Addition+Judy+Donovan

Project 2 addition Judy Donovan

12th grade poetry lesson I found a bare bones lesson online and liked the premise. I updated it a great deal, finding Internet images and creating a required assignment. I believe the maturity level of high school seniors would allow them to do very well with this powerful lesson. I think examining song lyrics is an important task for all students, as sometimes they do not really know what the songs they listen to are about. I think the inquiry part would be finding the song lyric and analyzing it, and this should be an interesting assignment for students. In addition, there is an aspect of evaluating information in looking at song lyrics, as well as the poetry tie in. I believe students background knowledge in 12th grade would allow them to complete this work with little scaffolding. Multiple intelligence Poetry Language Arts, Poetry, level: Senior Marc Zimmerman ( Mezim@aol.com ) [] Materials Required: poems, overheads, Activity Time: 45 minutes Concepts Taught: War/Poetry appreciation, personal poetry The learner will experience poetry in written, visual and musical format and write a short reflection on the meanings it has in different modes.

Anticipatory Set

“We will be looking at poetry in different ways today. Listen to the following music and then write down war phrases that you feel from the music. Be prepared to share them.” Play 1812 overture. Share phrases and have students put them on the board to make a class poem from them. [] and possibly []

Materials Art Center- Photos for students to look at and give a history to in one paragraph. []

Poetry center - poems for students to look at and choose the ones that appeal to specific themes we have discussed. Explain why in one paragraph. []

Emotion center - students choose a piece that illustrates a war emotion listed at the table (Hatred, Indifference, Fear, Pride, Death, etc.) and describe why in a paragraph. [] [] Dylan’s “God on Our Side” and copies of poem. []

Floyd’s “Dogs of War” []

Steps

1. Send students to different centers in order and have them complete assigned tasks. Allow 5 minutes per stop.

2. Have students at the last stop share their material with the class.

3. Which modality did the students like the best? Why? What appeals about it the most? What does that tell us about human perceptions?

4. Play Dylan’s “God on our side”. What side is He on? Why? What does that mean to the war effort of different peoples?

5. Have students write a brief response to the meanings each mode adds to the war. Which one gave which impression? Why? Be prepared to share.

Extension Play “Dogs of War”. How does this relate? Assignment: bring in lyrics to a song and discuss how the poetic aspect communicates a war theme.