[Solution]Create a series of 4–5 lesson plans to create a mini-unit on poetry.

Ensure that each of the lessons has a set of well-written objectives. Lesson Plan 1: The Tone Map Learning Objectives In this lesson, students will…

Ensure that each
of the lessons has a set of well-written objectives.Lesson Plan 1: The Tone MapLearning Objectives In this lesson, students
will have opportunities to: • Listen
to poems being recited, with an ear to how the performer has adopted different
tones of voice over the course of the performance • Mark,
visually, where and when those shifts of tone occurred • Use a
rich and varied tone vocabulary to name each shift in tone, looking up words
they do not know •
Practice “mapping” a poem on their own, in a precise and nuanced way • Write instructions to a classmate on how he
or she should recite the poem, with evidence to support why this series of
tones of voice is correct

Materials and Resources • The Poetry Out Loud CD or access to the
online Poetry Out Loud Audio Guide • A CD
player or computer • Printed
copies of the poems you play from the CD, which can be found in the Poetry Out
Loud anthology • A good dictionary Lesson Plan: The Tone Map 21 Activity
Description 1. The
day before you begin this lesson, hand out a copy of the tone list at the end
of this lesson plan. Feel free to trim the tone list to suit your students,
however, the longer it is, the more varied and subtle your students’
descriptions of tone will be. Explain that they will be using this list to
describe the changing tones of voice that an actor uses to convey the emotions
in a poem, and ask students to circle any words on the list they do not know.
Assign students to look up some or all of these words—no more than two or three
words each, probably—and to bring in the definitions and the full tone list
when they return. 2. To
begin the lesson the next day, introduce the idea that most poems tell a “story
of emotions”: a series of moods that change as the poem moves from start to
finish. Whether or not we understand what everything in the poem means, we can
experience, enjoy, and convey to others the poem’s emotional drama. We do this
by recognizing the changing tones of voice that the speaker of the poem adopts
as the poem moves from beginning to end. • On track 32 of the CD, introducing “Miniver
Cheevy,” Gioia speaks about how recitations must sometimes convey mixed
emotions. You can also illustrate this point with “Jenny Kissed Me,” which is
somewhat shorter and perhaps therefore easier to work with in class. 3. Play
Kay Ryan’s recitation of “Jenny Kissed Me” (track 3). Ask students to listen
for the tonal turning points they hear in Kay Ryan’s recitation. You will
probably want to play it several times. At this point, students need only jot
down notes about where in the poem—at what words or phrases—they hear the poem
shift in mood, or the performer shift in her tone of voice. 4. Now,
using the tone list, have the students brainstorm names for each tone they have
heard. Encourage them to combine terms whenever they need to: for example,
“bantering disbelief” is different from “stunned disbelief,” and both are
different from “horrified disbelief.” You could explain that emotions don’t
always come in primary colors; often colors blend, and shade into one another.
The more accurate their descriptions are, the more distinctions they can learn
to recognize. • Perhaps bring in and hand out some free color samples from a
paint store to illustrate this: bright white is different from eggshell white
is different from cream, etc. • If
there isa tone word they wish to add to the list, let them. •
Students do not need to agree on the tones they hear; however, they should be
able to support their descriptions by reference to the poem, and by reciting
the section of the poem at issue, in the tone of voice that they hear. Let
other students evaluate whether the poem makes emotional sense when said that
way. 22
The post Create a series of 4–5 lesson plans to create a mini-unit on poetry.

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