SENECA SLAM---January 2013

Students will be divided into Slam Teams. These will be groups of 4-6 students
who will work together and whose scores will be combined for the contest. Each
team will develop a group name and is encouraged to display team spirit on the
day of the slam through unified clothing, colors and cheers. I can help you develop
teams or you may choose to break your class up on your own ( I have divided my
classes up into teams within the class because it tends to be easiest to have access
to one another for in-class lessons, planning and rehearsals, but for any students
who elect to participate as an individual, I can make them a member of another
team---just provide their names and the period in which they have you, so I may
contact them with any group information that they need). The team should prepare
to execute 1-2 Choral Slams (or multi-person readings) and a minimum of 4
individual slam readings over the next few weeks. Each member of the group
MUST participate in the reading of at least 2 poems

How to help students PREPARE for their Slam:

I walk my classes through this process (found in their student info packet
too) when we work on the choral slams and then tell them to prepare for
their individual slam in the same manner at home, mainly because the
choral slams tend to be more difficult to adjust to and walking through the
process with ones teammates helps students understand the process and
think creatively much easier.
1. Read poem through Aloud
- Resist the urge to stop at the end of each line (Use Resource #1 to
practice this---I have kids read it normally and then with punctuation
followed.)
- Use punctuation to dictate pauses and breaths
o Commas signify a breath or short pause
o Periods signify a longer pause (and usually a breath as well)
2. Identify the Meaning/Story of the poem (Literal Interpretation)
( See Resource #2 and Video #1 Below for Help)
- New Collossus http://www.youtube.com/watch?v=oJQEIxgMreU
o Who is the narrator?
o What does he/she want?
o Where are they and who are they speaking to?
- How does the narrator feel about the topic? (See Video #2 below)
o this is not just simply Happy or sad; consider the degree of the
emotion)
o extremely dramatically sad like maudlin
o just mildly sad when thinking of what might have been like
reminiscent

 Hate Poem by Julie Sheehan http://www.youtube.com/watch?

v=1L4zPZedMQc&feature=related
How does narrator feel in the video?
Does it change at all from beginning to end?
- Identify and look up any unfamiliar words (some words may be coined and
students will have to creatively invent meanings for them that suit the
poems tone)
- GROUP SLAMS will require students to additionally identify any other
characters in the story. They will then need to:
o divide out roles
o Cut the poems dialog into parts that would make sense for each
of these characters to say.
o Be sure to identify lines than can be said by 2 or more people as
well. (required at least once---this adds emphasis to certain parts of
the poem and should be carefully selected!)
o NOW EACH reader in the poem should consider the previous
(Who/What/Where/How) questions for their role. These answers
may be different for each reader of a poem.
3. Read aloud again trying to use voice to express emotion of the
narrator
4. Identify the Meaning/Story of the poem (Vocal Interpretation)
- Look over the words in the poem and find any that could be stated in a
unique way as to imbue meaning vocally
o Using word meaning:
a sigh could be said with a sigh
falling could be expressed by starting at a high pitch and
dropping to a low one
o Using Narrators emotion: (See Video #3 below)
Turtle Vision Annie Aguilar
http://www.youtube.com/watch?v=fpDlY2oAewc
Narrator doesnt like their momwhat tone could
express this?
Narrator is really excited about the idea of going out to
the back alley---What vocal quality makes them sound
more excited?
- What events happen in the story that could be signified by a sound effect
(if any) See Video #4 Below
o Zombie Love Poem http://www.youtube.com/watch?
v=3P4k_0j5O9Q
What effects were used?
What effect do they have?
- Are there any places in the poem that would be enhanced with an
elongated pause?
o How does she do this in Video #3: Turtle Vision?
o Why the SLOWNESS?
o

Are there any places in the poem that could be sped up or slowed down to
express narrators emotions or intensify meaning?
- Are there any lines that you feel should be said in a unique vocal
quality/tone or sung? See Video #5 Below
- I Am Your Puppet; You are my Iron Lung http://www.youtube.com/watch?
v=UZPrmKWTds0
5. Read aloud again using voice to express emotion and adding new
pauses and sounds
6. Identify the Meaning/Story of the poem (Physical Interpretation)
- Select a few lines in the script that could be enhanced with a small
gesture
o Keep it simple (See: Video #6 below)
If by Rudyard Kipling http://www.youtube.com/watch?
v=8qwmKVuM3k8)
What gestures does he use?
How do they help show meaning?
o at least one choral gesture for GROUP SLAMS
- Identify how narrator (or character)s emotion would be reflected in their
posture
o Read again standing and using that posture
o It may change during the course of poem.
- Is there any purpose for you to move around while delivering the poem?
7. Practice! Practice! Practice! (due to time constraints for this slam we are
allowing you to carry your poem with you on notecards, but having as much
memorized as you can will enhance your performance and perfect
memorization will garner you a bonus point)

The Rules and Requirements

Choral Slam Element: I gave each group in my classes a choice of preselected dramatic poems for this element, feel free to offer the same choices to
yours, but students are not limited to these options only, nor does it matter if more
than one group/person reads the same poem---it just adds more competition.
Jabberwocky Lewis Carroll /Father William Lewis Carroll
The Raven Edgar Allan Poe
Charge of the Light Brigade- Alfred, Lord Tennyson/ A Visit from Saint
Nicholas Clement Clark Moore
o The Blind Men and the Elephant John Godfrey Saxe
o Paul Reveres Ride Henry Wordsworth Longfellow
o The Walrus and the Carpenter Lewis Carroll
Selections should be at least 2 minutes in length.
The group should work together to break this poem down seeking meaning
and summarizing the story of the poem. Each selected poem HAS a story
and this MUST be recognizable to audience when the poem is performed.
Vocal Requirements/Considerations:
o Some lines MUST be read chorally (all together) SEE Video #7 Below
Conquest http://www.youtube.com/watch?v=GMAJ2ekvptw
o Pacing and intonation should be used to express meaning
o Volume is of utmost importance. (you will have microphones on stage,
so if any group member is inaudible for any reason your score will be
thrown out)
o Groups MAY choose to use vocalized sound effects and vocal
qualities/accents, but these SHOULD NOT distract from the meaning or
execution of the poem (audience should not have a hard time hearing
or understanding the content)
Physical Requirements/Considerations:
o Some choral movement is REQUIRED
o Each character represented in the poem should be physically
represented by a member of the group in stage.
o Appropriate gestures, posture and movement should be included to
enhance meaning
o OVERUSE of movement can potentially distract audience so use
judiciously
o
o
o

Facial expression and posture should be considered carefully as this

can make or break a character and the performance of a poem (bored
looking slam teams score LOW)
o Props and costume-pieces are encouraged but not required and
SHOULD NOT distract from the meaning or execution of poem.
Audience should not be distracted from the poems purpose by
these elements---do not take this TOO far!
See Video #6: If By Rudyard Kipling for simple costume
example
o Some acting, dancing is acceptable in group pieces
No musical instruments or background music is permitted; but group
members may sing portions of their poem NOT EXCEEDING 30 seconds.
o

Individual Slam Element: Individual poems can be selected from any

poetry anthology available , but MUST be approved by classroom teacher
(School appropriate content and diction/word choice ONLY). Original Poetry is
also an encouraged option for individual Slams, but also MUST be approved
by classroom teacher (deemed School-Appropriate) and written by the reader
or someone within the readers slam team.

