LESSON EXTENDER:

TITLE: Stimulate Images with Derived Poetry

SUBJECT: American Literature and Composition

GRADE: 10^th

QCC(s): 27, 28

 

GENERAL OBJECTIVES: (IRA/NCTE standards for the English Language Arts)

Students will:

• Students employ a wide range of strategies as they write and use different process elements appropriately to communicate effectively with a variety of audiences and for different purposes. (No. 5)

• Students participate as knowledgeable, reflective, creative, and critical members of a variety of literary communities. (No. 11)

 

SPECIFIC OBJECTIVES: (Georgia’s Quality Core Curriculum)

Students will:

• Develop imaginative expression in writing (fresh ideas, diction, and voice). (Topic: Writing/Usage/Grammar – L.A. 9-12 No. 27)

• Use techniques appropriate to different stages of the writing process to achieve fluency, control, and proficiency. (Topic: Writing/Usage/Grammar Grammar – L.A. 9-12 No.  28)

 

PROCEDURES/TEARCHER NOTES:

Overview of lesson extender:

Note: The steps in this lesson can be lengthened or shortened to act as a lesson for an entire 90 minute class or shortened to fill the remaining time after another lesson or to act as a filler on a shortened class day.

 

The teacher will present students with a scrambled list of words from a poem (in this case the song Drive by Incubus). Students will use these words as starting points for their own poems, letting the images suggest new combinations and themes.

 

Step 1: [5 minutes]

Introduction

The teacher will project a list of words on an overhead. The students will be instructed to borrow words from one of the lists to generate an image starter for their own poem. The students should not use all the words. Instead the teacher will stress that only 25 to 30 percent of the words in their poem should be taken from the poet’s palette. These words are meant to be used as a springboard for the students’ original ideas and images.

 

Step 2: [20 minutes or longer]

Students will work on their poems.

 

Step 3: [20 minutes or longer]

Students will share their poems with the class as a whole or in groups. Then they will turn in their poems to the class period tray (see syllabus).

 

If time does not permit presentation, students will just turn in their poems.

 

Step 4: [10 minutes]

At the end of class the teacher will put up on the overhead the poem the word list was generated from. Time permitting the class will discuss how their poems differed or were similar.

 

CLOSING:

If there is additional time the teacher will play the song. The class can discuss if the music further the mood and themes that the words invoke or if the words stand on their own.

 

MATERIALS: Overhead projector, CD of Make Yourself featuring of DRIVE by INCUBUS, CD player

 

ADDITIONAL TEACHER NOTES:

While students are creating their poems, the teacher will walk around the room monitoring the students’ activities and assisting students when appropriate or needed.

 

SUPPLEMENTARY MATERIALS: Students will need to have paper, pen/pencil.

 

EVALUATION:

The teacher will know that the students understand the concept of character, its importance as an element of fiction, and how to create a character by reviewing the group’s depiction of their characters.

 

ACCOMMODATIONS: See accommodation sheet

 

REFERENCES:

Adapted from: Chapter 1, Strategy 4: Paint a Character from Eight Perspectives

Noden, Harry R. Image Grammar; Using Grammatical Structures to Teach

Writing. Portsmouth, NH: Heinemann, 1999.

Boyd, Brandon., Einziger, Michael., Katunich, Alex., Kilmore, Chris., Pasillas II,

José Antonio. INCUBUS. “Drive.” Make Yourself. CD. Sony Music, 1999

 

 

 OVERHEAD

 

Borrow words from the lists below to start your own poem. Don’t use all the words. Only 25 to 30 percent of the words in their poem should be taken from the poet’s palette. These words are meant to be used as a springboard for your own original poem ideas and images.

 

 

 

POETRY WORD LIST

 

 

 

OVERHEAD

DRIVE

-INCUBUS

Sometimes, I feel the fear of uncertainty stinging clear.

And I can't help but ask myself

how much I'll let the fear take the wheel and steer.

It's driven me before,

and it seems to have a vague,

haunting mass appeal.

But lately I am beginning to find

that I should be the one behind the wheel.

Whatever tomorrow brings,

I'll be there with open arms and open eyes.

So if I decide to waiver my chance to be

one of the hive will I choose water over wine

and hold my own and drive?

It's driven me before and it seems to be the way

that everyone else gets around.

But lately I'm beginning to find

that when I drive myself my light is found.

So whatever tomorrow brings,

I'll be there with open arms and open eyes.

Yeah. Would you kill the Queen to crush the hive?

Would you choose water over wine....

hold the wheel and drive?

 

“DRIVE”  INCUBUS:Brandon Boyd, Michael Einziger, Alex Katunich, Chris

Kilmore, José Antonio Pasillas II. Make Yourself, 1999 Sony Music