Teacher Instructions & Lesson Resources :
Pre-step…before sharing the published model: Explain to students what a paradox is. Give them a definition – a statement or concept that contains conflicting ideas. Also give a few examples – “I always lie” or “Less is more” are two examples that help students grasp the concept. Discuss how each of these is an example of a paradox and how each of these examples shows the difference between perception and reality. Explain to students that even though a paradox is a contradictory statement, we may be able to find some truth in it.
Step one…sharing the published model: Distribute this graphic organizer, which contains the paradoxes from each song that will be played during the lesson. Have students fill in the first two boxes for each paradox – how each is an example of a paradox, and what some real life situations are that could create this paradox.
Once students have had a chance to fill in these boxes and share some examples, distribute the lyrics to the two songs cited in this lesson. First, play “Inaudible Melodies” by Jack Johnson and have students fill in the rest of the graphic organizer based on this song. To help students fill in the graphic organizer, ask them how Jack Johnson thinks society perceives itself and what he thinks the reality actually is. Ask students to point to specific examples from the song that demonstrate this. What words did Jack Johnson use in the song to show the difference between perception and reality?  This relates to the trait of word choice. When discussing the tone or the mood of the song, point out that this directly relates directly to the trait of voice.
Then play “She” by Green Day and have students fill in the rest of the graphic organizer based on this song. To help students fill in the graphic organizer for this song, ask them what the difference is between perception and reality is for the girl being described. Students may want to brainstorm ideas about what the force is that is holding her down – parents, peers, society, etc. Have students point out what words in the song show the difference between perception and reality as this relates directly to the trait of word choice. Also discuss the tone or mood of this song and how it might be slightly different from the Jack Johnson song as this relates directly to the trait of voice.
Step two…introducing student models of writing: To give them an idea of the writing assignment at hand, in small groups, have your students read and respond to any or all of the student models that come with this lesson. The groups should certainly talk about the word choice and voice, since these are the focus of the lesson.
Step three…thinking and pre-writing: Now, use this planning organizer to help students begin to think deeply of a situation in which there could be a difference between perception and reality. If students have trouble coming up with unique ideas, encourage them to use the interactive buttons at the bottom of the student instructions page of this lesson.
They will then write a paradox to show the difference between perception and reality. The graphic organizer asks students to brainstorm some ideas for the free verse poem they will write based on the paradox they ultimately choose.
As students begin to draft, don't hesitate to showcase any student samples you may have, including the ones attached to this lesson. This will remind your writers that free verse poetry doesn't have to rhyme and doesn't have to follow any pattern.
|
