Lesson Plan Rev 2/21/11 Name: Timothy Keene Subject Area(s): Language Arts Lesson Title: Tone Mapping Dr. Thieman Age/Grade Level: 11th Grade ECO Unit Title: Poetry Out Loud Estimated Time: 83 minutes Purpose/Rationale for lesson: For students to gain a greater understanding of how tone is used when reciting poetry. Curriculum Framing Questions: Essential Question: How does oral presentation affect how we feel about the written word? Unit Question: What are the best methods for reciting poetry? Lesson or Content Question(s): What is tone mapping? Goal: For students to be able to understand where in a poem they should shift tone. Learning Objective(s): Students will tone map their own poem as homework for the next upcoming class. Curriculum Standard(s): EL.HS.LI.09 Identify various literary devices, including figurative language, imagery, allegory, and symbolism; evaluate the significance of the devices; and explain their appeal. EL.HS.LI.10 Interpret and evaluate the impact of subtleties, contradictions, and ironies in a text. EL.HS.LI.13 Evaluate the impact of word choice and figurative language on tone, mood, and theme. EL.HS.RE.13 Use general dictionaries, specialized dictionaries, glossaries, thesauruses, or related references to increase vocabulary. EL.HS.SL.17 Analyze how language and delivery affect the mood and tone of the oral communication and make an impact on the audience. Materials Needed: Pen and paper, 1 dictionary per table group, “Poetry Out Loud” audio CD, “Poetry Out Loud” Teacher’s Guide, copies of the “Tone List” (both can be found at: http://poetryoutloud.org/downloads/POL_The_Tone_Map.pdf) Background knowledge or skills students need prior to lesson: Students should know the expectations of “Poetry Out Loud,” and have chosen and annotated their poem for the competition. Hook or Introduction: Before class, write the poem, “Jenny Kissed Me” on the board. As students come in, have them take out a piece of paper and write a copy of the poem on the far left of their piece of paper. Encourage them to write small enough so that they can fit a few words to the right of each line. Procedures: - 10 Minutes – Hook/Introduction - 10 Minutes – Tone Introduction o Give a brief introduction of tone by explaining that the human ear can pick up over 70 different individual tones. In addition, we are far more likely to remember how something is said than the actual words they used. o During this introduction, have students look at the “Tone Map” handout. Ask if there are any words anyone doesn’t know. Have anyone who raises their hand use those around them to try to come up with a definition. Then have them find the word in the dictionary and read it to the class. - 30 Minutes – Tone Mapping o Listen to “Jenny Kissed Me” from the “Poetry Out Loud” audio CD all the way through, including the introduction. Ask for student feedback. What did they notice about this recitation? Make sure students understand that tone is subtle, and may therefore take several listens to fully understand. Also, each line will have its own tone, depending on the content of the line. Some lines may even have several tones. o Listen to the same track, but this time only listen to the poem and only focus on 2 lines at a time. o Diagram the tone map using the copy of “Jenny Kissed Me” on the board. Have students draw a vertical line to the right of the poem. Their lined paper will serve as a separation of each line of poetry. o As students listen to the poet read each line from “Jenny Kissed Me” have them write down what tone they hear next to the particular line. Make sure they understand that individual lines may have several different tones. o Do this for the entire poem. o Refer periodically to the copy of the tone map from the “Poetry Out Loud” teacher’s guide to see what tones they have mapped for this poem. - 30 Minutes – Student Practice o Have students take out their own poem for “Poetry Out Loud.” o Explain that this is their 2nd journal entry. They are to create a tone map of their poem using the tone list handout. They are then to write a paragraph at the bottom explaining the overall mood of the poem. o Make sure there is at least 1 dictionary per table group. o Circle the class offering additional help or guidance. Differentiation/Accommodation: I will be circling the class during individual work time and will provide additional help to any student who requests it. I will specifically check with students receiving ELL services. For TAG students, or students who seem to enjoy and are good at this activity, I will encourage them to work with their neighbors to help provide additional insight into the struggling student’s poem. Attention to Literacy: Students will read, listen, and analyze poetry being read out loud by a professional poet. Closure: Pick two students who have not read their poem in front of the class yet and have them recite it using a particular tone from the “Tone List.” This is an opportunity to have fun with this assignment. For example, reading a particularly dark poem with a “Sarcastic” or “Ecstatic” tone may reveal some odd meanings. Assessment and Evaluation of Student Learning: Formative assessment will take place during student practice time. Summative assessment will take place when students perform the poems they have chosen. Sections of this lesson have been adapted from “Poetry Out Loud” teaching materials that can be found at: http://poetryoutloud.org/downloads/POL_The_Tone_Map.pdf