Each original poem used will receive a bonus point toward the teams
overall score.
Individual should break this poem down seeking meaning and summarizing
the story of the poem. (identify who the narrator is, what he/she is seeking ,
who he/she is speaking to, and how he/she feels)
Vocal Requirements/Considerations:
o Pacing and intonation should be used to express meaning
o Volume is of utmost importance. (you will have microphones on stage,
so if individual is inaudible their individual and group score for the
poem will be thrown out)
o Individuals are encouraged to play with the sounds in the poem
(consider onomatopoeia and how you can make more meaning out of
the words with a sound---Can the action of this poem be vocalized in
some way?
o Sound effects, altered vocal qualities and accents can be used, but
should be kept to a minimum to avoid distraction from the poems
meaning.
Physical Requirements/Considerations:
o Appropriate gestures, posture and movement should be included to
enhance meaning
o OVERUSE of movement can potentially distract audience so use
judiciously
o Facial expression and posture should be considered carefully as this
can make or break a character and the performance of a poem

Props and costume-pieces for these poems should be VERY minimal, if

used at all.
o Avoid urge to dance or act out the poem---this makes it feel less
genuine in individual pieces.
No musical instruments or background music is permitted; but individuals
may sing portions of their poem NOT EXCEEDING 15 seconds.
o

SLAM DAY Procedure and Scoring

Prior to SLAM DAY teams should:
-

Each Slam Team must come up with a unique and creative team name.
You are encouraged to coordinate your dress this day to look unified.
Make sure all poems are pre-approved by teacher
Submit Slam Team Form (attached) and a clean unmarked copy of each
poem you will use to your teacher
o
o
o

Group poem should have group name on the top of it

Individual poems should have both group name and individual name on the top
All papers MUST be fastened together with a PAPER CLIP or BINDER CLIP (no staples
please!!!)

On SLAM DAY students will:

-

Check the set list for their performance slots in each round
Set up microphones (as needed) See Video #8 Below!
Tinkerbell watch this girl set up!
http://www.youtube.com/watch?v=L5-mrPe91rA
o Step up to mic and state the title of poem and the author
(done by one member for Group Slams)
o Step back and drop head to signify that poem will begin
o When ready, lift head, step to mic, look at audience and begin
o When finished with poem, pause (count 3 seconds) and say
Thank You, then leave stage

Scoring: (See Resource #3 for the Calculations)

Please let me know if you will be coming to the slam. I am trying to

get 2-6 judges (if possible)
Student will be judged by 2-4 people on a 10 point scale
o The scores will be averaged for Individual Standing (IS)
o Individual standing will be averaged with those of Slam
Teammates to get an Average Individual Score (AIS), which
will be added to their teams Average Group Score (AGS)
o Groups who do more than one Group Slam will have their
score on both poems averaged for their Average Group Score
(AGS) and added to their Average Individual Standing(AIS) for
the Group Standing(GS).
Time will be kept by a timekeeper ( 1 point deducted from GS for any
poems not reaching or exceeding the required time)
Memorization will be checked by an accuracy judge (1 point added to GS
for any perfect memorizations)

Resource #1
Introduction to Poetry
Billy Collins
I ask them to take a poem
and hold it up to the light
like a color slide
or press an ear against its hive.
I say drop a mouse into a poem
and watch him probe his way out,
or walk inside the poem's room
and feel the walls for a light switch.
I want them to waterski
across the surface of a poem
waving at the author's name on the shore.
But all they want to do
is tie the poem to a chair with rope
and torture a confession out of it.
They begin beating it with a hose
to find out what it really means.

Resource #2

Establishing the Background (5 Ws): After examining your poem you need to establish the
background for the poem so that you can develop it into a dramatic script. You will need to
know who, what, where, when and why, as if it were a story; thought sometimes in poetry the
answers to the five ws are left to the reader to decide so this may require a modicum of
creativity. You may choose to break the poem down and identify the story
1. Who is(are) the narrator(s)?
2. Does the poem involve any secondary stories or characters? (List name/identity and
purpose to the poem below):
3. Where are they?/What are they currently doing?
4. Who are they speaking to?
5. What is their goal? (What do they want in speaking the poem?/Why are they speaking?)
6. Are there any obstacles to achieving their goal?

