Lesson Resources

 

 

RESOURCES

CD Project

Sample Poem

Song Cycle Outline for CD

 

 

TARGETED STANDARDS

Lesson 1 Standards

 

 

 

 

 

Language Arts

 

Lesson 1

Lesson Title:  The Book that Saved the Band

Synopsis: After reading and analyzing a novel, the student will write poems (lyrics) using poetic devices based on the story elements. (See list of suggested novels at the end of this lesson).

Authors:  J. Finn & T. Rudolph

Interdisciplinary Pairing: 

  • Primarily Language Arts
  • Secondary subjects include:
    • Music
    • Multimedia technology
    • Graphic Design (Art)
    • Dance
    • Fashion Design

Objective: 

  • Students will write poems to construct a story cycle, based on a novel, or other literature form, focusing on theme and mood.
  • Students will use a variety of poetic devices illustrating key story elements.

Intended Grade Level:

Middle School

Prior Knowledge & Skills: 

  • Comprehension of the selected novel.
  • Analysis of the selected novel. 
  • Exposure to poetic devices such as simile, metaphor, imagery, etc.

Equipment: 

  • Playback equipment for playing of instrumental music
  • Optional: compose poems using a computer and word processor

Duration:  Several 45 minute class periods (2-5)

Materials:

  • The selected book
  • Jason Finn’s rubric for this project: filename: CDproject.pdf
  • If you plan to complete further lessons in this unit, it is recommended that you teach the poetic devices through CD recordings of a song cycle such as the Who’s “Tommy”, Pink Floyd’s “The Wall”, most operas such as Porgy and Bess; Broadway Musicals, etc. (Lyrics for these and other recordings are available online at http://www.stlyrics.com)

Procedure:

  • During the reading of the book, the teacher should stimulate discussion of the novel in terms of basic comprehension but also emphasize deeper analysis of the themes, concepts, mood and so forth.
  • During this time, the teacher should also introduce and discuss poetic devices. This can be done through examples of poetry but it is recommended that the poetic devices be introduced through a song cycle, such as the Who’s “Tommy”, Pink Floyd’s “The Wall”, most operas such as Porgy and Bess; Broadway Musicals, etc.
  • If the teacher plans to have the students think of their poetry as lyrics to songs and/or complete more of the lessons in this project, it is recommended that song structure be introduced at this time.
  • After ample discussion of novel and poetic devices, the students will brainstorm a list of possible song titles (a title could be just an important story event) to emphasize a song cycle structure.
  • In this brainstorm, the students can list important quotes from the novel, perspective, and any other element that will be used to make their poem writing easier. 
  • Example of Jason Finn’s brainstorm for “I Am the Cheese” by Robert Cormier (filename: outlineforcd.pdf)
  • The students will then write poems from their brainstorm list. The number of poems a student writes from their brainstorm is up to the teacher. If the teacher plans for the students to continue with the other lessons in this project, it is recommended that the students write two to three poems/songs before meeting with their band members (group) that will be formed as part of lesson 2.
  • Students will be able to distinguish the poetic devices that they used by highlighting, labeling or explaining.

Evaluation

  • Link to filename: CDproject.pdf
  • The teacher can decide the level of evaluation. For example, completion of a set number of poems, variety of poetic devices used, and the novel’s story elements explained, etc.
  • Note: Author Jason Finn’s preference is not to grade the poems on artistic merit, but to be used as a starting point for the student to use a variety of poetic devices and to gain a deeper and more profound understanding of the novel. 

Links & Resources:

 

 Lesson Extension(s):

  • Proceed to lesson two in this project.

 

 

 

Home | Lessons | About the Authors | Contact