MATL Learning Plan (UBD simplified)

Title of lesson

Contemporary Canadian Poetry

Subject:
Lesson #

Secondary Cycle One - English

3

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: