. All My Relations: Sharing Native Values Through the Arts. Toronto: CASNP, 1988.

ISBN 0-91425-02-3

Verrall, C. and P. McDowell, eds. Resource Reading List 1990: Annotated Bibliography of Resources By and About Native People. Toronto: CASNP, 1990. ISBN 0-921425-03-1

Wallace, A., ed. Daughters of the Sun, Women of the Moon: Poetry by Black Canadian Women. Lawrenceville, NJ: Africa World Press, 1992. ISBN 0-86543-195-7

Wood, N. Spirit Walker. New York: Doubleday, 1993. ISBN 0-385-30927-9

Video

Artful Resonance: Theme in Poetry. Oakville: Magic Lantern Communications Ltd. Code #64-31-503

Distant Voices: Myth, Symbolism and Allusion in Poetry. Oakville: Magic Lantern Communications Ltd. Code #64-31-502

An Echo to the Sense: Prosody and Form in Poetry. Oakville: Magic Lantern Communications Ltd.

Code #64-31-501

The Sacred Words: The Elements of Poetry. Oakville: Magic Lantern Communications Ltd.

Code #64-31-497

A Sense of Place: Setting and Character in Poetry. Oakville: Magic Lantern Communications Ltd.

Code #64-31-498

Seeing Anew: Rhetorical Figures in Poetry. Oakville: Magic Lantern Communications Ltd.

Code #64-31-500

Tools of the Trade: Words and Images in Poetry. Oakville: Magic Lantern Communications Ltd.

Code #64-31-499

Web Sites

Aboriginal Links Site

http//johnco.com/native/

http://bloorstreet.com/300block/aborl./

Canadian Poetry Association

http://www.mirror.org/groups/cpa

English Literature

www.lit.kobe-u.ac.jp~hishika/2oc_poet

League of Canadian Poets

http://www.poets.ca

Patrick Martin’s Web Page: The Poetry Resource

http://www.pmpoetry.com/index

Poets’ Corner

http://www.geocities.com/Athens/Acropolis2012poems

University of Toronto English Library

http://utl.library.utoronto.ca/www/canpoetry/index_poem

Writers’ Federation of Nova Scotia

http://www/chebucto/n.s.ca./Culture

Activity 1: Poetry in the World Around Us

Time: 150 minutes

Description

Students explore the use of poetic language in the world around them (e.g., visual and aural imagery). Students demonstrate their understanding of poetic devices used in the world around them by creating an advertising campaign. They write original poetry.

Strand(s) and Expectations

Strand(s): Writing, Language, and Media Studies

Overall Expectations:

LIV.03B - identify and explain the effect of specific elements of style in a variety of literary and informational texts;

LGV.01P - use knowledge of vocabulary and language conventions to speak, write, and read clearly and correctly;

MDV.01P - identify and describe the elements, intended audiences, and production practices of a variety of media forms.

Specific Expectations:

LI3.01P - explain how authors use stylistic devices, such as simile, metaphor, personification, imagery, and foreshadowing, to achieve intended effects; v

LG1.02B - identify and explain samples of slang, jargon, dialect, and colloquialism, as well as of standard Canadian English in literary texts and in their own oral and written work;

MD1.02P - identify and describe the elements used to structure media works in a variety of forms.

Planning Notes

· Ensure that there is an accessible supply of appropriate magazines, newspapers, web advertisements (where technology is available), and other written material containing poetry and other poetic language in the school library/resource centre and classroom.

· When selecting activity materials, include texts which feature slang, jargon, dialect, and colloquialism.

Prior Knowledge Required

· The Ontario Curriculum Grades 1-8, Language, 1997

· Students know the teacher’s expectations for oral presentations

· Students have knowledge of the poetic devices identified above.

Teaching/Learning Strategies

1. Encourage students to explore the ways poetry and poetic language is used in our everyday world: advertising, greeting cards, newspaper announcements and headlines, popular songs, politics, slogans, chants, posters, and sports commentaries.

2. Students review poetic devices and definitions of these terms (i.e., simile, metaphor, personification, and sound devices).

3. By examining the materials the teacher has compiled for this activity, students identify various poetic techniques and the effect of the language on an audience.

4. Each student summarizes the following information in an organizer, which demonstrates their comprehension of the techniques used:

Text

Language/Device(s)

Effect(s) on Audience

5. In small groups, the students select a product, real or fictional, for which they create an advertising campaign (e.g., billboard, radio or television commercial, newspaper/magazine advertisement, poster). Students use at least one poetic device studied in this activity for their campaigns (i.e., in a slogan or in a jingle). The teacher and students discuss and create a list of criteria for what is appropriate material for the classroom.

6. Each group presents its campaign to the class. After all the presentations have been completed, the class discusses the effectiveness of each.

7. Students may revise their advertisements or may create a new advertisement for inclusion in their anthologies in Activity 6.

8. Extension: Other Grade 9 courses may offer stimuli or ideas for students to create a relevant campaign (e.g., create a slogan and brochure for a travel destination studied in geography).

Assessment/Evaluation

Diagnostic: graphic organizer

Formative: revision of advertisement for poetry anthology in Activity 6

Summative: assessment of campaign presentation (LI3.01P)

Resources

Aker, D. and D. Hodgkinson. Language and Writing 9. Toronto: ITP Nelson, 1999.

ISBN 0-17-618681-6

Barlow-Kedves, A., ed. SightLines 9. Scarborough: Prentice Hall Ginn Canada, 1999.

ISBN 0-13-012906-02

Barry, J., ed. Themes On a Journey. Scarborough: Nelson Canada, 1989. ISBN 0-17-603089-1

Blatchford, R., ed. Poems in My Earphone: Longman Literature Series. Don Mills: Addison Wesley Longman, 1995. ISBN 0-5822-2587-6

Cameron, B. Prism of Poetry: Pathways to Writing. Scarborough: Prentice-Hall Canada Inc., 1995.

ISBN 0-13-435330-7

Dube, J. Writing Sense 9. Toronto: Harcourt Brace Canada, 1999. ISBN 0-7747-1445-X

Fuller, S., ed. The Poetry of Protest. Don Mills: Addison Wesley Longman.

ISBN 0-5820-8550-0

George, J. and D. Stone, eds. On Common Ground. Toronto: Oxford University Press, 1994.

ISBN 0-19-541020-3

Hilker, D. Transitions. Toronto: Harcourt Brace Canada, 1995. ISBN 0-7747-0151-X

Kellow, B., ed. Poetry and Language. Toronto: McGraw Hill-Ryerson, 1995.

ISBN 0-07-548620-2

Kirkland, G. and R. Davies. Inside Poetry. Toronto: Harcourt Brace, 1996. ISBN 0-7747-1224-4

Luengo, A., ed. Literature and Media 9. Toronto: Nelson English, ITP, 1999.

ISBN 0-17-618701-4

Mouland, E., ed. Tracing One Warm Line: A Selection of Canadian Poetry. Saint John’s, NF: Breakwater Books, 1995. ISBN 1-55081-089-8

Saliani, D. Crossroads 9. Toronto: Gage, 1999.

Sloan, M. Moving Borders: Three Decades of Innovative Writing by Women. Jersey City, NJ: Talisman House, 1998. ISBN 1-883689-47-3

Toutant, A. Endless Possibilities. Toronto: Oxford University Press, 1998. ISBN 0-19-541364-4

Wallace, A., ed. Daughters of the Sun, Women of the Moon: Poetry by Black Canadian Women. Lawrenceville, NJ: Africa World Press, 1992. ISBN 0-86543-195-7

Accommodations

· Provide a checklist of specific steps to follow for students with organizational problems.

· Provide a scribe, a voice-activated word-processing program, or spelling and grammar check programs for students who are language impaired.

Activity 2: Responding to Poetry

Time: 75 minutes

Description

Students read and rank a set of poems based on personal preference. The reasons for their ranking provide criteria for what makes a good poem. The discussion that follows addresses such concepts as style, content, and mood. The teacher may choose to design a diagnostic test to assess students’ prior knowledge of poetry.

