Lesson 9: The function of poetry
Backward Mapping
Enduring Understanding Essential Questions
Ethical positioning on what poetry should be By: Miranda K. Williams
Poetry, like many forms of art, is subject to criticism and standards defined by authorities and other literary icons, many of whom often disagree about the nature and contents of each art form. o Should politics be a part of poetry, or should poets try to keep social commentary out of their work? o Can poetry really make a difference in society or government? o Is political poetry propaganda or freedom of expression? Students will be able to formulate complex opinions about the function of poetry and the integration of politics into poetry. Students will be able to defend their opinion by citing examples from history and merging these examples with personal philosophy or commentary.
Key Knowledge Evidence
Lesson Plan
Lesson Overview
Students will engage in a debate over the three essential questions. Members of the class will be given time to reflect individually on each question before as they read poems and think about their own personal opinions and thoughts about the issue at hand.
Materials
“Dark Times” by Bertolt Brecht “untitled” by Lucille Clifton (“surely I am able to write poems”)
Warm-up
Have an administrator or other teacher come barging into the room and say “I have no Idea why Miss Williams is making you study this filth. These political poets aren’t real poets. They can’t make any difference, and they shouldn’t even be trying. Poetry should be beautiful, abstract, and above all, it should rhyme! You’re not going to learn anything about good literature in this class!” After the administrator leaves, tell the class that not everyone thinks the authors that we’ve read are worth teaching in schools. Then pass out two poems, one by Bertolt Brecht called “Dark Times” and one by Lucille Clifton “surely I am able to write poems”
Lesson 9: The function of poetry
Ethical positioning on what poetry should be By: Miranda K. Williams
Transition
Procedure
We are going to read poems from two authors that we have already been introduced to in this unit. Who can recall anything about Brecht or Clifton? (Make sure that desks are in a circle for this exercise) 1. Have students read the poem by Lucille Clifton aloud, as a group. 2. 3. 4. Ask students what you think Lucille might say to the administrator who walked in. Ask students to think about what the administrator might have said back to her. Have students read the poem by Bertolt Brecht, individually, then have a volunteer read it as a class.
5. Students will have 30 seconds to decide which side they want to be on—either the side that agrees that poetry should be political or the side that believes poetry should just be art, and abstract (remind the kids that they don’t have to agree with the side they choose, but they will have to defend it !!) 6. Each side will be given 5 minutes to brainstorm answers to the following questions. After the 5 minutes, they will engage in a crossfire debate over the questions, moderated by the teacher. o Should politics be a part of poetry, or should poets try to keep social commentary out of their work? o Can poetry really make a difference in society or government? o Is political poetry propaganda or freedom of expression? 7. The debate should go back and forth, 1 response to 1 response. Remind students that they have no more than one minute per response before the floor is given to their opponents. 8. At the end of 15 minutes of discussion, the teacher asks if anyone would like to switch sides. Those switching are invited to give their reasons out loud. 9. At the end of the debate, the students will write a letter to the administrator that either states their reasons why Miss Williams should be teaching political poetry in school or why this poetry shouldn’t be taught. They must provide at least three solid reasons. The letter must also be at least one side of a paper in length, and have correct spelling and grammar. Tell students that the administrator will be reading their letters, so they should be taking them very seriously!
Closure
Lesson 9: The function of poetry
Ethical positioning on what poetry should be By: Miranda K. Williams
Assessment / Differentiation / Special Accommodation
Informal Assessment Formal Assessment Survey which students are answering questions or participating in class discussion. Monitor students’ groupwork for students who may be off-task. Stance Letter Checklist Stance Letter ___ (1 point) The letter is properly addressed to the administrator, and properly signed by the student. ___ (2 points) The letter is at least one page in length. ___ (2 points) The spelling and grammar is relatively error free, or errors do not distract or take away from the meaning or tone of the letter. ___ (4 points) The author’s stance is clearly stated or can be unmistakably inferred from the body of the letter. ___ (6 points) The letter has at least three substantive and logical supporting reasons for their stance. For students who have little or no experience writing a letter, you may need to provide a sample letter which shows the way to properly address and sign a letter. Students take an active part in the selection of the literary canon from which they will be tested on.
Differentiated Instruction Hidden Curriculum