L4+Hersom,+Abigail


 * ** UNIVERSITY OF MAINE AT FARMINGTON **
 * COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Ms. Hersom **__Lesson #:__** 4 **__Facet:__** Perspective
 * __ Grade Level __**** : ** 9-10 **__Numbers of Days:__** 3
 * __ Topic: __** Word Choice’s Significance to Voice

Student will understand that writers and speakers create voice through word choice, points of emphasis, and tone. Student will know how to create voice through word choice, tone, and points of emphasis. Student will be able to create a spoken word poem that has a clear voice and reflects their unique voice. Product: Podcast
 * __ PART I: __**
 * __ Objectives __**

// Common Core State Standards // // Content Area: English Language Arts // // Grade Level: Grade 11-12 // // Domain: Speaking and Listening // // Standard: Comprehension and Collaboration //
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

This lesson will be beneficial in teaching voice because it will allow students to creatively look at how their word choice affects their voice. They will then be able to explore these ideas by making their own spoken word poems, choosing words that they think will enhance their voice and play around with tone and emphasis to further enhance their voices.
 * Rationale: **

I will be using an observation chart to make sure that students are picking up on the specific word choices as well as tone and points of emphasis during the Sarah Kay video. They will write down the aspects that they believe help create Kay's unique voice. I will then look at these to make sure that students are grasping the importance of these aspects in emphasizing one's voice. Students will then be put into pairs to do the Give One, Get One exercise. In this exercise they will then share with their partner their emotional response to the video as well as what they have written down for observations. This discussion will allow them to receive peer feedback on their ideas as well as increase their understanding of the impact that the different tone, word choice, and points of emphasis can have on the speaker's voice by getting another person's perspective. I will also give them a Bio Poem to help them to structure their poem and make sure that they have enough support and guidance. I will also have them submit a rough draft of their poem so that I can offer suggestions and make sure that they are on the right track before they start recording.
 * __ Assessments __**
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **
 * Section II – timely feedback for products (self, peer, teacher) **
 * Summative (Assessment of Learning): **
 * Podcast: (50) ** Students will listen to Sarah Kay's spoken word poem "Point B." They will discuss the different techniques that she uses and then think about ways in which they can convey a topic of their choosing in the form of a spoken word poem. They will then be asked to write their own spoken word poem and publish it as a podcast. They can write about their own life or they can make up something (speak as the voice of an inanimate object or animal, talk about the injustices of some organization, etc) There just needs to be evidence of their voice within the piece. These podcasts should be between 2-5 minutes (5 is for those of you that are ambitious, I am not looking for more than 2 minutes). If the student chooses they can deliver their spoken word poem live in front of the class so that they can use hand motions, stances, and facial expressions to enhance their voices, but they must also make the podcast so that I have a concrete version of their poem.

I will be incorporating type II technology in the form of a podcast. Students will be able to take their spoken word poem and share it in a manner that is not as high risk as presenting it live to the class. Using a podcast allows the students to record the poem several times so that their final product shows their true understanding of word choice, tone, and points of emphasis. Students will be working on their writing skills as they play around with word choice to form a spoken word poem. Although these poems are written to be read out loud, they need to be written down first. Students will be able to explore this type of poetry while also concentrating on the idea of voice and how their word choice affects their voices.
 * __ Integration __**
 * Technology: **
 * Writing: **
 * Speaking: ** Although most students will not be presenting these poems live they will be able to practice using their audible voices to enhance the voice of their piece.
 * Public Speaking: ** for those that choose to do so, students will be able to practice their public speaking skills and experiment with different hand motions and expressions that add their overall performance and presentation of their voice.

