Lesson Topic: Slam Poetry Time: 50 minutes

Grade Level: 8th Grade Teacher: Ms. Davidson

STAGE 1: Desired Results

Content Standards:
● 8.4.10.10 By the end of the year, read and comprehend literature and other texts including
stories, dramas, and poems, in the grades 6–8 text complexity band proficiently and
independently with appropriate scaffolding for texts at the high end of the range.
○ a. Self-select texts for personal enjoyment, interest and academic tasks.
○ b. Read widely to understand multiple perspectives and pluralistic viewpoints.
● 8.5.4.4 Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the impact of specific word
choices on meaning and tone, including analogies or allusions to other texts.
Essential Questions:
● What makes poetry meaningful?
● How can we use poetry to express or explain something?
● What makes something poetry?
Essential Understandings:
● Poetry is multifaceted.
● Poetry can be a means of expression.
● Poetry can be restrictive or open ended.
Student Objectives: Students will be able to:
● Think of visual thinking strategies while they read or watch poems.
● Determine if something is poetry even if it isn’t exactly obvious.
● Understand how emotions can alter the way poetry is received.
● Determine one or more meanings for a poem through (basic) literary analysis.
STAGE 2: Assessment Evidence

Formative Assessment:
● Discussion on what slam poetry is and how it can help us connect to some of the more
emotionally charged issues in the world.
● Performance of a slam poem, 1 of the 2 that weren’t watched, or their favorite one.
○ Without watching the video, they will perform the already written poem (giving
credit to the original poet) the way they believe it was performed by the poet.
Summative Assessment:
● Collection of completed Slam Poetry Examination worksheets they need to fill out after
watching 3 out of 5 short (3 - 6 minutes) videos of performed (slam) poetry.
Assessment Justification:
● Through class discussion and small group discussion, students will be able to work
together to define their own meanings of the poem with help from me when necessary
and guidance as things are first introduced.
● Students will experience different kinds of poetry through different mediums, but will
have to apply the same visual thinking strategies in multiple activities to further deepen
their understanding of the questions and improve their abilities to read poetry in a critical
sense.

STAGE 3: Learning Plan

Materials:
● Powerpoint slideshow
● Slam Poetry examination worksheet (printed out)
● Videos
○ Transgender - Lee Mokobe
 ■ https://www.ted.com/talks/lee_mokobe_a_powerful_poem_about_what_it
_feels_like_to_be_transgender#t-30097
○ High School Training Ground - Malcolm London
■ https://www.ted.com/talks/malcolm_london_high_school_training_ground
○ ADHD - Chris Loos
■ https://www.youtube.com/watch?v=wQLME_-1WD8
○ Why am I not good enough? - Olivia Vella
■ https://www.youtube.com/watch?v=Eu_Gl0woeOw
○ A Muslim and A Jewish Girl’s Bold Poetry Slam - Amina Iro and Hannah Halpern
■ https://www.youtube.com/watch?v=UCUz2b050lE

Assumption of Knowledge:
● Students will know a few different types of poetry from previous years and teacher’s
lesson plans.
○ Including but not limited to slam poetry.
● Students will know how to ask themselves questions in regard to the context of the poem,
similar to how they have to stop and ask themselves questions when reading confusing
class materials.
● Assumptions can also be drawn from the class discussion on how arguments can be based
on textual (or verbal) findings.

