Title of lesson
Subject:
Lesson
#
Grade
level
Time
frame
Learning
activities:
A. Review
(10
Minutes)
Recite
the
three
poems
covered
on
Monday
and
recap
their
possible
meanings.
Inquire
to
see
if
students
have
gained
a
different
impression
with
time.
Briefly
review
the
figures
of
speech
covered
last
class
as
they
will
be
necessary
for
discussion
for
following
activities.
B. Lecture
(5
Minutes)
Introduce
Christian
Bk,
Canadian
poet
from
Toronto,
winner
of
the
2002
Griffen
prize,
Canadas
most
prestigious
poetry
award.
Mention
international
success.
C. Poetry
Recital
(5
15
Minutes)
Have
a
student
who
claims
to
be
good
at
tongue
twisters
attempt
as
best
they
can
to
recite
Boks
first
poem.
Perhaps
try
another
student
if
time
permits.
Mr.
Johnston
recites
the
poem,
explaining
what
each
and
every
sentence
and
obscure
word
mean.
Have
students
debate
the
meaning
of
the
poem;
steer
students
towards
various
interpretations
and
conclusions
if
need
be.
Repeat
recital
of
poem
at
discretion
of
teacher.
D.
Lecture
(5
Minutes)
What
Bok
is
attempting
to
accomplish
with
his
poetry:
uses
humour;
univocalics;
constraints
to
spur
creativity;
bring
forth
the
character
inherent
to
each
vowel;
flexibility
of
English
language.
E. Poetry
Recital
(5
15
Minutes)
Have
students
recite
a
single
sentence
each
until
complete
to
heighten
the
chaotic
and
absurd
quality
of
Boks
second
poem.
Explain
each
and
every
sentence
and
the
meaning
of
every
obscure
word
the
reason
why
he
uses
some
obscure
words.
Repeat
recital
of
poem
at
discretion
of
teacher.
F. Poem
Writing
OR
Poem
Interpretation
(10
20
Minutes)
Students,
equipped
with
examples
of
the
flexibility
of
poetry
writing
and
the
figures
of
speech
poets
use,
can
write
a
poem
of
their
own
OR
opt
to
interpret
a
poem
we
have
read
however
they
so
choose.
G.
Time
for
Presentations
OR
Reciting
Boks
Third
Poem
(5
20
Min)
7
One
Class
75
Minutes
Relevance:
Students
discover
poetry
as
a
living
artform,
with
great
poetry
made
contemporarily
and
close
to
home;
the
enjoyment,
flexibility,
humour,
symbolic
gratification.
Essential
Question(s):
What
purpose
does
poetry
serve?
What
means
are
used
to
make
poetry?
What
qualifies
as
poetry?
Student
will
know:
The
forms
and
figures
of
speech
invoked
to
make
poetry;
how
poetry
constructs
meaning;
how
poetry
communicates
a
love
of
language
itself.
Students
will
understand
that:
Poetry
is
open
to
multiple
interpretations;
that
their
subjective
evaluation
is
valuable
and
not
necessarily
inferior
to
anyone
elses.
Cross
Curricular
Competencies:
Competency
1:
Uses
Information
Competency
9:
Communicates
Appropriately
Broad
Areas
of
Learning:
Media
Literacy
Enable
students
to
exercise
critical,
ethical
and
aesthetic
judgment.
Citizenship
and
Community
Life
Enable
students
to
develop
an
attitude
of
openness
to
the
world
and
respect
for
diversity.
Universal
Design
for
Learning:
Multiple
means
of
understanding
representation,
forming
expression
and
engaging
with
the
material
and
form.
Further
considerations:
This
lesson
may
only
work
in
a
class
that
has
demonstrated
an
openness
and
willingness
to
engage
with
poetry
which
it
has.
FORMATIVE
-
Assessment
FOR
learning:
Observation
during
poetry
recital
FORMATIVE
-
Assessment
AS
learning:
Poem
Writing
OR
Poem
Interpretation
assignment
handed
in
for
later
feedback.
SUMMATIVE
-
Assessment
OF
learning: