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Unit Lesson 3 Submitted by Tara E. Van Geons

Gender and Sexuality Throughout Time as Represented in Literature and Media Conceptual Unit Plan SECD 5140 August 1, 2005. Unit Lesson 3 Submitted by Tara E. Van Geons. Gender and Sexuality in Contemporary Poetry and Music. Key Concepts.

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Unit Lesson 3 Submitted by Tara E. Van Geons

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  1. Gender and Sexuality Throughout Time as Represented in Literature and MediaConceptual Unit PlanSECD 5140August 1, 2005

  2. Unit Lesson 3Submitted by Tara E. Van Geons Gender and Sexuality in Contemporary Poetry and Music

  3. Key Concepts Contemporary music and poetry Gender Sexuality Imagery Theme

  4. Unit Learning Objectives Students will be able to observe, discuss, and recognize how the themes of gender and sexuality are represented in literature and media.

  5. Rationale This poetry and music unit makes extensive use of modern music to draw students into the world of poetry, because many students are likely to be reluctant poetry consumers. Contemporary poems and songs are mixed to explore how the development of gender and sexuality influence the artists’/poets’ themes and imagery in their work.

  6. Lesson Objectives Students will be able to: Define contemporary poetry, theme, and imagery; Discuss the main ideas of gender and sexuality embodied in a variety of poetry/lyrics; Write their own poem that reflects the lesson theme of gender/sexuality; Create a visual illustrating a poem of their choice.

  7. Lesson One Tell students that our class will look at and listen to contemporary music and discuss in groups the elements of gender and sexuality as related to lyrics.

  8. Songs Utilized

  9. On and On, Erykah Badu Brick, Ben Folds Five Not Pretty Enough, Kasey Chambers One Week, Barenaked Ladies Daughters, John Mayer Doll Parts, Hole Not a Pretty Girl, Ani Difranco

  10. Lesson Two • Now that we have looked at gender and sexuality in music and song lyrics, today we are going to look at these issues in contemporary poetry.

  11. Lesson Two Activities • Each group will be given a poem. Students will be required to analyze the poems using the following: examples of imagery, theme, interpretation, literary/poetic devices. Students must also identify the themes of gender and sexuality and how the poet uses these themes. The groups will then be responsible for “presenting” their poem to the class.

  12. Contemporary Poetry • “In the Depths of My Solitude,” Tupac Shakur • “Identity,” Julio Noboa Polanco • “Eighty Five Sticks of Butter,” Tara Varner • “Abortion,” Iman Mirsal • “I Saw as a Child,” Zindzi Mandela • “Do Not Stop Me!” Angela Miri • “Poets Among Those Who are also Poets,” Syl Cheney Coker • “The Rain,” Robert Creeley • “The Rival,” Sylvia Plath • “Marriage Minded,” T.Danielle

  13. Lesson Three Students will create their own poem with the themes they have discussed in class. Students will create a visual representation of a poem of their choice.

  14. Assessment of Success A successful class will reflect student learning, understanding, participation, and cooperation in this guided discovery activity. Various rubrics will be utilized including discussion, poetry, and visual formal assessments.

  15. Unit Lesson 3Submitted by Tara E. Van Geons Gender and Sexuality in Contemporary Poetry and Music

  16. The End

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