Strand(s) and Expectations

Strand(s): Literature Studies and Reading, Language

Overall Expectations:

LIV.01P - read and demonstrate an understanding of a variety of literary and informational texts;

LIV.03B - identify and explain the effect of specific elements of style in a variety of literary and informational texts;

LGV.02B - use listening techniques and oral communication skills to participate in classroom discussions and more formal activities, such as storytelling, role playing, and reporting/presenting, for specific purposes and audiences.

Specific Expectations:

LI1.04P - locate and use explicit information and ideas from texts in forming opinions and developing generalizations; v

LI3.01P - explain how authors use stylistic devices, such as simile, metaphor, personification, imagery, and foreshadowing, to achieve intended effect;

LI3.02P - explain how authors choose words and phrases to achieve intended effect;

LI3.03P - explain how authors and editors use design elements to help convey meaning;

LG2.01P - use listening techniques and oral communication skills to participate in group discussions.

Planning Notes

· Prepare a list of five to eight poems from a text, or select and duplicate a set of poems that are diverse in style and content. The selection may be thematic. Observe copyright restrictions carefully.

· The selection of poems should reflect the diversity of Ontario’s students.

Prior Knowledge Required

· The Ontario Curriculum Grades 1-8, Language, 1997

· Students have knowledge of and are able to identify in a poem the poetic devices mentioned above.

· Students are familiar with the expectations of group work.

Teaching/Learning Strategies

1. Distribute short poems to the class. This selection should reflect a broad range of poetry, in terms of content, type (i.e., narrative, lyric, dramatic), use of poetic devices, and tone.

2. Students begin preparing a glossary of poetic devices, either print or electronic.

3. Distribute and explain the Fab 5 Organizer. The students rank their five favourite poems.

Fab 5 Organizer
Poem Title/ Poet	Source	What is the poem about?	Poetic Devices Used	Reasons for Ranking	Reflections (after class discussion)

4. In a plenary session, the teacher may wish to show an example of how to complete the organizer, particularly highlighting the reasons for ranking, as a model for students.

5. Students read the selection of poems and rank them in order of personal preference, providing reasons for the ranking of their top five choices. Encourage students to elaborate upon their rationale. This activity should be completed independently. This work can be used as a diagnostic tool to assess students’ prior knowledge of poetry.

6. In small groups, students share their poems and rankings, and through discussion determine criteria for what makes a good poem.

7. A spokesperson from each group shares the small group’s criteria. Identify those responses which address content and those which address style so that students can synthesize the effectiveness of both.

8. Using a preferred poem from the Fab 5 Organizer, each student writes a Personal Response in her/his Response Journal which cogently argues the choice of poem.

Assessment/Evaluation

Diagnostic: Fab 5 Organizer

Summative: Response Journal (LI1.04P)

Resources

Aker, D. and D. Hodgkinson. Language and Writing 9. Toronto: ITP Nelson, 1999.

ISBN 0-17-618681-6

Barlow-Kedves, A., ed. SightLines 9. Scarborough: Prentice Hall Ginn Canada, 1999.

ISBN 0-13-012906-02

Barry, J., ed. Themes On a Journey. Scarborough: Nelson Canada, 1989. ISBN 0-17-603089-1

Cameron, B. Prism of Poetry: Pathways to Writing. Scarborough: Prentice-Hall Canada Inc., 1995.

ISBN 0-13-435330-7

Diyanni, R., ed. McGraw-Hill Book of Poetry. Toronto: McGraw-Hill Ryerson, 1993.

ISBN 0-07-016944-6

Hirschfelder, A. and B. Singer, eds. Rising Voices: Writings of Young Native Americans. New York: Ballantine Books, 1993. ISBN 0-684-19207-1

Kellow, B. and J. Krisak, eds. Poetry and Language. Toronto: McGraw Hill-Ryerson, 1995.

ISBN 0-07-548620-2

Kirkland, G. and R. Davies. Inside Poetry. Toronto: Harcourt Brace, 1996.