I will be using an observation graphic organizer to help students organize their thoughts as they watch the Sarah Kay //Point B// video. They will use this organizer to pick out different word choices, tone changes, and points of emphasis that Kay uses to enhance her voice in the poem. I will be using the Give One, Get One exercise as my cooperative learning exercise as it will allow students to share their observations and listen while their partner shares theirs. This will enable them to hear a different perspective and add to their understanding of these aspects of voice enhancement. I will also give them a bio poem to help out those that need a more structured guide on how to write a poem. I will then be able to help them work with this to create their spoken word poem. I will be splitting the students up into groups using cards. I will take a deck of cards and pick out 2 cards from each face value (for example 2 Aces, 2 Kings, 2 3s etc.) until I have enough for the number of students in my class. I will then shuffle them and students will pick a card at random. They will then find the person with the same face value card as theirs and that will be their partner. This allows the students to hopefully work with someone new and eliminates the possibility of someone feeling left out. If there are an odd number of students, I will put one more card of a certain face value in so there is three of that face value and we will have one group of three. By this point of the year all of the students will know each other fairly well so they should feel comfortable sharing basic background information with one another and if they do not they always have the option to make it up.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**
 * __ MI Strategies __**
 * Verbal: ** Verbal learners will benefit from this lesson because it allows them to play around with language (particularly word choice and sentence organization) as well as analyze it in the works of others.
 * Intrapersonal: ** Intrapersonal learners will be met through the process of thinking about their emotional response to the poem as well as the actual writing and performing of their poem that requires them to reflect on their own life and feelings.
 * Interpersonal: ** Interpersonal learners will be met through the Give one, Get one exercise as well as the discussion of different emotional responses because both of these enable them to interact and bounce ideas off of one another.
 * Musical: ** The musical learners will benefit from the spoken word poems (both listening to them and writing one) because it enables them to put their words to a rhythm and use these rhythms to emphasize their points.
 * Kinesthetic: ** Kinesthetic learners will be met by this lesson because in the hook video Kay emphasizes her points by using a lot of physical imagery and movement. Students will be able to play around with these techniques. I will also be teaching the students the different motions they can use to emphasis their points and if they would like to they can perform their spoken word poem live using these techniques.
 * Naturalist: ** Naturalists will be met by this lesson because in the hook video Kay uses many allusions to nature and the students will be able to make their own spoken word poem that can incorporate aspects of nature and the world. They could for instance use the metaphor of the growth of a tree reflecting their growth.
 * Logical: ** Students will be given a structure to follow to make their spoken word poems. They will be able to use the bio poem to organize their ideas and see poems in a more concrete way. They will also be offered many resources to help them think about the different shapes a free verse poem can take.
 * Visual: ** Visual learners will benefit from the many different spoken word poem videos as well as the organization graphic organizers because they will allow them to clearly visualize the process of enhancing voice.


 * __ Modifications/Accommodations __**
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //

If a student is absent on the first day he or she will be able to find the Sarah Kay video on the class wiki. The student will need to watch this and fill out the observation chart for the next class. If a student misses any of the other classes he or she will be able to find my notes on voice and spoken word poetry on the class wiki as well as all the other handouts and graphic organizers and will need to read these and work on his or her own spoken word poem podcast.
 * Plan for accommodating absent students: **

I will be incorporating type II technology in the form of a podcast. Students will be able to take their spoken word poem and share it in a manner that is not as high risk as presenting it live to the class. Using a podcast allows the students to record the poem several times so that their final product shows their true understanding of word choice, tone, and points of emphasis. Gifted students will be given the opportunity to enter their poem into a poetry contest like the ones at []. They need only to tell me which contest they will be submitting their work to and what the guidelines for the contest are. I will then judge their spoken word poem on my voice criteria and the criteria specified by the contest. This allows these students to be challenged and find a real life connection to their poetry writing. Also, the option for students to perform their speech in front of the class allows for students to use public speaking skills, hand gestures, facial expressions, and movements to enhance their points, adding a new dimension to the assignment.
 * __ Extensions __**
 * Type II technology: **
 * Gifted Students: **

// List all the items you need for the lesson. //
 * __ Materials, Resources and Technology __**
 * Laptop
 * Projector
 * Screen
 * Sarah Kay Video http://www.ted.com/talks/sarah_kay_if_i_should_have_a_daughter.html
 * Observation Graphic Organizer
 * Word Choice, Tone, and Points of Emphasis Handout
 * Bio Poem Graphic Organizer
 * Spoken Word Poem Handout

// List all URL and describe. // Sarah Kay Video http://www.ted.com/talks/sarah_kay_if_i_should_have_a_daughter.html In Loving Memory Video http://www.youtube.com/watch?v=9QEj0T-yo7E The Girl http://www.youtube.com/watch?v=c7pRbefTYe0 Love and Pain http://www.youtube.com/watch?v=pxz6yatpd4E&feature=related My Father http://www.youtube.com/watch?v=Xdta43fVmes&feature=related My Man http://www.youtube.com/watch?v=dbhZBKww7c0&feature=rellist&playnext=1&list=PL2C6AF05895BB4E83 Never Let My Down http://www.youtube.com/watch?v=le1kHp5lLmk&feature=BFa&list=PL2C6AF05895BB4E83&lf=rellist To My Unborn http://www.youtube.com/watch?v=zzyrHsYTveE&feature=BFa&list=PL2C6AF05895BB4E83&lf=rellist Word Choice http://writingcenter.unc.edu/resources/handouts-demos/citation/word-choice Word Choice and Voice http://www.colorado.edu/PWR/writingtips/14.html Resource on What to Keep in Mind When writing spoken word poetry [|http://minnesotamicrophone .com/] articles/standards-in-spoken-word/ Writing and performing suggestions: http://www.caponiartpark.org/poetsinthepark/ Hand Gestures and Facial Expressions: http://www.toastmasters-public-speaking.com/show-what-you-mean-speech.html Gestures: http://listverse.com/2007/11/08/25-examples-of-body-language/
 * __ Source for Lesson Plan and Research __**

The Classroom will be set up in Twos because they will be working in pairs for their discussions and Give One, Get One exercise.
 * __ PART II: __**
 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //

Day 1 Attendance (5 min) Hook Video Sarah Kay //Plan B// (25 min) Observation Graphic Organizer and Discussion (10 min) Introduction of word choice, tone, and points of emphasis as well as movement lecture (25 min) Bio Poem (10 min) Wrap up (5 min)

Day 2 Attendance (5 min) Brainstorm (10 min) In Class Writing Time (30 min) Show Other Examples of Spoken Word Poems & Discussion (20 min) Recording Time or more writing time if they would rather record later (10 min) Wrap Up (5 min)

Day 3 Attendance (5 min) Presentations and discussion (70 min) Wrap Up (5 min)

Students will understand that writers and speakers create voice through word choice, points of emphasis, and tone. You will need to know this because it helps you to clearly make your points and enhance your own voice. It is not just for public speaking or writing, but rather think about your word choice when trying to convince a friend of something or the tones you use when you are arguing with someone. Students will understand //Comprehension and Collaboration.//

At the beginning of the lesson students will watch a spoken word poem and speech. They will watch Sarah Kay's //Plan B// and speech from the TED conference. http://www.ted.com/talks/sarah_kay_if_i_should_have_a_daughter.html While watching this students will fill out an observation graphic organizer where they record specific word choices, tone shifts, and points of emphasis that they feel make Kay's voice strong. They can also write down any hand gestures, facial expressions, or stances that enhance her voice. They will then discuss this with their partner.

Students will know how to create voice and enhance it through tone, word choice, and points of emphasis. Students will discuss this video using their observation graphic organizer and the Give One, Get One exercise. In this exercise one student gives one of their observation while the other student listens and then they reverse roles. This continues until all of the observations have been shared. This graphic organizer as well as the exercise will allow them to explore this idea of word choice, tone, and points of emphasis' impact on an individual’s voice. We will then have a lecture where I explain to them the importance of word choice, tone, and points of emphasis and give them a handout. I will also give them a handout on how to create a spoken word poem. They will also be given a Bio Poem graphic organizer that will help those who do not know where to begin have a structure to work off of. We will discuss the use of hand gestures, stances, and facial expressions to enhance voice as well. See content notes for more details. Students will then be able to revise their idea of the importance of these tools before writing their spoken word poem. I will check for understanding by looking at their observation graphic organizers and Bio Poem graphic organizers as well as by walking around the room listening in on their discussions with their partner.
 * // Where, Why, What, Hook, Tailors: Verbal, Logical, Visual, Musical/Rhythmic, Intrapersonal, and Interpersonal //**
 * // Equip, Explore, Rethink, Revise, Tailors: Verbal, Logical, Visual, Interpersonal, Intrapersonal //**

