Madison Public Schools R.E.A.C.H/Gifted and Talented Unit Plan
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Madison Public Schools R.E.A.C.H/Gifted and Talented Unit Plan Title: Express Yourself ­ Slam! Grade: 5 Content Area: Literacy Objective: As a means of enrichment, students will ● Listen to and analyze poems in the Slam genre for themes, poetic elements, and expressive modes ● Write and perform a Slam poem of their own that incorporates the elements of the Slam poetry genre Time Allotted: 40 minute sessions once a week for 6 weeks. Standards NAGC Standards: 1.7. Cognitive and Affective Growth. Students with gifts and talents recognize their preferred approaches to learning and expand their repertoire. 2.4. Learning Progress and Outcomes. Students with gifts and talents demonstrate advanced and complex learning as a result of using multiple, appropriate, and ongoing assessments. 3.4. Instructional Strategies. Students with gifts and talents become independent investigators. Common Core Standards CCSS.ELA­LITERACY.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. CCSS.ELA­LITERACY.RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. CCSS.ELA­LITERACY.RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. CCSS.ELA­LITERACY.RL.5.6 Describe how a narrator's or speaker's point of view influences how events are described. CCSS.ELA­LITERACY.RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). CCSS.ELA­LITERACY.RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. CCSS.ELA­LITERACY.W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. CCSS.ELA­LITERACY.W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Materials: ● Chromebooks Lessons: Session 1 ­ What is Slam? ● Brief history of oral poetry tradition in the 20th century ○ ‘40’s and ‘50’s ­ The Beat poets: Allen Ginsberg, Lawrence Ferlinghetti ○ ‘60’s and 70’s ­ The Hippie movement ○ ‘80’s to present ­ Rap and Hip­Hop ○ ‘90’s ­ Slam ● Watch and discuss Slam video, “ writer’s block ” ● Slam seeks to “give voice, to say what needs to be said, to tell truths.” ● Brainstorm topics for your own Slam poem ○ Work on the poem in class and at home Session 2 ­ Poets use Slam to express emotion ● Watch and discuss Slam video, “ math ” ● Work on individual poems ○ Work on the poem in class and at home Session 3 ­ Poets use Slam for self­expression ● Watch and discuss Slam video, “ I am a wordsmith ” ● Work on individual poems ○ Work on the poem in class and at home Session 4 ­ Poets use Slam to come to terms with their feelings ● Watch and discuss Slam video by Kioni Popcorn Marshall ● Work on individual poems ○ Work on the poem in class and at home Session 5 ­ Poets use Slam to make the audience laugh ● Watch and discuss Slam video, “ Bacon ” ● Work on individual poems ● Rehearse performances and peer­critique for improvement ○ Work on the poem in class and at home Session 6 ­ Poets use Slam to make social commentary ● Watch and discuss Slam video, “ Speak with Authority ” ● Slam performance