ISBN 0-7747-1224-4

Kooy, M. and J. Wells. Reading Response Logs. Markham: Pembroke Publishers.

ISBN 1-55138-040-4

Luengo, A., ed. Literature and Media 9. Toronto: Nelson English, ITP, 1999.

ISBN0-17-618701-4

Mouland, E., ed. Tracing One Warm Line: A Selection of Canadian Poetry. Saint John’s, NF: Breakwater Books, 1995. ISBN 1-55081-089-8

Wallace, A., ed. Daughters of the Sun, Women of the Moon: Poetry by Black Canadian Women. Lawrenceville, NJ: Africa World Press, 1992. ISBN 0-86543-195-7

Accommodations

· Emphasize the development and understanding of vocabulary relevant to this unit and this activity for ESL students.

· Make audiocassette copies of poems available to visually impaired students.

Activity 3: The Poet’s Voice

Time: 150 minutes

Description

Students are introduced to the concept of a poet-speaker, and have the opportunity to interpret and present a piece of poetry in a Reader’s Theatre.

Strand(s) and Expectations

Strand(s): Literature Studies and Reading, Language

Overall Expectations:

LIV.01P - read and demonstrate an understanding of a variety of literary and informational texts;

Specific Expectations:

LI1.01P - describe information, ideas, opinions, and themes in texts they have read during the year from a variety of print and electronic sources;

LI1.02P - select and read texts for a variety of purposes, with an emphasis on recognizing the elements of literary genres and the organization of informational materials, collecting and using information, extending personal knowledge, and responding imaginatively;

LI1.05P - make inferences based on the information and ideas presented in texts;

LI1.06B - use specific references from a text to support opinions and judgements; v

LG2.01P - use listening techniques and oral communication skills to participate in group discussions;

LG2.03P - work with a partner to plan and make oral presentations to a small group, selecting and using vocabulary and methods of delivery to suit audience and purpose;

LG2.04P - use eye contact, specific examples, humour, and visual aids and technology, as appropriate, to engage the audience’s interest during oral presentations.

LG2.07P - analyse their own and others’ oral communication skills, identifying strengths and weaknesses and suggesting ways to improve.

Planning Notes

· Prepare a selection of dramatic monologues from a text, or select and duplicate a set of dramatic monologues. Copyright restrictions must be carefully observed.

· The poems should reflect the cultural diversity of Ontario’s students.

· The teacher and students might invite poets, published or non-published, to speak to the class about poetic voice. Alternatively, the teacher could schedule the computer lab for access to poetry on the Internet.

Prior Knowledge Required

· The Ontario Curriculum Grades 1-8, Language, 1997

· Knowledge of the performance requirements of Reader’s Theatre

· Knowledge of how to make constructive suggestions about peers’ work

Teaching and Learning Strategies

1. Provide students with examples of contemporary dramatic monologues.

2. Students read their individual poems for a general impression.

3. Each student selects a poem and answers the following questions in their Response Journals in order to demonstrate their understanding of the persona used in the monologue:

i) Who is speaking? ii) Who is the speaker’s intended audience? iii) What do you think the speaker of the poem is feeling? Is this feeling consistent throughout? iv) What words, phrases, or sentences does the speaker use to convey these feelings? v) What is the speaker’s tone? vi) What has happened/is happening to make the speaker feel this way?

4. With a partner, students who have chosen the same poem experiment with different ways to read the poem aloud, striving to capture the feelings of the speaker. They collaborate on the best way to present their oral reading to the class in a Reader’s Theatre.

5. Students rehearse and present their dramatic monologue to the class. Peers identify the strengths and weaknesses in each presentation and will offer constructive suggestions.

6. Each student may include this dramatic monologue and the Response Journal entry in the anthology in Activity 6.

Resources

Barlow-Kedves, A., ed. SightLines 9. Scarborough: Prentice Hall Ginn Canada, 1999.

ISBN 0-13-012906-02

Cameron, B. Prism of Poetry: Pathways to Writing. Scarborough: Prentice-Hall Canada Inc., 1995.

ISBN 0-13-435330-7

Dawe, R., et al. ResourceLines 9/10. Scarborough: Prentice Hall Ginn Canada, 1999.

ISBN 0-13-012906-02

Hairston, M. Student Manual for Peer Evaluation. Toronto: Addison Wesley, 1993.

ISBN 0-673-55251-9

Hilker, D. Elements of English 9. Toronto: Harcourt Brace Canada, 1999. ISBN 0-7747-0575-2

Kellow, B. and J. Krisak, eds. Poetry and Language. Toronto: McGraw Hill-Ryerson, 1995.

ISBN 0-07-548620-2

Kirkland, G. and R. Davies. Inside Poetry. Toronto: Harcourt Brace, 1996. ISBN 0-7747-1224-4

Wood, N. Spirit Walker. New York: Doubleday, 1993. ISBN 0-385-30927-9

Assessment/Evaluation

Summative:

· peer analysis of dramatic monologue

· Response Journal (LI1.06B)

Accommodations

· Augmentative communication devices might be used for students with communication exceptionalities.

· Use a variety of multicultural poems that reflect the cultural diversity of Ontario’s students.

· Language-impaired students could be given the opportunity to record the presentation on videotape or audiotape.

Activity 4: Sensing the World: Imagery

Time: 150 minutes

Description

Students explore a selection of poems that makes significant use of figurative imagery that appeals to sight and sound. Students demonstrate their understanding of figurative imagery through a supported paragraph explication of a poem.

Strand(s) and Expectations

Strand(s): Literature Studies and Reading, Writing, Language

Overall Expectations:

LIV.03B - identify and explain the effect of specific elements of style in a variety of literary and informational texts;

WRV.03P - use a variety of forms of writing to express themselves, clarify their ideas, and engage the audience’s attention, imagination, and interest;

LGV. 01P - use knowledge of vocabulary and language conventions to speak, write, and read clearly and correctly.

Specific Expectations:

LI3.01P - explain how authors use stylistic devices, such as simile, metaphor, personification, imagery, and foreshadowing, to achieve intended effects; v

LI3.02P - explain how authors choose words and phrases to achieve intended effects;

WR3.03P - use a unifying image, emotion, or sensation to structure descriptive paragraphs or poems;

LG1.04B - select words and phrases appropriate to formal and informal styles to suit the purpose and intended audience of oral and written work;

LG1.06B - recognize, describe, and correct sentence errors in oral and written language.

Planning Notes

· Ask students to collect objects and visuals as possible stimuli to writing poetry. Remind students to select items appropriate for the classroom. The teacher and students establish a list of criteria. These items are kept in the students’ Writing Folders.

· Collect samples of poems that use imagery effectively and reflect the diversity of Ontario’s students.

· The teacher and students have posted around the room the definitions of poetic devices from Activity 2.

Prior Knowledge Required

· The Ontario Curriculum Grades 1-8, Language, 1997

· Knowledge of the poetic devices reviewed in Activity 2

· Knowledge of correct paragraph structure, with requisite analysis and evidence

· Familiarity with how to offer constructive criticism of peers’ works

Teaching/Learning Strategies

1. As an introduction to this activity, read a poem that uses figurative imagery (e.g., Eve Merriam’s “Reply to the Questions: How to Become a Poet”; William Wordsworth’s “My Heart Leaps Up”).

2. Students complete an imagery organizer, either using the introductory poem or by experiencing the outdoors through their senses:

e.g., autumn:

Imagery Organizer
Sight	Sound	Touch	Taste	Smell
russet leaves	crackle of leaves	grainy bank	sweet apple	acrid smoke

3. Each student selects an item from her/his Writing Folder which is used as a stimulus to the student’s writing.

4. Introduce the technique of free writing. This is a technique that involves intense continuous writing for a brief period of time without concern for errors or logic. Students describe their items in vivid detail, appealing to the five senses in an imagery organizer.

5. Students revise their free writing into a poetic form with an emphasis on using evocative imagery. Students select appropriate words and phrases in order to transform their prose writing into poetic form.

6. Students are encouraged to solicit constructive suggestions from peers on how to revise their poems effectively.

7. Each student writes an explication (i.e., an analysis which promotes an understanding of structure and meaning) of her/his poem, explaining the use of diction and phrasing to achieve particular effects in the writing. A sample explication should be provided as a model. Students submit these analyses for summative evaluation.

8. The students submit the final versions of their poems for summative evaluation. These poems and explications may be included in the students’ anthologies in Activity 6.

Resources

Aker, D. and D. Hodgkinson. Language and Writing 9. Toronto: ITP Nelson, 1999.

ISBN 0-17-618681-6

Barry, J., ed. Themes On a Journey. Scarborough: Nelson Canada, 1989. ISBN 0-17-603089-1

Blatchford, R., ed. Squeeze Words Hard: Longman Literature Series. Don Mills: Addison Wesley Longman, 1998. ISBN 0-5820-5059-6

Hilker, D. Elements of English 9. Toronto: Harcourt Brace Canada, 1999. ISBN 0-7747-0575-2

Johnson, P.E. Flint & Feather. Halifax: Henson College. ISBN 0-919645-26-7

Luengo, A., ed. Literature and Media 9. Toronto: Nelson English, ITP, 1999.

ISBN 0-17-618701-4

Metcalf, J. and G. Callaghan, eds. Rhyme and Reason. Toronto: McGraw-Hill Ryerson.

ISBN 0-77-003211-7

Assessment/Evaluation

Formative: poem (rubric)

Summative: explication of poem (L13.01P)

Accommodations

· Show visual learners film clips to illustrate how film directors convey mood and meaning through imagery.

· Provide assistance for students who are language impaired or for whom written output is difficult by using a scribe, a voice-activated word-processing program, and/or spelling and grammar check programs.

· Have available, as exemplars or guides, finished products at different levels for students to use as models.

· Students who have difficulty with handwriting or time management might tape record their explications.

Activity 5: Sounding It Out: Sound Devices

Time: 150 minutes

Description

Students explore a selection of poetry that employs sound devices (e.g., alliteration, onomatopoeia, rhyme, rhythm). Students prepare choral readings to demonstrate their understanding of the impact of sound and rhythm in a poem.

Strand(s) and Expectations

Strand(s): Literature Studies and Reading, Writing, Language

Overall Expectations:

LIV.01P - read and demonstrate an understanding of a variety of literary and informational texts;

WRV.02P - identify the literary and informational forms suited to specific purposes and audience and use the forms appropriately in their own writing, with an emphasis on communicating information accurately;

LGV.01P - use knowledge of vocabulary and language conventions to speak, read, and write clearly and correctly;

Specific Expectations:

LI1.05P - make inferences based on the information and ideas presented in texts;

LI1.06B - use specific references from a text to support opinions and judgements;

WR2.03P - demonstrate an understanding of literary and informational forms of writing by selecting a form appropriate to the specific purpose and audience for each piece of writing;

LG1.01B - describe strategies used to expand vocabulary;

LG2.01P - use listening techniques and oral communication skills to participate in group discussions;

LG2.03P - work with a partner to plan and make oral presentations to a small group, selecting and using vocabulary and methods of delivery to suit audience and purpose; v

LG2.04P - use eye contact, specific examples, humour, and visual aids and technology, as appropriate, to engage the audience’s interest during oral presentations.

Planning Notes

· Make available poems that rely upon sound devices to convey meaning. The poems should reflect the diversity of Ontario’s students.

· Review strategies to expand vocabulary.

Prior Knowledge Required

· The Ontario Curriculum Grades 1-8, Language, 1977

· The ability to identify sound devices in poetry

· Knowledge of the process by which to prepare and rehearse a choral reading

Teaching/Learning Strategies

1. Select poems for the class that employ a variety of sound devices: rhythm/beat, onomatopoeia, alliteration, rhyme, or repetition (e.g., “Onomatopoeia” by Eve Merriam, “Lepanto” by G.K. Chesterton, “Night Mail” by W.H. Auden). It may be necessary to review these terms.

