Multicultural Poetry: Voices of the Nations

English Language Arts 10-1

12-15 70 minute classes

Overview

    In this unit, students will explore poetry forms and traditions from around the world. Students will examine poetry as a form of cultural expression and a window into the experiences of other people groups. They will be writing poetry as well as studying it. Each class will begin with the reading of a short poem and a response that will take the form of a free write, a journal response, a poem assignment, or a class discussion or debate. Students will explore both ancient and modern poems. They will be introduced to poetic forms, artistic literary devices, topical selections, poetry through song, epic poetry and comparative studies. Students will explore the cultures of the world and respond to their discoveries. They will also be exposed to a number of Canadian poets from a variety of cultural backgrounds.

The main focus of the unit will be to expound on the English Language Arts learning outcome 2.3.1 d, Students will "identify and examine ways in which cultural and societal influences are reflected in a variety of Canadian and international texts." Students will participate in some cultural study through historical poems of cultures in conflict. These poems will allow students to explore and experiment with political expression through the poetic medium.

The final section of the unit will be spent in a writer's workshop. This will allow students to work through the editing, revising and publishing processes, working with both poetic and prose assignments. The final project and the bulk of the evaluation for this unit will come in the form of a portfolio project. Students will use their daily assignments and journal reflections to create a collection of ten entries. The entries may be poems with explanatory rationales, or they may be prose selection reflecting on the poetry shared in class. The students will be allowed to choose the make up of their portfolios so long as there are no more than seven of one type. This allows for students who are more comfortable with one medium or the other to be successful while meeting the assignment requirements.

 

Rationale

    Poetry is a very strong medium for multicultural studies because of the minimalistic and personal nature of this as a literary form. Students will have opportunities explore this diverse medium for the expression of human emotion. They will also have the opportunity to mimic and reuse the forms and function of poetry to explore and express their own emotions. Students will learn about the mechanical aspects of poetry, form, rhythm and meter, while exploring the diversity of this medium and the people who create it. This unit is beneficial because it allows the class to work through a major aspect of the English Language Arts curriculum while critically engaging in discussion and reflection about world issues such as racism, violence, immigration, and the experiences of youth culture around the world.

    This unit is important because the diversity of the poetry allows for a broader spectrum of interests. Students will be able to explore poetry from many sources and from many differing perspectives. This is done in the hope that all students will be able to find a path to identifying with the poetic form. The diversity of poetic sources also encourages debate and critical thinking. The students will be challenged to engage in metacognition, examining their own assumptions and attitudes toward their own cultures and those of others. Students will have the opportunity to discuss the somewhat taboo subjects of race and ethnicity in a safe environment. They will be permitted to ask questions and encouraged to look into their own cultural backgrounds.