Resource #3
Scoring Guide---to visualize the way this is all added and scored
Judge #1 score + Judge #2 Score + Judge #3 Score/3 = IS
Teammate #1 IS = Teammate #2 IS + Teammate #3 IS + Teammate #4
IS/4 = AIS
Group Poem #1 Score + Group Poem #2 Score/2= AGS or Group Poem #1
Score = AGS
AIS + AGS = GS

SENECA SLAM SPRING 2012

TEAM ENTRY FORM

*** Please submit completed form to your teacher BY Tuesday April 24 th***

Team Name: _____________________________________________

Group Member Information

First Name

Last Name

Teachers Name

Period

Please remember to bring any special props that you need on

SLAM DAY. We will have an empty stage with some chairs and 3
microphones for you. Aside from that, you are on your own with
anything that you may need.

Poems that group will be Performing

(please list all below----you may choose 4-6 poems in total)
Poem Title

Poets Name
(Please asterisk (*)
if original poem)

Person(s) Reading

Teacher
Approv
al
(initials
)

SENECA SLAM Spring 2012-Contest Score Sheet

Name of Student: ____________________________________________________________
Title of Poem: _______________________________________________________________
Author of Poem: _____________________________________________________________
Student does proper introduction/close: ____/5
Physical
Presence
Voice and
Articulation
Dramatic
Appropriaten
ess
Level of
Difficulty
Evidence of
Understandi
ng

Very Weak
1

Weak
2

Average
3

Good
4

Outstanding
5

Overall
1
2
3
4
5
Performance
*** Those participating in Slam may boost their score with good presentations---scores will
be averaged***

Notes to Speaker:

Total: ______/35

Scoring Details Reference Sheet

Very Weak
Physical
Presence

Voice and
Articulation

Dramatic
Appropriaten
ess

Weak

Nerves freeze
student to the
spot. Appears stiff
or agitated to the
point that they can
barely perform

Timid or unsure;
very poor eyecontact; shaking
and/or poor
posture

Inaudible

Hurried; audible
but quiet;
monotone

No obvious
attempt at using
drama (physical
movement or
vocal quality) in
the reading of the
poem.

Uses too much

movement or
distracting vocal
effects in a way
that is
inappropriate to
poem.

Average

Good

Outstanding

Eye contact is
weak, but
attempted; student
has poor posture
and/or seems
unenthused. Not
exciting to watch
Sing-songy in
delivery or affected
tone or accent that
distracts from the
poem

Poised, seeming
relatively
comfortable, has
good eye contact;
smiles

Authoritative;
excellent eye
contact; great
posture and
movement;
compelling body
language
Very crisply and
clearly enunciated;
volume and tone
appropriate to
venue and poem;
mastery of rhythm
and pace
Delivery reflects
internalization and
understanding of
the poem with
carefully selected
dramatic choices
that seem
essential to the

Poem is neither
overshadowed or
enhanced by
dramatic choices

Clear enunciation,
pace is not too
hurried or
uncomfortably
slow, tone is
appropriate to the
poem as a whole
Uses too much
movement or
distracting vocal
effects in a way
that fits to the
poem, but distracts
from the overall
effect

Level of
Difficulty

Poem is less than

10 lines--extremely short
and simple

Poem is of an
adequate length
10+ lines but
language and
content appears to
be juvenile

Poem is of an
adequate length
and has at least 1
bit of challenging
text or meaning
within it.

Evidence of
Understandi
ng

Student seems to
misinterpret poem.

Comprehension of
the poem and
contextual
implications
evident, but
interpretation only
demonstrates this
1-2 times

Overall
Performance

Ineffective or
inappropriate
recitation; does a
disservice to the
poem

Student fails to
grasp the full
meaning of the
poem---getting the
basic concept but
missing the
underlying
metaphors and
context.
Recitation is
lackluster and
reader seems illprepared.

Recitation lacks
meaningful impact
on audience

Poem is of an
adequate length
and includes text
that challenges the
reader in its
delivery and
comprehension
Interpretation
demonstrates
some
comprehension of
content and
context

Enjoyable
recitation;
successfully
interprets and
delivers poem

poems success.
Poem is extremely
challenging in
length, diction
(word choice),
meter and content.

Reveals both the

obvious and
figurative
meanings of the
poem deftly to
audience in a
creative way.

Captivating
performance--whole equals
more than the
sum of the parts;
shows mastery of
recitation skills and
really engages
audience.