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Let’s Slam: A step-by-step guide to hosting a Poetry Slam in an English Classroom

Let’s Slam: A step-by-step guide to hosting a Poetry Slam in an English Classroom. Jessica Broady and Tiffany Stansbury Floyd Central High School IUSWP Writing Conference 2010. Why did we do this?. Address poetry in the classroom Interactive vs. Paper-based Addresses multiple standards

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Let’s Slam: A step-by-step guide to hosting a Poetry Slam in an English Classroom

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  1. Let’s Slam: A step-by-step guide to hosting a Poetry Slam in an English Classroom Jessica Broady and Tiffany Stansbury Floyd Central High School IUSWP Writing Conference 2010

  2. Why did we do this? • Address poetry in the classroom • Interactive vs. Paper-based • Addresses multiple standards • Deals with multiple intelligences • FUN!

  3. Step 1: Deciding the format • Individuals? • Partners? • Groups? • Collaborate with other teachers/grade levels? • It’s important to take into consideration the strengths and weaknesses of your students.

  4. Step 2: Choosing Partners • It can be overwhelming and time consuming, and it’s okay if you don’t get 100% of it right. • What we did: • Sat down with class rosters • Tiffany started alphabetically and gave character traits/interests/work ethic of each student • Jessica perused her roster for students that would be a good match • Considerations: pairing a highly motivated student with unmotivated student, outgoing student with introverted student • Be proactive! • Example: Austin/Grace; Groups of 3

  5. Step 3: Creating a schedule • 2 weeks • Day 1: Library • Went over What is a Poetry Slam? • Gave requirements • Showed Example from Outspoken by Sara Holbrook • Introduced Partners • Day 2: Library • Poem selections • Poems had to be approved • Day 3: Large Classroom • Tiffany and Jessica modeled example • Discussed how to effectively break apart poem

  6. Creating a Schedule • Day 4:Large Classroom • PIPES • Practice with Partner • Day 5 & 6: Large Classroom, ½ period • Practice with Partner • Day 7: Large Classroom • Practice with Partner • “Dress Rehearsal” • Day 8 & 9: Poetry Slam-Library

  7. Poem Selection Advice • Set a minimum for lines to ensure that students have enough material to work with • Our original expectations were quickly changed due to our students-they took ownership and decided the tone of the slam • Anonymous vs. Published • Serious vs. funny • Appropriateness

  8. ADAPTING A POEM FOR TWO/PIPES • Tiffany and Jessica did an example: Attached “A Raised Fist” • Illustrated the process of breaking apart the poem and adding motions • Consider Poetry for Two Voices • Discussed the use of PIPES: • P-projection • I-Inflection • P-Pacing • E-Eye Contact • S- Stance

  9. Dress rehearsal • Realization: “Should we watch these before they slam tomorrow?” • Watched each group, praised, gave feedback on what to work on

  10. Things you need for slam • Judges-5 • Whiteboards and dry erase markers? • Score Keepers • List of partner groups to record scores • Emcee-Tiffany and Jessica • Sacrificial Poet • Good location • Refreshments? • Video Camera? • Prizes?

  11. Assessment Poetry Slam Rubric 30 points possible Slam Performance ________/15 (PIPES, knowledge of poem, energetic, enthusiastic) Effort ________/10 (Used class time wisely, rehearsed poem, attitude) Teamwork__________/5 (Worked well with partner, divided responsibilities) Total__________/30

  12. Straight from the Students’ Mouths: • Students said: • They loved the doughnuts! • Preferred slamming vs. traditional poetry lessons • Only a few wished they could have chosen their partners • Enjoyed watching classmates slam • Some students felt that we gave too much time/some too little of time • All in all, they thoroughly enjoyed it and went above our expectations

  13. references • Holbrook, Saraand Michael Salinger. Outspoken! How to Improve Writing and Speaking Skills through Poetry Performance. Heinemann: Portsmouth,2006. • Jessica Broady: jbroady@nafcs.k12.in.us • Tiffany Stansbury: tstansbury@nafcs.k12.in.us

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