Students will explore this idea of voice through our class discussion as well as by watching several other spoken word poem videos. See content notes. This will help students to build off of what they already know about voice and begin to see the important pieces that go into enhancing one's voice. By the end of the lesson students will be able to create their own spoken word poem podcast using specific word choices, tone shifts, and points of emphasis to enhance their voice. Listening to these spoken word poems from the web as well as other students' poems as well as participating in class discussion will allow them to experience the power that these tools have on voice. The discussions on the impact of movement in spoken word poem will help the kinesthetic learners and allow them to use these to present their poems to the class instead of simply leaving it as a podcast. The podcast will help the students to show evidence of their learning because they will use specific word choices, tone shifts, and points of emphasis in their own writing and presenting of their poem to make sure that their voice is enhanced. They will be able to rethink and refine their ideas of the importance of these aspects in creating a strong voice during our class discussions as well as through the Bio Poem. I will also require that they turn in one draft before they actual record their pieces. I will quickly look over these drafts while students are watching the other spoken word poem videos and make sure that they are on the right track. If not they will have an opportunity to revise it before actually turning in their final product.
 * // Explore, Experience, Revise, Refine, Tailors: Intrapersonal, Interpersonal, Verbal, Visual, Logical //**

Students will receive two formative assessments during this lesson to make sure that they are on the right track for their summative assessment that will consist of their final spoken word poem podcast. The first will be the observation graphic organizer that will allow me to see what they have observed, from the Sarah Kay video, in regards to word choice, tone, and points of emphasis or movement. They will then discuss this in their Give One, Get One exercise where they will need to describe their observations to their partner as well as listen to the ideas of the other student. This allows me to walk around and see whether or not students are grasping the importance of these aspects in creating a voice and give me basis for what will need to be covered in my lecture on word choice, tone, and points of emphasis. We will then discuss these ideas as a group. The second will be a Bio poem that will allow me to see if students are able to create a poem with this structure and perhaps be able to work off of this for their final poem. Students will then have an opportunity to revise these and watch a few more examples of spoken word poems before they are required to write and record their own spoken word poem podcast that reflects their understanding of the importance of word choice, tone, and points of emphasis in enhancing one's voice.
 * // Evaluate, Tailors: Logical, Verbal, Visual, Interpersonal, Intrapersonal, Verbal, Visual //**

Students will know….. // Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) // Students will have to create a spoken word poem podcast through which they show their understanding of the importance of word choice, tone, and points of emphasis in creating a strong voice. Below is some information that students will need to understand to fully grasp the importance of these tools. Once they understand these aspects they will be able to create stronger voices in their own spoken word poems.
 * __ Content Notes __**

Here are the things I need students to know: The words that people choose should reflect both who they are and what they are talking about. It is good to look for just the right word to convey just the right meaning, but students need to be careful not to lose their voice in the process. A thesaurus is a great tool, but not if a student no longer has a unique voice. NEVER use a word that you do not fully understand. Picking a word simply because it is on the list the thesaurus suggested for words that might fit does not mean it is the best word for the job. Trust your instincts.

Word choice should also take into consideration your audience. We all do know how to change our voice depending on who we are talking to. We do not use the same language when talking to our teachers as we do when talking with our friends. Don't believe me? When is the last time you said something like "Hey, how ya doin buddy?" to your teacher or "How are you today Miss Samantha to your friend?" We all do it without even noticing that we do.

When writing we need to consider who our audience is and pick words accordingly, but also pick the words that best convey who we are and what we are trying to say. For more information check out these two links:


 * Word Choice http://writingcenter.unc.edu/resources/handouts-demos/citation/word-choice
 * Word Choice and Voice http://www.colorado.edu/PWR/writingtips/14.html

Tone is also very important. You cannot be laughing and smiling while telling a story about your dog getting run over. Well, I suppose that you could however it would not fit what you were saying and your audience would not know how to respond. Also, tone changes can be very powerful. For example, you could be talking in a very lighthearted mood as you talk about your childhood and how magical it was, but then change the tone drastically as you talk about how you lost all faith in honesty when you found out that Santa wasn't real. These tone changes keep audiences engaged. Check out this link for more information on this idea: This link is for business people, but most of what they say is extremely relevant to what you are doing with tone. http://www.slideshare.net/cammybean/dont-be-tone-deaf-creating-tone-of-voice-in-elearning

Lastly, but definitely not least importantly points of emphasis can play a major role in enhancing one's voice. For example, in the Sarah Kay video that we watched Kay put emphasis on certain words and strategically worked her sentences and pauses off of these to give them different meanings or cause certain words or ideas to jump out. You would be ready to fill in one of her sentences and then she would throw you for a loop as she changed it up and finished it in a different way. This powerful tool keeps audiences on their feet as well as emphasizes the main points of a persons work. One well know example of this is the Miss Suzie rhyme:

Miss Suzie had a steamboat. The steamboat had a bell TOOT TOOT! Miss Suzie went to heaven. The steamboat went to, Hell-o operator I'm dialing number 9 and if you disconnect me ill kick your little, Behind the refrigerator I lay a piece of glass, Miss Suzie sat upon it and broke her little, Ask me no more questions I'll tell you no more lies, The boys are in the bathroom zipping up their, Flies are in the meadow the bees are in the park, Miss Suzie [|kissed] her boyfriend in the, D-A-R-K D-A-R-K DARK DARK DARK! Oh hello operator I'm dialing number 10 and if you disconnect me ill sing this song again!

Kids thought that they would be very clever by accenting words just right so that it sounded as if they might swear, but never did. Points of emphasis are fun to play around with.

Poetic Devices: Alliteration: a device in which several words in the same line or stanza share the same consonant sound at the beginning of the word Example: She sold sea shellsdown by the sea shore. (The “s” and “sh” sounds emphasize the sound of ocean waves.) Assonance: a device in which several words in the same line or stanza share the same vowel sound. Example: “ Old age should burn and rave at close of day; Rage, rage, against the dying of the light." (Dylan Thomas) Consonance: the repetition of internal or ending consonant sounds in a short sequence of words. Example: The rock fell out of my pocket into the thick mud. Meter: A measure of the quantity of rhythm in poetry. Meter is measured in feet. Rhyme: is often used to emphasize a particular emotion or idea in a poem. There are different kinds of rhyme: Internal rhyme: rhyme that occurs within a line instead of at the end of two lines. Example: “I bring fresh showers for the thirsty flowers.” (Shelley) Perfect rhyme: two or more words’ final stressed vowel and all following sounds are similar. Also called true rhyme. Example: slight, flight, height ; younger, hunger; told, old; trace, place Slant rhyme: two words that almost rhyme, with an imperfect match in sound. Example: dizzy, easy; crown, done Rhythm: the regular pattern of accents in the flow of a poem and the rise and fall of stresses on words in the meter of the poem. Stress: to place emphasis on a syllable or word in pronouncing it or following a metrical pattern. Syllable: a small segment of a spoken word containing one or more vowels, or one or more vowels with one or more consonants. Example: the word “understanding” has four syllables: un-der-stand-ing. Syntax: the way in which words and phrases are arranged to form sentences Tone: the poet’s attitude in style or expression toward the subject. This can refer to the mood of the poem itself, in the sense of atmosphere. Adapted from http://projects.uwc.utexas.edu/handouts/?q=node/40 and http://www.types-of- poetry.org.uk/htm

Writing Poetry Tips
 * Go some place new or different to write: the unfamiliar often sparks creativity.
 * Make observations of the things around you using all of your senses: sight, sound, touch, taste and smell.
 * Make abstract things concrete. Don’t write about love; write about what love looks like.
 * Draft. Don’t go with how the words come out the first time. Play with moving them around, adding, deleting or repeating.
 * Experiment with rhyme.
 * Write about what you know.

