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Demo: Poetry In the Classroom, a Different Approach

Demo: Poetry In the Classroom, a Different Approach. "Education must begin with the solution of the teacher-student contradiction, by reconciling the poles of the contradiction so that both are simultaneously teachers and students." ( Ch. 1, Freire). Efrain Troche Soto MAEE Candidate

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Demo: Poetry In the Classroom, a Different Approach

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  1. Demo: Poetry In the Classroom, a Different Approach "Education must begin with the solution of the teacher-student contradiction, by reconciling the poles of the contradiction so that both are simultaneously teachers and students." (Ch. 1, Freire) Efrain Troche Soto MAEE Candidate Teaching Assistant, UPRM

  2. Where Do I Teach? • I currently teach in the University of Puerto Rico, Mayaguez Campus. • In addition, I have also had the opportunity to teach in W.A.L.K.S.- Elementary School where I taught English K-8.

  3. What Do I Teach? • I currently teach Intermediate English Writing I and II to undergraduate level students.

  4. How Long Have I Been Teaching? • I have taught for approximately three years from Kindergarten to College level. • I have been teaching college level English for three semesters (January, 2010 – Present) • I taught at W.A.L.K.S. from (August, 2008 – May 2009) • Community School Eugenio Maria de Hostos (January, 2009 – May, 2010)

  5. Brief Description of My Class • The classroom I currently teach holds approximately 25-30 students. • I typically have between 27-29 students on average. • The majority of my students are from Puerto Rico and other Latin American countries. • Most students: • Speak English fluently • Have difficulty in listening to English • Have difficulty with reading comprehension • Have difficulty writing in English (direct translation) • All of the rooms are equipped with an overhead projector, screen, chalkboard, computer, and table.

  6. Brief Description of My Class • The rooms I have had the opportunity to teach in are equipped with fans (a.k.a. Machetes). • The walls of the classroom are covered with a beige colored paint (i.e. boring) • The students desks are cramped and filled with graffiti of all types on the surface.

  7. Description of the School • The University where I currently teach at is situated outside of the town center or plaza of Mayaguez. • The University is composed of various departments each with there own respective building which are scattered among the campus of the University. • The University provides instruction to over 12,000 part time or full time students. • The Chardon building where I teach is unique since it is located near the Student Center, and the library. This poses a problem since many students organize protests, meet up, or the college itself allows outside companies to organize activities to the general student population which create loud ambient noises or interruptions that pose a problem in the class.

  8. My Belief System In Teaching Practice • Within the context of my class I see my self as a guide that is providing my students with the neccesary tools to develop independent thought. • I believe that only through careful reflection can true understanding emerge.

  9. Teaching Philosophy • One of the main philosophies guiding the construction of this class and others is Freire’s “critical pedagogy”. • Critical thinking as it is referred to by Freire in his book “Pedagogy of the Oppressed” (1970) allows students to be the ones responsible for their own education. By allowing students to become active participants in the creation of understanding you are liberating them from the need of the teacher to provide all of the experience/information. • By providing students the opportunity to reflect on what is being taught in class the teacher is engaging students in a truly liberating practice. • In any class that I give, students are always encouraged to engage in constant critical and “liberating” dialogue with one another.

  10. “Attempting to liberate the oppressed without their reflective participation in the act of liberation is to treat them as objects which must be saved from a burning building” (Freire, 65) • I do not want students to depend on me to create understanding. I only want to facilitate the necessary conditions to allow students to create understanding.

  11. What I Do Not Do In Class • "In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing.” (Freire) • Students are not recipients of lectures in my class.

  12. Communicative Language Approach The communicative methodology is centered in helping the student develop certain skills and abilities: oral interaction and expression, hearing and reading comprehension, and writing expression. • The approach used for this class in particular is the communicative teaching method where language is being used as a medium of communication between both the teacher and the student. • The language learner/student has something to say or to find out that is of importance to the class. • The importance in this class is placed on helping the student arrive at understanding through discourse.

