{"id":5297,"date":"2017-07-18T20:46:22","date_gmt":"2017-07-18T20:46:22","guid":{"rendered":"https:\/\/tedb-old.byu.edu\/?p=5297"},"modified":"2017-07-18T20:46:22","modified_gmt":"2017-07-18T20:46:22","slug":"setting-the-stage","status":"publish","type":"post","link":"https:\/\/tedb-old.byu.edu\/?p=5297","title":{"rendered":"Setting the Stage"},"content":{"rendered":"

Lesson #6: Setting the Stage<\/u><\/strong><\/p>\n

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Objective<\/u><\/strong>:<\/em><\/p>\n

Students will collaborate with their peers on how to make sure their audiences are ready for their poems.<\/p>\n

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EQ: <\/u><\/strong><\/p>\n

How can I marry the ideas of Objectives and Tactics with Slam Poetry?<\/em><\/p>\n

What does a successful slam poem performance look like?<\/em><\/p>\n

What makes a good performance feel unsuccessful and vice versa?<\/em><\/p>\n

How can I ensure my audience is ready for my performance? <\/em><\/p>\n

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EU:<\/u><\/strong>\u00a0 <\/em><\/p>\n

I know what I want to be evaluated on and how. <\/em><\/p>\n

There is a difference in being evaluated by myself, by my peers and by an authority figure. <\/em><\/p>\n

Having clear expectations removes some of the burden of trying to perform for an audience.<\/em><\/p>\n

There are many ways to create a safe space. Some involve preparing my audience and some involve preparing myself. <\/em><\/p>\n

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Materials Needed:<\/u><\/strong>\u00a0<\/p>\n

Quotes about learning, value, assessment and so forth (some examples at the end of the lesson plan).<\/p>\n

Masking Tape<\/p>\n

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Hook:<\/u><\/strong>\u00a0\u00a0 <\/em>Students will have several quotes projected for them and will be asked to pick a partner, discuss the quotes, and pick the one they like the most. They will then try to convince another partnership that their quote is best and each set of four will have to settle on the best quote they can find. That should leave 5 quotes in total (at most) for the students to think about in the context of valuing their slam poems. Leave these quotes on the board as a baseline for what they think about learning.<\/p>\n

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Step 1:<\/u><\/strong> Tape Line — <\/em>Have a large strip of masking tape down on the floor, and do the masking tape game from \u201cFreedom Writers.\u201d The way it works is that the students stand on either side of the classroom and are asked questions yes or no questions. If they feel like they would answer the question with a \u201cyes\u201d they step up to the line, and then step away for the next question. Begin asking students fairly benign questions about life in general. \u201cAre you tired? Are you having a good day? Are you pleased with your work on your slam poem?\u201d Follow up with these questions as needed.<\/p>\n

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As students start responding, ask questions about school and their feelings about the way they learn and how they feel about school. Then focus specifically on the kinds of questions that will help them think about their poems. \u201cDo you know what you want your audience to get out of your poem? Do you feel like you\u2019ll be proud of your work? Are you nervous to share? Will it make you vulnerable?\u201d Don\u2019t be afraid to follow up with questions like \u201cis anyone willing to share why they do\/don\u2019t feel this way?\u201d<\/p>\n

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Show the students the clip about poetry from \u201cDead Poets Society\u201d where he creates the graph about the \u201cgreatness of poems\u201d and calls it \u201cexcrement.\u201d When the scene ends, have the students gather in a circle and ask their thoughts about it as they gather.<\/p>\n

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Step 2: <\/u><\/strong>\u00a0Making the Rubric — <\/em>For this portion, you\u2019ll need either a laptop or some kind of writing stuff so that you can take notes and create a rubric that the class is happy with.<\/p>\n

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Hand out template rubrics about poetry, acting, or other performances that you find online, as well as the template rubric for this class. Ask the student to study the rubrics and share what they think are the most and least valuable things. Encourage them to write on them and say what they think is clear or unclear. Then ask the students to share the things they think are most applicable to their poems. Explain that for this portion, there are some things that you feel the students need to be evaluated on, and others that are negotiable. The list of things that may be mandatory could include things such as:<\/p>\n