Unit outline ELA 10 poetry

Class Topic	Student focus/ activity	Resources	Evaluation	Learning Objectives
I am	Students will read and write "I am" poetry, experience and practice free writing	-Personal Themes In literature: The Multicultural Experience -assorted poems (handouts from various sources)	Student was on task and participated in activities, writing sample added to poetry portfolio – self evaluation	1.2.2 a. reflect on personal text preferences, identify influences that have contributed to the formation of these preferences, and select strategies that may be used to expand interests in texts and text creators
What's in a name?	Students will explore the importance of names in different cultures and poetically express their own name stories and traditions	-Personal Themes In literature: The Multicultural Experience	Students will add this poem to their portfolio – Marked for completion	2.3.1 a. identify and consider personal, moral, ethical and cultural perspectives when studying literature and other texts; and reflect on and monitor how perspectives change as a result of interpretation and discussion
Forms and functions	Students will explore different forms and meter of poetry and song	-A Kick in the Head	Definitions quiz and examples – matching/multiple choice quiz	2.3.3 a. use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of text forms
Canadian poetry, Native, French, and English perspectives	Students will compare and contrast poetry (folk songs) from these three Canadian perspectives	-Songs of the Chippewa. -Dancing Teepees: Poems of American Indian Youth -We Stand on Guard: Poems and Songs of Canadians in Battle -Assorted French folk songs – family collection	Journal entry (blog) about Canadian poetic arts	2.1.1c. describe the relationship between text and context [for example, constraints of time and space, issues of gender and culture, whether or not the audience is present] 2.1.2e. describe a text creator's tone, and relate tone to purpose and audience
Music and poetry	Students will examine the poetry of contemporary music lyrics of their choice	Songs and lyrics chosen by students	Short presentation about their song, interpretation reason for selection, ect– rubric	1.2.2 a. reflect on personal text preferences, identify influences that have contributed to the formation of these preferences, and select strategies that may be used to expand interests in texts and text creators 2.1.2e. describe a text creator's tone, and relate tone to purpose and audience
Artistic License	Students will experiment with different rhythms, rhymes, metaphors, alliterations, and onomatopoeia.	-A Kick in the Head	Group work – specific topics expressed using a variety of literary devices – marked through peer evaluation and rubric	1.1.2 a. experiment with language, image and structure to create different effects in particular situations and for particular purposes and audiences 2.1.2 f. differentiate between literal and figurative statements and between imagery and nonsensory language, identify symbol, recognize familiar allusions, and describe how images are developed in texts 5.2.2 b. understand the various potential roles and responsibilities of group members [such as researcher and presenter; director and participant; and chairperson, recorder and timekeeper; or roles of Aboriginal Elders in teaching about the medicine wheel and about respect, humility, kindness, sharing, honesty, faith and perseverance], and appreciate the contribution that these roles make to group processes
Cultural Epics Story in verse	Students will explore sections of traditional epics such as Ramayana, Homer's Iliad, Paradise Lost, Cremation of Sam Magee, ect	-Ramayana: Condensed into English Verse. -"Paradise Lost" - The Cremation of Sam McGee	Position paper on the effectiveness of epics poetry for story telling and cultural continuation.	2.3.1b. respond personally and analytically to ideas developed in works of literature and other texts; and analyze the ways in which ideas are reflected in personal and cultural opinions, values, beliefs and perspectives 2.3.2 a. identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style]
Different Sides of a Disaster.	Students will compare and contrast poems from the end of World War II, from Allied soldiers, Holocaust survivors and victims of the Hiroshima A-bomb.	-The Road From Hiroshima: A Narrative Poem -In Evidence: Poems of the Liberation of Nazi Concentration Camps	Journal entry – how did the poet convey emotion effectively?	2.3.3 b. describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response
Writing Workshop	Students will move through the writing process, revising and editing to create a finished poetry portfolio.	-Language Arts: Content and Teaching Strategies	Observation checklist	4.1.1 a. reflect on the purposes for text creation [for example, to inform, explain, persuade, entertain or inspire] and on own motives for selecting strategies to engage an audience [for example, to communicate information, promote action or build relationships]; and consider potential consequences of choices regarding text creation [for example, follow-up action may be required to clarify information, a position may need to be defended and opposing viewpoints addressed, and tone and style must be appropriate for intended audience] 4.2.1 d. review own critical/analytical response to literature for plausibility, appropriateness of interpretations, and precision, completeness and relevance of evidence; and revise interpretations and evidence, as necessary

Adversly Affecting Antagonistic Attitudes : Mulitcultualism on line

Social Studies

Grade Two

Description of Learning Object: This site is put together by grade six students in the Inuit. They use photos and instruction to share some of their favorite traditional games with students around the world.

Description: I would use this towards the end of our unit. The class is learning about the daily life of children from other parts of the world. Children would look at this page in groups and pick a game to teach to the rest of the class as well as picking a game that is popular here to post instructions on the class blog.

Planning and Preparation: I would assign the class into groups. I would be sure that we would have an accessible space such as the gym to do our peer teaching activity in. I would prepare a digital camera and all necessary hardware to post our game images on the web. I would have inspiration sites available for students to brainstorm about the game that they would like to post on the blog.