Performing Poetry Be confident. From: http://www.caponiartpark.org/poetsinthepark/
 * Memorize your poem; it will grab your audience’s attention better if you can make eye contact.
 * How do you memorize? Write out your poem several times. Read over it again and again. Memorize it bit by bit, adding more lines until you have the whole thing down.
 * Practice the pace, or speed, you recite the poem. Don’t speak too fast or too slow.
 * Experiment with inflection and emphasis. What words should stand out?
 * Speak loud enough so that all the audience members can hear you.
 * Enunciate and speak clearly. You want to make sure every word is heard.
 * Practice when you will pause and how long you will pause.
 * Will gestures or movement add to your performance or distract you or the audience? If you use gestures, be sure to rehearse them.
 * Practice, practice, practice!

A show what you mean speech is requires after you've done a few speeches and will teach you about using your body language, facial expressions and gestures to enhance your speech. Below I'll set out some pointers to remember while preparing and delivering our speech, as well as potential topics for your 'show what you mean' speech. A lot of our communication is actually non-verbal. Physical movement during a speech needs to enhance the topic you are speaking about, not detract from it. So use it only when appropriate to do so. Examples might include the 'jumping in fright' when a rat ran over your feet, or a more famous example - Steve Jobs pacing back and forth at an Apple product launch to hypnotize his audience and create fanatics. Are you standing upright and hands clasped rigidly at your sides? What message is that conveying to your audience? Fright, being paralyzed with fear, or something along those veins. If that is not the part of your topic's message, you might want to try a bit more variety. If you are just standing on one spot, try a neutral stance where your feet are about a shoulder length apart, hands relaxed at your sides (until you bring them up to enhance something in your speech with a gesture) and head up straight and looking forward to make eye contact with your audience members. There are seven basic facial expressions that are the same across all cultures: anger, sadness, joy, contempt, disgust, fear and surprise. Try to emulate them. There is also a range of different feelings that people experience beyond these basics these will give you a wide selection to choose from to add or enhance your speech if you can incorporate it. Smile. If your topic is not too serious, always try to smile. It brings out friendliness and conveys warmth and sincerity. In addition, your audience will smile back at you and will be biased to like your show what you mean speech. By adding gestures to your speech, you can really spice up your story and give clear indication of what is happening and what people are feeling (facial expressions). Gestures are generally broken down into these types:
 * Using Gestures, Facial Expressions, Movement, etc. to Enhance Voice in a Spoken Word Poem **
 * Body language, gesture, and facial expression. Use your body to convey the nuances of your poem. Enhance the words with facial expression, hand gestures, and movement, exuding confidence through your placement on stage and use of voice and/or microphone.
 * Memorizing your poem helps free up your hands for gesturing
 * Show What You Mean Speech  Using body language to get your message across **
 * Physical Movement **
 * Body language **
 * Facial Expressions **
 * Gestures **
 * ** Emphatic gestures: ** Emphasize the point you are making - shaking your fist to show you are serious.
 * ** Suggestive gestures: ** Suggesting something, e.g. Shrugging the shoulder to show you don't know.
 * ** Descriptive gestures: ** Describing something or pointing the way. Easily used when telling a story of something physical that happened, e.g. I teetered on the railing, but then I fell face first into the water.
 * ** Prompting gestures: ** when you are prompting your listeners for a reaction, e.g. Clapping your own hands that is asking them to start clapping.

Pepper your speech with relevant gestures at the right time and your message will get across more emphatically. To practice, take pictures of yourself with a digital camera when you are try to emulate those expressions and gestures of your speech. Then look at them afterward and see if they convey the feelings, emotions or actions that you want. List From: http://www.toastmasters-public-speaking.com/show-what-you-mean-speech.html

