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Lesson Plan - Concrete Poetry LDCC

Students will be introduced to concrete poetry through the work of Canadian poet Earle Birney. They will review literary terms and identify features of concrete poetry using examples. Working in groups, students will brainstorm ideas for creating their own concrete poems. They will then start drafting their own concrete poems applying what they've learned. To wrap up, students will complete an exit slip reflecting on what they learned and any remaining questions.

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652 views3 pages

Lesson Plan - Concrete Poetry LDCC

Students will be introduced to concrete poetry through the work of Canadian poet Earle Birney. They will review literary terms and identify features of concrete poetry using examples. Working in groups, students will brainstorm ideas for creating their own concrete poems. They will then start drafting their own concrete poems applying what they've learned. To wrap up, students will complete an exit slip reflecting on what they learned and any remaining questions.

Uploaded by

api-350341133
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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LESSONPLAN

SUBJECT/Grade: English,Grade9 SuggestedTime:75minutes

COURSE/Type/Code: ENG1LLDCC9(LocallyDevelopedCompulsoryCourseCredit)

LESSONTITLE: ConcretePoetry

LESSONDescription: StudentswillbeintroducedtooneCanadianpoetandwillcontinuetolearn
basicpoetryterminologyandlearnpoetrylayouttouseintheirownconcrete
poem.

PLANNING
Curriculum Connections
**There are no curriculum documents for Locally Developed classes, but here are the expectations for a
grade 9 academic class (modified for LDCC)
-italicized words have been modified from the curriculum documents

Overall Expectations: 2. Understanding and Being Exposed to Form and Style

Specific Expectations: Text Features 2.2 identify some different text features and explain how they help
communicate meaning

Learning Goals: Agenda


Today I will learn Today we will
Similarities and differences between traditional 1. Review literary terms
poetry forms and concrete poetry 2. Identify elements of concrete poetry using
How to identify different features of concrete examples of concrete poetry
poetry and explain how these features 3. Start creating our own concrete poetry
communicate meaning
**write this on the board for students to see after
slap-it is over

Materials
2 White boards 12 pens, 12 pencils, 2 packs of pencil crayons
12 White board markers 20 sheets of blank paper
12 Exit slips

Lesson Set-up
Have the classroom set up in groups using the seating chart for group work activity
Cover the word wall of literary terms
Have literary terms written on the board for slap-it
Have students red/green cards on their desk
-if the students card is red they are not understanding or having trouble, if the card is
green they understand (they know what to do)

Prior Learning
Thestudentsmustusetheirknowledgeoftraditionalpoetryfromourpreviouslessontoexpandon,and
makeconnectionstoanother,untraditionalformofpoetry,calledconcretepoetrythatwillbelearnedabout
today.

LESSON
What Teachers Do: What Students Do:
Hook (10 minutes)
PutEarleBirneyspoem,calledAppealtoaLady Enter the classroom and look at the poem, thinking
withaDiaper,onthesmartboardpriortothe individually about the question on the board
beginningofclasswiththefollowingguiding
questions:
Individuallythinkaboutthefollowing:
1.Doesanyoneknowwhatthisis?
2.Whatdoyouthinkthisis?Why?
3.Whatdoyounoticeaboutit?Explain. Discuss as a class what they see out loud
Oncetheclassissettled,askthequestions(if
someoneknowstheanswer,letthemtelltheclass
attheendsotherecanbeadiscussionfirstnoone
figuresoutitisapoemafterafewminutes,give
theanswerandcontinuethediscussionfromthere
andstarttocompareandcontrastconcretepoetry
fromtraditional)

Thiswillintroducetheclasstosomeaspectsof
concretepoetryasanintroductionintothelesson.

Action (45-50 minutes)


1.ReviewLiteraryTerms(1015min.)
Usethestudentsdeskgroupstomaketwoteams Listen to the instructions
toplayslapit.Thiswillreviewtheirknowledge
ofliteraryterminologyandgiveinstructions.Use
thelistofliterarytermsusedfromtheprevious
lesson,withacouplenewtermsadded.
Callonestudentfromeachteamuptotheboard At the board play the game, if they need help they
withthetermswrittenonitandreadoneofthe can run back to their team to ask for help, if not
definitions(continueuntilallthedefinitionshave just slap the correct answer and return to your
beenread) seat
-New person comes up to the board

Present the slideshow giving a brief outline using


information that the students can relate to of who
Earle Birney is, elements of concrete poetry (15
minutes)

2. Brainstorm ideas of how to make their own


concrete poetry (10-15 minutes) Waitforinstructions
Handeachgroupawhiteboard,markers
Explaintheinstructions:Eachstudentneedsto
createaspaceontheboardusingamindmap
formattoreflectonwhattheysawinthepoems,
usingtheinformationwelearnedinclasstoday
andpreviousclassesandideasformakingtheir
ownconcretepoems Formulateresponses
Circulatetheclasstomakesuretheyareontrack Talkwitheachotheraboutwhattheywrote

Grab the students attention by starting a


countdown from 10, once at 0 the class should be
quiet and paying attention

Havestudentssharetheiranswers

3. Start creating our own concrete poetry using what


they just learned from the lesson (10-15 minutes) Workindividually
Handoutpapersandpens,pencilcrayonsand
explaintothestudentsthattheyaregoingtotryto
createtheirownconcretepoemsusingthe
examplesandwhattheyhavelearnedfromclass
Circulate

Reflect and Connect (5-10 minutes)


Handouta3,2,1Exitslip Fillintheexitslip
3thingstheylearned,2thingstheywanttoknow, Handitintotheteacherastheyleavethe
1thingtheyhaveaquestionabout/didnot classroom(orbeforethenextlesson)
understand

Personal Reflection/Next Steps

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