DV8 Poem Workshop

Overview

This 60-minute workshop is designed for Year 13 English students to explore, analyse, and creatively apply the DV8 technique to the poem "Cookies" by Emily Jenkins. The lesson aligns with the National Curriculum for England, specifically focusing on analytical skills and creative application in spoken and written language (English Literature and Language A-level objectives).

---

Curriculum Links

• English Literature – A-level (National Curriculum):
  • AO2: Analyse ways in which meanings are shaped in literary texts.
  • AO3: Demonstrate understanding of the contexts in which literary texts are written and received.
  • AO5 (English Language): Engage creatively and critically with texts.
• English Language – A-level:
  • Develop knowledge of linguistic techniques and spoken language study.
  • Apply imaginative approaches to language use.

---

Learning Objectives (WALT)

• WALT understand the DV8 technique and its purpose in spoken word poetry.
• WALT analyse the use of DV8 within "Cookies" by Emily Jenkins.
• WALT apply DV8 creatively by producing an original performance or written interpretation of the poem.

---

Success Criteria

• I can explain the DV8 technique and identify its key components (e.g., voice modulation, emotion, facial expression, pauses).
• I can analyse how DV8 enhances the meaning and emotional impact of "Cookies".
• I can creatively apply DV8 elements to my own interpretation or performance of the poem.
• I can use critical vocabulary accurately when discussing performance and poetic techniques.

---

Resources

• Copies of "Cookies" by Emily Jenkins
• Whiteboard/Smartboard
• DV8 theatre performance clips (brief excerpts for demonstration, no full shows)
• Paper, pens, audio-recording device or mobile phones for recording (optional)
• Handouts with DV8 technique breakdown

---

Lesson Structure

1. Introduction (10 minutes)

• Briefly introduce the DV8 technique: a theatre and spoken word method focusing on physical expression, emotion, and voice to enhance storytelling.
• Show a short clip (1-2 min) exemplifying DV8's hallmarks: voice layering, pauses, synchronised movement, facial expression.
• Contextualise "Cookies" by Emily Jenkins: a contemporary poem dealing with everyday moments layered with emotion and subtle tension.

Activity: Quick group discussion: how might DV8 techniques emphasise these emotional layers?

---

2. Analysis of DV8 in "Cookies" (15 minutes)

• Read aloud the poem as a class, then listen to or watch a student/teacher demonstration of using DV8 to amplify a stanza or phrase.
• Break down key stanzas, identifying moments where pauses, tone changes, or physicality could deepen meaning (model analysis).
• Students work in pairs to annotate a copy, marking potential spots for DV8 techniques: tone, volume, facial expressions, gestures.

Differentiation:

• Support lower ability learners with guided annotations and examples provided on handouts.
• Challenge higher ability students to consider subtext and non-verbal meaning beyond the literal poem.

---

3. Creative DV8 Application Workshop (25 minutes)

• In small groups (3-4 students), students select one stanza or scene to re-interpret using DV8 expressive elements.
• Encourage experimentation with voice, gesture, pause, facial expression and explore layering meaning visually and vocally.
• Groups prepare a short performance or recorded piece (2-3 minutes).

Differentiation:

• Provide sentence stems or prompts for those who find creative expression challenging.
• Allow advanced learners to incorporate multimedia elements, such as background sound effects or minimal props to add depth.

---

4. Sharing, Reflection, and Feedback (10 minutes)

• Groups perform or play recordings to the class.
• Peer feedback focused on how well DV8 techniques communicated the poem’s emotional and thematic content.
• Teacher-led plenary: reflect on how DV8 offered new insights into the poem – covering both literary and performative perspectives.

---

Differentiation Strategies

• Visual, verbal, and kinaesthetic learners accommodated through multimodal activities: reading, annotation, performance.
• Structured support (“scaffolding”) for students with language barriers or SEN: vocabulary sheets, paired discussions, modelling.
• Flexible grouping to balance skills and confidence.
• Adapt task complexity and time allocation per ability.

---

Extension Activities for Advanced Learners

• Write a brief critical commentary (200 words) on how the DV8 technique can transform reception of poetry beyond "Cookies".
• Create an original poem or dramatic piece inspired by "Cookies" and designed explicitly for DV8 performance.
• Explore other DV8 Theatre company works or spoken word poems to compare the technique’s application and impact.

---

Assessment and Evidence

• Formative peer and teacher feedback on group performances.
• Annotated poem copies showing analytical thinking in relation to DV8 technique.
• Optional recorded performance for self and peer review.
• Extension writing tasks for evidence of deeper critical engagement.

---

Homework (optional)

• Reflective journal entry: describe how using DV8 changed your understanding of the poem and your personal performance style.

---

This lesson plan harnesses spoken word techniques aligned with national curriculum aims to deepen literary analysis and foster creative expression, tailored to Year 13 readiness and varied learner needs.