They say a picture paints a thousand words – and the same can certainly be said for gestures. We all subconsciously give away hints as to our true feelings, through our movements and gestures. This is a list of 25 examples of body language. // Gestures 1 – 5 // Gesture: Brisk, erect walk Meaning: Confidence Gesture: Standing with hands on hips Meaning: Readiness, aggression Gesture: Sitting with legs crossed, foot kicking slightly Meaning: Boredom Gesture: Sitting, legs apart Meaning: Open, relaxed Gesture: Arms crossed on chest Meaning: Defensiveness // Gestures 6 – 10 // Gesture: Walking with hands in pockets, shoulders hunched Meaning: Dejection Gesture: Hand to cheek Meaning: Evaluation, thinking Gesture: Touching, slightly rubbing nose Meaning: Rejection, doubt, lying Gesture: Rubbing the eye Meaning: Doubt, disbelief Gesture: Hands clasped behind back Meaning: Anger, frustration, apprehension // Gestures 11 – 15 // Gesture: Locked ankles Meaning: Apprehension Gesture: Head resting in hand, eyes downcast Meaning: Boredom Gesture: Rubbing hands Meaning: Anticipation Gesture: Sitting with hands clasped behind head, legs crossed Meaning: Confidence, superiority Gesture: Open palm Meaning: Sincerity, openness, innocence // Gestures 16 – 20 // Gesture: Pinching bridge of nose, eyes closed Meaning: Negative evaluation Gesture: Tapping or drumming fingers Meaning: Impatience Gesture: Steepling fingers Meaning: Authoritative Gesture: Patting/fondling hair Meaning: Lack of self-confidence; insecurity Gesture: Quickly tilted head Meaning: Interest // Gestures 21 – 25 // Gesture: Stroking chin Meaning: Trying to make a decision Gesture: Looking down, face turned away Meaning: Disbelief Gesture: Biting nails Meaning: Insecurity, nervousness Gesture: Pulling or tugging at ear Meaning: Indecision Gesture: Prolonged tilted head Meaning: Boredom Gestures from: http://listverse.com/2007/11/08/25-examples-of-body-language/ ||  ||
 * Examples: **

// List the items that need to be printed out for the lesson. // Observation Graphic Organizer Word Choice, Tone, and Points of Emphasis Handout Bio Poem Writing/Performing Poem Handout Gestures Handout
 * __ Handouts __**

Students will be able to organize their ideas about how word choice, tone, and points of emphasis can enhance a piece by using their observation graphic organizer. This will allow them to see these ideas clearly laid out. They will also be given a Bio Poem graphic organizer that will give them an example to follow as they try to enhance their own voice while making their spoken word poem. Students will be able to dive more deeply into this idea of voice as they pick apart how the word choices that a speaker/writer makes as well as the tone he or she uses add to his or her unique voice. They will also be able to look at where emphasis should be placed to further enhance this voice and then practice it themselves by creating their spoken word poems. Students will be working in pairs and sharing their ideas on the enhancing of voice with one another. This will allow for students to increase their own understanding as well as talk through their ideas with someone else to hopefully help them to more clearly understand their own thoughts on using the aspects of word choice, tone, and points of emphasis to add to their voice. Students will be able to watch a video, organize their ideas, work in pairs, work alone, and get up and actually create their own spoken word poem, thus exploring this idea of voice enhancement in many different ways. They will also be able to explore adding different movements to their poems to enhance their voice further.
 * __ Maine Standards for Initial Teacher Certification and Rationale __**
 * // Standard 3 – Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**
 * //__ Learning Styles __//**
 * // Clipboard: //**
 * // Microscope: //**
 * // Puppy: //**
 * // Beach Ball: //**

Student will know how to choose words and points of emphasis that enhance their voice as well as find a tone that further magnifies this voice. They will also be shown different hand gestures, facial expressions, and stances that help to enhance their voices. Please see content notes for more information. Students will be expanding on this idea of voice and how it can be enhanced through word choice, tone and points of emphasis. I will be using the learning facet of perspective. Students will be learning the basics of voice by learning how to pick out the aspects of a speaker's piece that enhance their unique voice. Students will be able to convey their understandings through their spoken word poem podcasts. They will be able to comprehend these ideas as well as collaborate with others to expand on their understandings. These ideas will deepen their understanding of what voice is and its importance in speaking as well as writing.
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**