  13. Objectives Guiding My Class These objectives are taken from the INGL 3104: Intermediate English Writing Master Syllabi: Writing • Demonstrating correct usage of MLA documentation with general formatting Speaking • Collecting and evaluating evidence from a text and presenting that evidence effectively in support of the stated conclusion • Drawing a conclusion about a selected reading • Arguing persuasively about the relationship between the evidence and the conclusion drawn • Demonstrating knowledge and recognition of elements of fiction, drama and poetry in selected works of literature in analysis and interpretation of these readings in writing. • Reacting to and interpreting works of literature through the adoption of traditional modes of literary analysis such as comparison and contrast, in-depth study of a literary work, or analysis of elements of fiction

  14. Design:Content Choice and Organization of The Lesson Plan • The theme of this class was “undying love” • I was in my poetry unit and a lot of students in my class had demonstrated to me a strong interest in Edgar Allan Poe. • Inspired by a class designed by a TA (Angel D. Matos) I thought it would be a wonderful idea to integrate songs with poetry. • Early in the semester students had read “A Rose For Emily” by William Faulkner and the idea of loving a person even in death resonated strongly among my students. This inspired my choice of “Annabel Lee” since to a certain extent the theme discussed is eerily similar to “A Rose For Emily” • My song choice was inspired by my own personal interest in Punk Rock and one song in particular “Cemetery Drive” talks about a love for a woman even after she is dead. Being the ideal choice of song I felt inspired to present this to students.

  15. This class on poetry and music is part of my poetry unit which I give during the last portion of the semester. • The writing assignment that I give students is part of a weekly reading/reaction journal I give students during the semester. • Weekly reading response topics consist of short writing prompts given to students on the texts read in class or issues left unaddressed duringin-class discussions.

  16. Objectives of The Lesson Plan Objective(s): • By the end of this class students will better understand how poems and songs are closely related to one another in terms of the subjects discussed and approaches employed by their respected authors to convey a message. • Students will read aloud and listen to the poem “Annabel Lee” by Edgar Allan Poe. • Students will discuss the meaning of the poem “Annabel Lee”. • Students will listen to and view the song “Cemetery Drive”by My Chemical Romance. • Students will briefly discuss the video “Cemetery Drive” by My Chemical Romance. • Students will compare the themes of both “Annabel Lee” and “Cemetery Drive”. • Students will write a short poem or letter to a deceased loved one or about the emotions they feel after reading/hearing “Annabel Lee” and “Cemetery Drive”.

  17. Materials Used for This Class • Previous presentation on Poetry • Free source copies of the readings sent to students in PDF format • Computer (Laptop) • Screen Projector • Chalkboard and Chalk

  18. Duration of Class/Expectations • This class is intended to be approximately one class day in length or 50 minutes long. • Since students are given the readings beforehand they have the opportunity to read the texts before class and come ready to discuss it the following class. • The writing assignment is not meant to be completed in class but at home during free time. • For the sake of this demo we will be completing this assignment as if it were being done in class.

  19. Procedure: • Class attendance will be taken (2- 3 minutes) • Read the poem Annabel Lee by Edgar Allan Poe out loud and play the video of the poem. Discuss the potential meaning of the poem with students (10-18 minutes depending on whether students have questions) • Play the song Cemetery Drive by My Chemical Romance to students and explore its potential meaning (5 minutes) • Watch YouTube video of Annabel Lee (5 minutes) • Ask students to compare the meaning of the songCemetery Drive to the poem Annabel Leefocusing on the theme and intended meaning (5-10 minutes) • Have students write a short poem or letter to a deceased loved one or about the emotions they feel after reading/hearing “Annabel Lee” and “Cemetery Drive”(10-15 minutes)

  20. Annabel Lee by Edgar Allan Poe It was many and many a year ago,In a kingdom by the sea,That a maiden there lived whom you may knowBy the name of ANNABEL LEE;And this maiden she lived with no other thoughtThan to love and be loved by me.I was a child and she was a child,In this kingdom by the sea;But we loved with a love that was more than love-I and my Annabel Lee;With a love that the winged seraphs of heavenCoveted her and me.

  21. And this was the reason that, long ago,In this kingdom by the sea,A wind blew out of a cloud, chillingMy beautiful Annabel Lee;So that her highborn kinsman cameAnd bore her away from me,To shut her up in a sepulcherIn this kingdom by the sea.The angels, not half so happy in heaven,Went envying her and me-Yes!- that was the reason (as all men know,In this kingdom by the sea)That the wind came out of the cloud by night,Chilling and killing my Annabel Lee.

  22. But our love it was stronger by far than the loveOf those who were older than we-Of many far wiser than we-And neither the angels in heaven above,Nor the demons down under the sea,Can ever dissever my soul from the soulOf the beautiful Annabel Lee. For the moon never beams without bringing me dreamsOf the beautiful Annabel Lee;And the stars never rise but I feel the bright eyesOf the beautiful Annabel Lee;And so, all the night-tide, I lie down by the sideOf my darling- my darling- my life and my bride,In the sepulcher there by the sea,In her tomb by the sounding sea.

