Donna Harmon
AET520
University of Phoenix
Professor: Deborah Cross
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Students will research, interpret and perform
different variations of poetry.
Students will create and perform original
poetry pieces.
1. Interpretation: Students will learn the importance of varying the
pitch, rate and volume of their voices. Emphasizing different
words will alter the meaning of the poem that the students are
performing
2. Have students take turns reading the poem emphasizing one
word over the others. For example the first student reads it
emphasizing "My" and the second student reads the poem
emphasizing "baby," and so on until the last student has read the
poem emphasizing the last word "smell."
3. Reading the selected word with emphasis means to say it
louder, slower and more dramatically than the other words in the
poem. If you emphasize "My" it means my baby sister as opposed
to yours. If you emphasize "baby" it may mean your baby sister as
opposed to your older sister.
4. Discuss how the meaning of the poem changes as different
words are emphasized.
5. Students will practice chosen poems to present in class that they can decide which words to
emphasize. They can underline these words so that they can identify these words as they
practice their poems.
6. Students will perform the prepared poetry pieces. Focusing on their vocal performance
vocabulary.
7. Students identify the distinguishing features of different literary genres, periods and
traditions
and use those features to interpret the work
1. Interpret and respond to texts and performances from a variety of genres, authors, and
subjects. .
2. Write original poems for performance.
-use elements of literary text, such as plot, character,
setting, dialogue, conflict, and suspense, to engage the reader
-maintain consistent point of view, including first-person, third-person,
-create a personal voice
3.Students will use resources such as personal experience, knowledge from other content
areas,
and independent reading to create literary, interpretive, and responsive texts. 4. Students will
perform their original poetry in class. Utilizing stance, posture, movement, eye contact, and
character analysis.
5. Students will participate in constructive critiquing practices.
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Students will be assessed in multiple areas for the performance unit as
well as the analysis and self-evaluation portion..
1. Give them a form for Guided Self-Assessment worksheet to spur their individual
revision.
 Each student needs to fill out this form and preset it to the instructor for an
individual conference about his/her poem and performance...
 Instructor will engage in conferencing with the students’ poems and performance
notes. Ask each student to pose three specific questions about skills or areas where
they still have concerns. This conference will deal with skill issues such as the
effectiveness of comparisons, use of
 Sensory detail, rhythm, and format. It is NOT helpful for students to ask:
 1. What should I do now?
 2. How should I end this poem?
 3. What grade/performance level would you give my poem?
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2. Students will share their polished draft and performance with a group
of two other poets in the class. They will fill out peer assessment sheets
with brief comments and ratings of one (lowest) to three (highest) as an
indicator of their evaluation of a classmate’s skills.
3. Formative Instructor Assessment: Students will be formally assessed
by instructor utilizing the poetry performance rubric which outlines
parameters of the assignment.
Final Performance “Poetry Night,” in front of an
audience of family and friends of the students.
Spoken Word Poetry. (n.d.). Spoken Word Poetry.
Retrieved May 20, 2014, from
http://spokenwordpoetry.tumblr.com/
5 Tips on Spoken Word. (n.d.). Power Poetry.
Retrieved May 20, 2014, from
http://www.powerpoetry.org/actions/5tips-spoken-word