 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // MI Strategies: //**
 * Verbal: ** Verbal learners will benefit from this lesson because it allows them to play around with language (particularly word choice and sentence organization) as well as analyze it in the works of others.
 * Intrapersonal: ** Intrapersonal learners will be met through the process of thinking about their emotional response to the poem as well as the actual writing and performing of their poem that requires them to reflect on their own life and feelings.
 * Interpersonal: ** Interpersonal learners will be met through the Give one, Get one exercise as well as the discussion of different emotional responses because both of these enable them to interact and bounce ideas off of one another.
 * Musical: ** The musical learners will benefit from the spoken word poems (both listening to them and writing one) because it enables them to put their words to a rhythm and use these rhythms to emphasize their points.
 * Kinesthetic: ** Kinesthetic learners will be met by this lesson because in the hook video Kay emphasizes her points by using a lot of physical imagery and movement. Students will be able to play around with these techniques. I will also be teaching the students the different motions they can use to emphasis their points and if they would like to they can perform their spoken word poem live using these techniques.
 * Naturalist: ** Naturalists will be met by this lesson because in the hook video Kay uses many allusions to nature and the students will be able to make their own spoken word poem that can incorporate aspects of nature and the world. They could for instance use the metaphor of the growth of a tree reflecting their growth.
 * Logical: ** Students will be given a structure to follow to make their spoken word poems. They will be able to use the bio poem to organize their ideas and see poems in a more concrete way. They will also be offered many resources to help them think about the different shapes a free verse poem can take.
 * Visual: ** Visual learners will benefit from the many different spoken word poem videos as well as the organization graphic organizers because they will allow them to clearly visualize the process of enhancing voice.

I will be incorporating type II technology in the form of a podcast. Students will be able to take their spoken word poem and share it in a manner that is not as high risk as presenting it live to the class. Using a podcast allows the students to record the poem several times so that their final product shows their true understanding of word choice, tone, and points of emphasis. I will be using all eight different intelligences as well as a type II technology in the form of a podcast to help students understand the importance of word choice, tone, and points of emphasis in enhancing one's voice. This will allow students to explore these ideas through several different means and not just from the traditionally verbal approach.
 * // Type II Technology: //**
 * // Rationale: //**

I will have two formative assessments. First, students will be asked to fill out an observation chart while watching Sarah Kay's //Point B//. I will be looking to see if the students are picking out the important word choices, changes in tone, and points of emphasis. This will give me a base to see how easily they are picking these aspects out. I will then have them split into pairs. My next assessment will be the Give One, Get One activity. I will walk around and listen as students share their ideas on word choice, tone, and points of emphasis with their partner and discuss their importance in enhancing one's voice.
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * // Formative: //**
 * // Summative: //**
 * Podcast: (50) ** Students will listen to Sarah Kay's spoken word poem "Point B." They will discuss the different techniques that she uses and then think about ways in which they can convey a topic of their choosing in the form of a spoken word poem. They will then be asked to write their own spoken word poem and publish it as a podcast. They can write about their own life or they can make up something (speak as the voice of an inanimate object or animal, talk about the injustices of some organization, etc.) There just needs to be evidence of their voice within the piece. These podcasts should be between 2-5 minutes (5 is for those of you that are ambitious, I am not looking for more than 2 minutes). If the student chooses they can deliver their spoken word poem live in front of the class so that they can use hand motions, stances, and facial expressions to enhance their voices, but they must also make the podcast so that I have a concrete version of their poem.

This lesson incorporates two formative assessments and a summative assessment. As a teacher I will be able to see if students understand the impact of word choice, tone, and points of emphasis in enhancing one's voice. The observation graphic organizer helps students to process and organize the information that they are gathering while watching the Sarah Kay video and decide what is important in adding to her voice in the piece and discuss these observations in the Give One, Get One exercise. This is a good activity because it allows students to convey these ideas that they have formed during their observation as they try to explain them to their partner. This also gives them an opportunity to expand upon their own ideas by hearing the observations and ideas of their partner. The second formative assessment is the Bio Poem that gives the students a structure and a starting point to write their poems off of. This allows me to see if the students can form some sort of a poem and make specific choices in words, tone, and points of emphasis to make their voice clear. The summative assessment enables the students to take these ideas they have been exploring and apply it by creating their spoken word poem. This allows the students to show their creativity as well as their personality as they enhance their voice in their individual pieces by using the techniques that they have observed. These formative and summative assessments will help the students to create their own personal voice.
 * // Rationale: //**

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