  23. Lyrics “Cemetery Drive” by My Chemical Romance This night, walk the dead In a solitary styleAnd crash the cemetery gates. In the dress your husband hatesWay down, mark the graveWhere the search lights find usDrinking by the mausoleum doorAnd they found you on the bathroom floorI miss you, I miss you so farAnd the collision of your kiss that made it so hardBack home, off the runSinging songs that make you slit your wristsIt isn't that much fun, staring down a loaded gunSo I won't stop dying, won't stop lying (are you there at all?)If you want I'll keep on crying (do you care at all?)Did you get what you deserve? (are you there at all?)Is this what you always want me for?I miss you, I miss you so farAnd the collision of your kiss that made it so hard

  24. Way down, way down Way down, way down Way down, way down Way down, way down I miss you, I miss you so farAnd the collision of your kiss that made it so hardWhen will I miss you, when will I miss you so farAnd the collision of your kiss that made it so hardMade it so hardWay down, way downWay down, way down Way down, way downWay down, way downWay down

  25. LINKS TO BOTH YouTube VIDEOS IN ENGLISH These links are available in the previous slides as hypertexts that can be activated by clicking on the titles of both the poem and the song. • Video of “Cemetery Drive” by My Chemical Romance: http://www.youtube.com/watch?v=_Hrfx_fNP2U • Video of reading of “Annabel Lee” by Edgar Allan Poe: http://www.youtube.com/watch?v=C4bb_6MmgZo • Additional video of “Annabel Lee” by Edgar Allan Poe: http://www.youtube.com/watch?v=tRhIJB6YD-4&feature=related

  26. Writing Prompt Take the remaining time in class today and put yourselves in the shoes of the narrator in “Annabelle Lee” or the boy in “Cemetery Drive”. Think about the sadness felt when one loses a loved one. Choose one of the two options: • Choose one of the male figures and write a short letter to their respective lovers about how life will be now that they’re gone. • Write a short poem, song, or reflection based on the emotions you feel after hearing both the poem “Annabel Lee” and song “Cemetery Drive”. *If you would like to draw a picture to accompany your poem, letter, song, or reflection please feel free too.

  27. Assessment • This assignment is tailored to be a part of a larger writing assignment given to students for the semester. • Although I choose to not formally grade the assignment I still assign points to it on the basis of a check mark system. Students are given a “grade” on a check mark system: • A check plus is given to a well developed and “polished” piece of writing. (10 points) • A check is given to a writing that is not fully developed or polished. (7 points) • A check minus is given to a writing that is off topic, unfocused, underdeveloped, and not “polished”. (5 - 0 points)

  28. References • Friere, Paulo. Pedagogy of the Oppressed. translated by DonaldoMacedoand Oliveira Alexandre. Westview Press. Boulder Colorado. 2000. 76-81. • Friere, Paulo. Teachers as Cultural Workers: Letters to Those Who Dare to Teach. translated by DonaldoMacedo and Oliveira Alexandre. Westview Press. Boulder, Colorado. 1998. 2nd. 55-62. • Moll, L. C. (1990). Vygotsky and education Instructional implications and applications of sociohistorical psychology. (pp.1-15) Cambridge, United Kingdom: Cambridge University Press. • Riestra, M. A. Fundamentosfilosóficos de la educación (Editorial de la Universidad de Puerto Rico, 1986).   • Vygotsky, L. S. (1978). Mind in society. Cambridge; MA: Harvard University Press.

  29. LINKS TO VIDEOS IN SPANISH (FOR ADAPTION OF “ANNABEL LEE IN SPANISH • Video of “Annabel Lee” with song version: http://www.youtube.com/watch?v=BuZMhbU5TPY • Performance of “Annabel Lee” song performed by orchestra: http://www.youtube.com/watchv=le8lSss3gLo&feature=related • There is no Spanish version of the song “Cemetery Drive” by My Chemical Romance.

  30. WORD VERSIONS OF POEMS AND GUIDING QUESTOINS • POEMS FOR DEMO *CLICK ON LINK ABOVE

  31. QUESTIONS/DUDAS ?

  32. THANK YOU • Your feedback regarding my demo is very appreciated.

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