2. The class interprets a poem, examining the idea(s), tone, theme(s), and techniques used.

3. Students identify examples of sound devices, and discuss the effects of these techniques (e.g., to show contrast, to emphasize, to develop the musical quality of a poem). Students discuss how the use of these techniques supports the idea, tone, or theme of a poem.

4. Introduce choral reading. In a choral reading, a group expresses in sound what the poet has written. The students must be aware of the skills used in speaking: knowing the meanings of words, emotional tone, pitch, rate, pace, pause and phrasing, emphasis, articulation, pronunciation, enunciation, volume, and variety in voice. One technique involves a choir speaking in unison, with solo speakers, in groups of higher and lower voices. Another technique is antiphonal, where two groups alternate lines or stanzas, appropriate to the particular poem. There is also the cumulative technique, where one begins with a small number of voices, and line by line, increases the numbers. This technique results in a swelling volume and depth, and can be quite effective.

5. The teacher may use an audiotaped or a videotaped version of a choral reading, or invite a group in to present a choral speech.

6. In groups, students prepare a choral reading of a poem. They ascertain which auditory elements should be emphasized in preparation for the choral reading. Students may choose to enhance their presentations with a soundscape (i.e., sound effects or accompanying music).

7. After each presentation, students determine which auditory devices have been used and discuss why they are effective.

8. Students create poems that employ sound devices such as alliteration, rhyme or onomatopoeia. These poems may be further revised for inclusion in their poetry anthologies in Activity 6.

9. Students may select one of these poems and write an explication or personal response to be included in their anthologies.

Assessment/Evaluation

Formative: group work process, revised poems may be used in Activity 6

Summative: oral presentation (LG2.03P)

Resources

Print

Blatchford, R., ed. Poems 1: Longman Literature Series. Don Mills: Addison Wesley Longman, 1995. ISBN 0-5822-5400-0

Blatchford, R., ed. Poems in My Earphone: Longman Literature Series. Don Mills: Addison Wesley Longman, 1995. ISBN 0-5822-2587-6

Bruchac, J. New Voices from the Longhouse. New York: Greenfield Review Press, 1989.

ISBN 0-912678-68-2

Hilker, D. Elements of English 9. Toronto: Harcourt Brace Canada, 1999. ISBN 0-7747-0575-2

Kellow, B. and J. Krisak, eds. Poetry and Language. Toronto: McGraw-Hill Ryerson, 1995.

ISBN 0-07-548620-2

Joe, R. Song of Rita Joe: Autobiography of a Mi'Kmaq Poet. Nebraska: University of Nebraska Press, 1996. ISBN 0-8032-7594-3

Kirkland, G. and R. Davies. Inside Poetry. Toronto: Harcourt Brace, 1996. ISBN 0-7747-1224-4

Kooy, M. and J. Wells. Reading Response Logs. Markham: Pembroke Publishers.

ISBN 1-55138-040-4

Luengo, A., ed. Literature and Media 9. Toronto: Nelson English, ITP, 1999.

ISBN 0-17-618701-4

Web Site

Turtle Island Music

http//www.turtleislandmusic.com

Records

The Sound of Indian America. Sound of America Record Distribution Email soar@rt66.com

Accommodations

· Give students for whom oral presentations are difficult an alternate assignment or alter the mode of presentation.

Activity 6: Poetry Anthology

Time: 225 minutes

Description

Students create an anthology of poems for presentation to an audience. The anthology is comprised of student poems, writing, and other commentaries.

Strand(s) and Expectations

Strand(s): Literature Studies and Reading, Writing and Language

Overall Expectations:

LIV.01P - read and demonstrate an understanding of a variety of literary and informational texts;

LIV.03B - identify and explain the effect of specific elements of style in a variety of literary and informational texts;

WRV.03P - use a variety of forms of writing to express themselves, clarify their ideas, and engage the audience’s attention, imagination, and interest;

WRV.04B - revise their written work, collaboratively and independently, with a focus on support for ideas, accuracy, clarity, and unity;

WRV.05B - edit and proofread to produce final drafts, using correct grammar, spelling, and