GLO: Students will: 2.1.2 investigate the physical geography of an Inuit, an Acadian, and a prairie community in

Canada by exploring and reflecting the following questions for inquiry:

SLO: What is daily life like for children in Inuit, Acadian and prairie communities (e.g., recreation, school)?

ICT Outcomes

C.5 - Students will use technology to aid collaboration during inquiry.

· 1.1share information collected from electronic sources to add to a group task

P.1 - Students will compose, revise and edit text.

· 1.1create original text, using word processing software, to communicate and demonstrate understanding of forms and techniques1.2edit complete sentences, using such features of word processing as cut, copy and paste

Avoiding Adverse Adventures

There are many things that a teacher has to worry about in a regular day but probably the greatest is to keep every child in his/ her class safe. Acting in loco parentis is a very intimidating role, when dealing with technology it gets even harder. We are required to protect children from invisible threats. it is not enough any more to make sure that Billy doesn't get pushed off of the swing and Suzy doesn't stick her finger into an electrical outlet now we must be on guard for cyber-bullies that may be anonymously attacking Billy on the class blog or Suzy accidentally stumbling upon a pornography site.

I believe that the way to handle these types of problems is with communication. Before
any student logs on they should have participated in a class discussion about the rules and responsibilities that come with internet use. Many students feel safe in front of the computer. I think that we must ask them what rules they have to keep them safe at home and then work together to identify ways that the same rules apply online. If a student is not supposed to talk to strangers while walking to school than they should follow that rule while perusing the web. Students usually are required to inform their parents of their whereabouts, this can apply on line as well, if students are done their work early they should be provided with a list of safe places that they can go, and they should tell the teacher where they are going.

Adventure my Axis!

In the Grade Two class that I am working in the daily predict and track the weather on a daily weekly and monthly basis. This would be a great opportunity to integrate technology. students could graph use one worksheet to record both their predictions and the actual temperature and then convert the information to a line graph to see how the two correspond. They could use another worksheet to record the weather, and then use a bar or pie graph to represent the number of days that it was windy, cloudy, sunny, etc.

Overall this lesson would prepare them for their later social studies and science curriculum while making them familiar with the technology.

ambling on the internet

On line discussion boards are a great way to add technology to the classroom. There is no end to the way that on line discussions can be used to expand on in class assignments. Discussion boards can be used to trace learning throughout the year as students explore a topic. They can be used to hold debates that a regular class time does not allow. Students in smaller rural schools could team up with other schools to discuss assignments and peer tutor beyond the confines of their small classes. Discussion boards can be used for students to respond to current media events, for example in secondary social studies classes students could respond to the political debates as they are being televised. Discussion boards also will allow teachers to respond in a meaningful way to more students and monitor common misconceptions or class wide problems.

Problems may arise with the use of discussion boards if all students do not have equal access to the technology. Teachers also must be aware of safety regulations and FOIP laws which control what students are allowed to post. There have been recent problems with cyber bullying which may cause problems because postings can be anonymous and can be read by all.

Over all I believe that the pros out weigh the cons so long as the teachers take responsibility
for the discussions and teach their students about the proper usage of discussion boards. Just like any new classroom technique teachers need to set rules and consequences from the beginning.

Absolutely Awsome Concept Maps

The Nose from Jupiter: An Interactive Novel Study
Grade Six Language Arts

I would use this concept map for an in-depth novel study. The students are required to read the novel for detail, refer back to specific portions of the text, and respond to the text. The students would also have to navigate the web mapping tools as some of the activities require them to change colours or add information. I have also included some hyperlinks which will help the students practice their research and inquiry skills.

This assignment to use writing skills, reading skills, reflecting skills, math skills, categorization, memory, research, visual representation, as well as a number of computer skills. This activity meets the ICT learner outcomes C1 2.1 and 2.2, C4 2.2, C6 2.3 and 2.5, F4 2.1, P1 2.1, and P2 2.2. This extensive type of study would span a large block of time and could be incorporated into a few different subjects.