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Spoken Word: Expanding Literacy Off the Page

Spoken Word: Expanding Literacy Off the Page. Jeanne Zeller. “I Hate Poetry.”. Problem. “I HATE POETRY.” Curriculum  abstract drills, mono-modal teaching and literacy Not engaging Not utilizing students’ strengths Not immediately applicable Little opportunity for intrinsic motivation.

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Spoken Word: Expanding Literacy Off the Page

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  1. Spoken Word: Expanding Literacy Off the Page Jeanne Zeller

  2. “I Hate Poetry.”

  3. Problem “I HATE POETRY.” • Curriculum  abstract drills, mono-modal teaching and literacy • Not engaging • Not utilizing students’ strengths • Not immediately applicable • Little opportunity for intrinsic motivation

  4. What do we need? • Lessons that foster…. • Engagement • Conversation • Critical thinking • Real-world practice • Sense of urgency • Sense of empowerment • PURPOSE • Lessons that utilize… • Multiple literacies • Technology • Creativity • Critical thinking • Intrinsic motivation • Stage of development (Erikson) • The student’s voice

  5. Solution • Devise a literacy activity that is different enough to be immediately engaging, yet sufficiently accessible that students can feel confident to use it for identity exploration.

  6. Introducing…. Spoken Word.

  7. Involved Literacies • Reading • Writing • Performance • Collaboration • Technology • Critical thinking • Creativity

  8. “Using students’ personal and cultural experiences is key. When students’ prior knowledge, identity and culture are validated, not simply as background story or as token forms of inclusion but as the main context for their work, students are more willing to invest themselves in their learning process and move beyond what they already know.” Gallagher, K. and Ntelioglou, B. Y. (2011)

  9. Performance Literature • “Multi-modal literacy” (Gallagher) • Dialogue with culture • Collaborative • Rich in symbols (Gallagher)

  10. “Using this social power of drama to help students encounter ideas and experiences different from their own is an imaginative way to raise fundamental issues of difference in class- rooms and to challenge the constraining social roles so often ascribed to high school students.” Gallagher, K. and Ntelioglou, B. Y. (2011)

  11. Spoken Word • “Multi-modal literacy”(Gallagher) • Dialogue with culture • Collaborative • Rich in symbols • Highly accessible(Kay) • Natural • Focuses on “voice, identity and empowerment.” (Fisher) • Speaking+Listening • Immediately available audience • “Strategic, purposeful, and always linked to meaning” (Fisher)

  12. Structuring a Unit

  13. How I did it… • Day One • Drew on prior knowledge of poetry • Gave model of Slam Word • Discussed differences • Began collaborative poem • Day Two • Finished collaborative poem • Performed and recorded poem

  14. How I’d Add to it Next Time… • More time (1-2 weeks) • More scaffolding • Writing in a grouppartnersindividual (Vygotsky) • Brainstorming • Sarah Kay’s “List” Idea • Example (10:20-11:25) • Literary elements • Performance

  15. Works Cited Gallagher, Kathleen, and BurcuYamanNtelioglou. "Which New Literacies? Dialogue And Performance In YouthWriting." Journal Of Adolescent & AdultLiteracy 54.5 (2011): 322-330. AcademicSearch Premier. Web. 22 Apr. 2012. <http://search.ebscohost.com.proxy2.library.illinois.edu/login.aspx?direct=true&db=aph&AN=59164352&site=ehost-live>. Fisher, Maisha T. “From the Coffee House to the School House: The Promise and Potential of Spoken Word Poetry in School Contexts.”  English Education, Vol. 37, No. 2, Literocracy: A New Way of Thinking about Literacy and Democracy (Jan., 2005), pp. 115-131.

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