Class Procedure:
● “Good morning eighth grade!
● “Settle down please. Today we will be doing a few activities with slam poetry. How many
of you have heard of slam poetry? … Have you discussed what it is? … What would you
think it means if I say it is performed?” (Wait for a few answers before giving them the
definition.)
● “Slam, or performed, poetry is when a poet takes a poem they have written and take it to
a stage and perform it in front of an audience. It is typically a poem about something that
is important to them, and is packed full of emotions.
○ “Today, we will be watching short videos of performed poetry. There are five
videos total, however, we will be watching two of them. The second one we
watch, together as a class, you will vote between two videos which one you will
see. The last three, you will be placed into groups to read and prepare to perform
them the way you think they should be performed, I will explain that more on that
later.
○ “First, we are going to be diving back into the visual thinking strategies, or
questions, we used when we were writing our essays with textual evidence.
■ “Before, we asked ourselves ‘What do we see in this poem or short story?
What is going on? What actions are taking place? Why might the poet be
saying that specific sentence or word? What am I reading that makes me
believe that? What more can I find in the text to support that?’ While the
questions aren’t really changing, the context is. (Begin passing out
worksheet.) On this worksheet I am passing out, you will see visual
thinking strategies about the slam poetry videos we will be watching. They
are going to ask you some minorly specific things, so you will need to be
paying attention to the videos while you work on this worksheet. If you
need to just watch the video and then complete the relevant questions,
don’t worry there will be time provided after each video to answer them.
○ “The first video we will be watching is called ‘High School Training Ground’ and
is being performed by Malcolm London. This video corresponds with question
one on the worksheet. The second video will go with question two, and then
question three will just need to be completed after the videos.
○ “After we finish the videos and worksheet, I will group you into three groups and
you’ll discuss the things you noticed about the two slam poems. You are free to
refer back to your worksheets to help your discussion; at the very least I want
 each and every one of you to share one thing you noticed with your groups.
Remember as you fill out this worksheet to keep in mind the poet’s reasoning
behind why they are saying, why it might be important. Is this all making sense so
far? Are there any questions?”
○ “Let’s begin with Malcolm London’s poem.”
■ Bring video up on the screen in the front of the room, or over the
projector.
■ While this video plays, take attendance and answer any questions that may
arise about the questions on the worksheet.
○ (After the video ends) “Okay, so now you will have five minutes to finish
answering question number one on the worksheet before we take a vote on what
the second video will be.”
○ “Alright, everybody! Pencils down, please. We have now reached the important
moment of the class period. Which video would you like to see next? Your
choices are: ‘ADHD’ by Chris Loos or ‘A Muslim and a Jewish Girl’s Bold
Poetry Slam’ by Amina Iro and Hannah Halpern. I will give you a second to think
about it.
■ “I won’t be answering any questions about these poems as that will take
away from your first time experiencing it if you haven’t seen these
videos.”
■ “So, here it is eighth graders, the time to vote. Stand up if you want to
watch ‘ADHD’. (Count standing bodies.) Sit down now, please. Okay,
now if you want to watch ‘A Muslim and a Jewish Girl’s Bold Poetry
Slam’, stand up. (Count standing bodies.) Based on your votes as a class,
we will now watch… Take a look at question two to see what you will
need to be paying attention to during this poem, while I pull it up on the
screen.”
● Pull the second video up, begin playing it. Finish any minor tasks
that need addressing.
○ (After the video ends) “Okay, so now you will have about five minutes to finish
answering question numbers two and three on the worksheet before I break you
off into your groups.”
○ “Alright, students, time is up. Eyes up on me please.”
○ “Like I stated at the beginning of class, you will be placed into three groups.
Together you will first discuss the two videos you just watched and share what
you noticed about them, how they were similar or different. What made one stand
out from the other? Why do you think that? Use your visual thinking strategies to
guide you and your group. After a little while I will come around and pass out the
narration of another slam poem. Your group’s job is to then read through the poem
and figure out what makes it emotionally charged, what places you think the poet
would have put emphasis on their words like you saw in the two videos. You will
be using your visual thinking strategies to help your group determine how this
poem is performed.”
■ “Why? Because you will be performing them at the end of the class
period. Are there any questions you have before I assign your groups?...
Okay, group 1 is … Group 2 is … Last but not least, group 3 is … Group 1
I would like you to move to the front left of the room, here, group two to
the middle right side of the desk rows and group three you will be in the
back left. Feel free to arrange your desks as you see fit. Go ahead and start
moving.”
○ “Now that you’re settled in your groups start sharing.”
■ Give them five minutes to talk before passing out the poems.
○ “Your discussions sound great, keep going. I am passing out the poem narratives I
told you about, ignore it for now until I inform you to switch over.”
■ Give them a minute after everything has been passed out.
○ “Alright class, I want you to switch over now to the performed poem narrative
that I passed out to your groups. Remember: read through it and determine with
your visual thinking strategies which areas you think need more emphasis, what
 emotions might the poet be trying to convey, are they angry or upset or happy?
What does the text say to you? How will you perform this poem? Are there any
questions as to what I am asking you to do?”
■ Answer any questions.
■ Send them off to work.
■ Walk around, listen in, jump in with any questions I may have for them.
■ Keep students on task.
○ At the end of class, when there is about ten minutes left, gather them back and
have them perform their poems, either by volunteering to go or by calling them
up.
■ “Alright class, it’s time to put written word into voiced word. One at a
time, your groups will come up here and read aloud however you see fit,
the poem I gave you. My only requirement is that each group member say
something while they are up there.
● Their performance is not graded, it is merely for participation
points. The goal is to get them to participate.
○ At the very end before or as the bell rings -
■ “Thank you students, you all did wonderful with your performances.
Please make sure your worksheets have your names on them, and then
hand them to me on your way out the door. Have a great rest of your day,
make good choices.”

Learner Needs
● Diversity/Differentiation
○ For students who are hard of hearing or read a little slower, I will have
instructions listed on the board and I will say them loud and clear at a steady (but
slow) pace. They will be up on the screen for the entire time they are relevant to
what we are doing.
 ○ For those who prefer it, I will print out the slides, so they can stay on one slide or
move on at their own pace.
○ I will not require students to speak out if they feel uncomfortable, as I will be
collecting their worksheets and can gather information from them that way.
○ Videos showcase many different groups of people; transgender people, Muslims,
Jews, African Americans, middle school students, and those who manage ADHD.
○ There are multiple forms of engagement; a worksheet, group discussion, and
getting up and performing in front of the class as a group.
● Developmental Appropriateness
○ Based on this unit and lesson being placed later in the school year, a
well-developed relationship should be established between myself and the
students. This is important as this lesson is based on a lot of discussion and
peer/teacher trust when it comes to the performance.
○ Small groups allow students to learn from one another and further develop social
skills and see different viewpoints other then theirs and my own.