Through this Scholar writing project, students will develop reading and speaking skills and build their knowledge of oral interpretation. They will learn about vocal variety and expression to draw in their audience.
Poetry, Prose, Vocal, Speaking, Explanatory, Research, Writing, Reading
Oral interpretation is the process in which a speaker performs a piece of literature aloud for an audience. Students will choose a poem and perform it to their peers using vocal variety and expression.
Through an online reading, listening, and speaking project, students will develop their presentation skills and build their knowledge of effective communication techniques. They will read/watch a variety of poetry and prose being performed to study the mood and feeling of the pieces by use of vocabulary. Through the speaking and listening process, students will identify prose, research writer background information, and learn to perform their pieces with effective vocal variety and expression.
This Oral Interpretation Poetry unit has been created to teach sophomore grade-level students. The rubrics and objectives have been used and adapted from the AASD school curriculum to best align with the online unit. The OI unit has been highly scaffolded, using Vygotsky's Zone of Proximal Development to best support students' knowledge through the lessons. Each lesson will be used for a day, unless otherwise stated. The duration for the overall unit is about 2-2.5 weeks.
Main CCSS Focus Objectives:
SL.9-10.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate
L.9/10.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing analysis, outlines, and works cited
W10.2A-Introduce a topic, organize complex ideas, concepts, and information to make important connections and distinction
RI10.5-Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text
RL10.4-Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone
Resources Used Within Unit:
AASD School Curriculum and Rubrics. (2020).
Ebarvia, Tricia. [@triciaebarvia]. (2019, Sep. 13).[Image]. Twitter. https://twitter.com/triciaebarvia/status/1172668171549138944
Griffin Poetry Prize. (2016, June 24). Poetry In Voice 2016 winner Marie Foolchand recites at Griffin Poetry Prize awards ceremony. [YouTube Video]. Retrieved from https://www.youtube.com/watch?v=vfrlYx0-B7E
How Many, How Much. (2013, February 24). https://bloggingonthebrightside.wordpress.com/2013/02/24/how-many-how-much/.
Kalantzis and Cope. (2020). Vygotsky on Language and Thought. Works & Days. https://newlearningonline.com/new-learning/chapter-6/supporting-material/vygotsky-on-language-and-thought
Kenny Taylor. (2015, September 16). Literary Devices with Mr. Taylor. [YouTube Video]. Retrieved from https://www.youtube.com/watch?v=aYMnD3Vs_yo
Lizzy and her books. (2015, January 24). Reading Poetry for Beginners - Tips & Tricks (Part 1) [Video]. Retrieved from https://www.youtube.com/watch?v=HLRLWnxyKko
Shineman, K., & Steele, N. (2015, January 27). Writing Introductions. http://www.norcalforensics.com/resources/resources-for-students-judges-directors/oral-interpretation-webinar/writing-introductions/.
Spicer Professor of Organisational Behaviour, A., & Roulet Novak Druce Research Fellow, T. (2020, July 14). Explainer: what is peer review? https://theconversation.com/explainer-what-is-peer-review-27797.
TED-Ed. (2017, March 20). What makes a poem ... a poem? -Melissa Kovacs. [Video] Retrieved from https://www.youtube.com/watch?v=JwhouCNq-Fc
Yardy, A. (0AD). PERFORMANCE POETRY. http://angelaspoems.com/teacherspage/different-poetry-forms/performance-poetry/.
In this Scholar reading, listening, and speaking project, you are going to perform a piece of literature aloud for an audience. Through online readings and research, you will choose a piece of poetry to study and learn about the writer's background as well. You will learn about vocal variety and expression within presenting a piece. You will then write your own introduction to your piece of literature, practice a performance of your piece and give feedback to your peers, practice your presentation techniques, and demonstrate your knowledge through your final performance of the piece.
Vocal variety will be very important and practice is necessary so that you can incoporate various vocal techniques when presenting. In oral interpretation, it is important for the performer to create a desired atmosphere for their audience to capture their attention and interest.
Focus Questions
In this learning module, we will focus on the following questions:
Comment:
Drawing on your background knowledge, share the name of a famous poet you have recently read. It could be an writer you read in school, on your own, or saw their work shared on social media. Then, look through the list of authors shared by your peers in the comments.
This is an introductory lesson to oral interpretation for students to begin thinking of the following:
By asking student to create a Comment, the teacher will have a better understanding of their poetry background knowledge at the start of the unit.
Learning Intention: To think, discuss, and understand the concept of poetry and the literary elements within it.
What makes a poem, a poem? Is a song a poem? Is a poem only a piece of literature that rhymes? Think about what you have learned so far about the elements that make up the genre of poetry and prose in literature.
Watch: What Makes a Poem...a Poem? YouTube video:
(TED-Ed, 2017)
Update: Please work within your assigned groups to share an update discussing a piece of poetry you have found. In the update, share what elements the piece of literature has that makes it fit within the poetry genre.
The activity aims to:
The teacher will ask student to review the video discussing what components make up the genre of poetry. While students work collaboratively within their assigned groups to share a Community Update discussing their chosen poem, the teacher can work with individual students who may need further help creating their responses to the topic.
Student groups posting comments is a way to hold accountability, build communication skills, promote reflection, and encourage discussion amongst peers.
CCSS Focus Objectives for Activity:
SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively
Learning Intention: To understand the impact of figurative/connotative language and specific word choices on meaning and tone
Watch the video discussing literary devices.
(Kenny Taylor, 2015).
Comment: Find your own poem that uses at least 3 of the literary devices from the video. Post a link to share the poem with the Community. Write a few sentences in which you share the elements (figurative/connotative language) and what they contribute to the overall meaning or feeling of the poem. Discuss the techniques the author used in the poem to capture your attention.
Learning Intention: To understand/analyze the impact of figurative/connotative language and specific word choices on meaning and tone
Read through the examples of poetry listed below. Then, read them aloud:
Billy Collins- Introduction to Poetry
Lewis Carroll- Jabberwocky
Sandra Cisneros- Abuelito Who
Comment: Which literary devices are used in the poems to capture the audience's attention? When you read the poem aloud, what did you notice about the way you spoke?
Learning Intention: To choose and analyze a piece of poetry that you can relate to.
When deciding which poem or piece of prose to choose for your Oral Interpretation project, it can be difficult knowing where to start!
Watch this video, Reading Poetry for Beginners, discussing how to understand the meaning of the poetry you have chosen:
(Lizzy and her books, 2015).
Comment: Please share an how one of the techniques discussed for reading poetry can be used for your Oral Interpretation presentation as well.
Update:
1. Choose a short poem (this poem can connect to content from another class and be lyrics, too!) to read and analyze for your update.
2. After reading, create an update analyzing in detail how the author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.
3. Discuss why you chose the poem and how you relate to the text.
4. Then, determine the meaning of specific words and phrases used in the text, including figurative and connotative (language) meanings; and discuss the importance of word choice creating meaning and tone.
The activity aims to:
Analyzing poetry can be challenging. By including multimodal information (such as the video students will watch in this lesson) throughout the unit, the lessons will be more engaging. Further, giving students the opportunity to read a varitey of poetry (of their choice) will help them become more familiar with the details to look for in the analysis process. It is important for the teacher to put empahsis on understanding how the author's ideas or claims are developed within portions of the text and the importance of word choice, creating meaning and tone.
Asking students to create an update discussing those elements as well as their relation to the text is crucial to help create a deeper understanding of the piece.
CCSS Focus Objectives for Activity:
RI10.5-Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text
RL10.4-Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone
Learning Intention: Use elements of SPACECAT to effectively analyze the complex ideas and context within a given text.
1. Read the poem “I am the People, the Mob” by Carl Sandburg. https://www.poetryfoundation.org/poems/45036/i-am-the-people-the-mob
1a. As you read, critique the following of the poem using SPACECAT and the suggestions below:
-How are the author's ideas or claims are developed and refined by particular sentences, paragraphs, or pieces of the text?
- Who is speaking? To whom are they speaking? What does the title mean/is it significant? What is the mood/feeling of the piece? What is the message or moral? What is the author's intent in writing the piece?
2. Watch the video of the poem “I am the People, the Mob” by Carl Sandburg being presented by a student at the Griffin Poetry Prize awards ceremony.
2a. As you watch the video, make note of the following to critique a poem performance:
-Did the speaker include feeling/emotion/passion/excitement in their performance? Did the speaker use vocal variety, speaking softly and loudly when needed? Did the speaker perform the poem clearly and at an even pace? Did the speaker glance up from notes when reciting the poem? Did they use effective hand, face, and body gestures within their performance?
(Griffin Poetry Prize, 2016).
3. After viewing the video, make a Comment. Discuss the critiques you made for both the poem (text) and performance, answering the questions above.
The activity aims to:
Students will practice critiquing a given poem (using elements of SPACECAT) to help them better understand the analysis process for their own performance. First, the teacher should ask students to read through “I am the People, the Mob” by Carl Sandburg. Students should look for pieces of text that discuss concepts such as the following: Who is speaking? To whom are they speaking? What does the title mean/is it significant? What is the mood/feeling of the piece? What is the message or moral? What is the author's intent in writing the piece?
Then, the teacher should emphasize the importance of using vocal variety and expression to demonstrate those elements. Students should watch the performance of the poem from a student at the Griffin Poetry Prize awards ceremony, analyzing the following: Did the speaker include feeling/emotion/passion/excitement in their performance? Did the speaker use vocal variety, speaking softly and loudly when needed? Did the speaker perform the poem clearly and at an even pace? Did the speaker glance up from notes when reciting the poem? Did they use effective hand, face, and body gestures within their performance?
Finally, students will practice writing their analysis of both their reading of text and watching the performance. The teacher will use this Comment to informally assess the students' understanding of critique and analysis.
CCSS Focus Objectives for Activity:
RI10.5-Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text
Learning Intention: To introduce a topic, organize complex ideas, concepts, and information to make important connections and distinctions.
Please open this document to create your introduction draft:
REQUIRED ELEMENTS FOR CREATING AN INTRODUCTION:
Title & Author – What is the name of the selection and who wrote the selection. This information is usually delivered at the very end of the introduction, prior to returning to the interpretation of literature.
Background – What relevant information (ie: time period, setting, characters) would enhance the audience’s understanding and appreciation of the performed cutting.
Brevity & Concision – Introductions should be no longer than one-minute in length.
Argument/ Critical Observation/ Message – What is the value or meaning of your cutting and performance? What do you want your audience to learn? How does the literature apply to historical events, current controversies, or fated futures? In other words, why are you doing this performance and what do you want others to take away from the experience?
Memorized and Conversational Delivery – Introductions should be carefully crafted and rehearsed. Students should strike a relaxed and conversational tone, showing the audience your personable and engaging speaking style.
Reference:
Shineman, K., & Steele, N. (2015, January 27). Writing Introductions. http://www.norcalforensics.com/resources/resources-for-students-judges-directors/oral-interpretation-webinar/writing-introductions/.
The activity aims to:
The teacher will assist the students in their writing of the introduction written requirement for their final performance. This activity is self-guided for the students, but the teacher is available to assist with questions when needed.
CCSS Focus Objectives for Activity:
L.9/10.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing analysis, outlines, and works cited
W10.2A-Introduce a topic, organize complex ideas, concepts, and information to make important connections and distinction
RI10.5-Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text
RL10.4-Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone
Learning Intention: To practice vocal variety and expression within poetry performance as well as provide critical, constructive feedback to peers.
1. With the poem that you have chosen, please perform your poem to a peer within 2 days.
The performance piece.Your poem selection must be performed at 2-3 minutes in length and include the following:
The written piece. The written requirement for the assignment should include the following, explaining (remember to use SPACECAT in your analysis):
2. As you listen/watch your peer's performance use the following rubric to critique and create constructive comments for the peer review:
Remember, this peer review is due at the end of the two days and will help all students prepare for the final performance reading of the Oral Interpretation unit!
The activity aims to:
The goal of this activity is for the teacher to guide students in practicing for their final performance assessment. Asking students to write their written piece and perform their poem for a peer will lessen some of the anticipation that could build for their final performance (by using Vygotsky's ZPD theory), scaffolding the expectations within the rubric. Encouraging students to practice their performance with a peer will help them be prepared and recieve feedback from social interactions.
Students should have 2 days to complete this activity, allowing them time to practice using the rubric and understanding the expectations for the final assessment.
CCSS Focus Objectives for Activity:
L.9/10.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing analysis, outlines, and works cited
English Language SL.9-10.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate
Learning Intention: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate using physical and vocal speaking tecniques.
For your final performance, please remember to prepare the following:
The performance piece.Your poem selection must be performed at 2-3 minutes in length and include the following:
The written piece. The written requirement for the assignment should explain some of the following aspects:
Your poem should be printed or written out legibly on a piece of paper. Please attach the poem and your required written piece to cardstock, which you will use for the performance and turn in after your presentation.
The rubric for your final performance is attached here:
The activity aims to:
For the final assessment, students will read their chosen poem(s) aloud to the class. This activity should take about 2-3 days to complete, depending on the number of students performing their poems.
The teacher should first discuss appropriate audience behavior expectations and then use the Oral Interpretation rubric to assess students' demonstrated knowledge in their performance. After the students' performance, the teacher will review their written requirerments and assess further using the rubric accordingly.
At the end of the presentations, students will be asked to fill out the same rubric as a self-evaluation for their performance and written piece.
Rubric for Final Assessment:
CCSS Focus Objectives for Activity:
L.9/10.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing analysis, outlines, and works cited
W10.2A-Introduce a topic, organize complex ideas, concepts, and information to make important connections and distinction
RI10.5-Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text
RL10.4-Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone
SL.9-10.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate