Rhythm, Resistance, Voice

Lesson 10: Final Analysis and Poetry Slam

Grade: 7th
Duration: 60 minutes
Class Size: 30 students

---

Common Core Standards

• CCSS.ELA-LITERACY.RL.7.4
  Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

• CCSS.ELA-LITERACY.RL.7.9
  Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period to understand how authors of fiction use or alter history.

• CCSS.ELA-LITERACY.W.7.2
  Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

• CCSS.ELA-LITERACY.SL.7.4
  Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

---

Learning Objectives (“I Can…” Statements)

• I can analyze the use of sound devices such as rhyme, alliteration, and repetition in "The Highwayman" and a Black poet’s work.
• I can compare and contrast how these sound devices contribute to tone and meaning in both poems.
• I can express my analysis through clear writing.
• I can confidently perform a poem using effective vocal expression and body language during a poetry slam.

---

Success Criteria

• I identify specific sound devices in both poems with textual evidence.
• I explain how these devices affect the mood, tone, and theme in writing.
• I write a structured paragraph comparing both poems.
• I practice and perform a poetry piece using expressive voice, appropriate pacing, and gestures.
• I provide respectful feedback to peers during the slam.

---

Materials Needed

• Copies of "The Highwayman" by Alfred Noyes (dyslexia-friendly version)
• Copies of a selected Black poet’s work that focuses on sound devices (e.g., Paul Laurence Dunbar’s poem or another age-appropriate poet) (also dyslexia-friendly)
• Poetry analysis graphic organizers
• Paper and pens/pencils
• Timer or clock
• Audio recorder (optional)

---

Lesson Breakdown

1. Warm-Up & Review (10 minutes)

Activity:

• Begin with a whole-class quick quiz game on sound devices discussed in the unit (rhyme, alliteration, repetition, rhythm). Use a whiteboard or digital polling tool for engagement.
• Briefly review key vocabulary and concepts. Refer back to "I can..." statements to focus attention.

Differentiation:

• Provide vocabulary flashcards before quiz for students who need reminders.
• Use visuals or thumbs-up/down to signal confidence with terms.

---

2. Guided Textual Analysis (15 minutes)

Activity:

• Distribute dyslexia-friendly versions of "The Highwayman" and the Black poet’s poem.
• Students work in pairs to identify examples of sound devices using a graphic organizer, citing line numbers. Encourage use of colored pencils to highlight rhyme schemes and alliteration.
• Teacher circulates to scaffold for learners who struggle and prompts deeper thinking for advanced pairs by asking how these devices affect tone and mood.

Differentiation:

• For students with reading challenges, allow audio versions of the poems or paired reading.
• Advanced learners analyze additional sound devices like assonance or consonance.

---

3. Writing: Comparative Analysis Paragraph (15 minutes)

Activity:

• Individually, students write a short paragraph comparing how sound devices in both poems build tone and amplify resistance or voice. Use sentence starters or outlines to support organization.
• Remind students to use evidence from texts and to write clearly and coherently following CCSS W.7.2.

Teacher Support:

• Provide graphic organizers or paragraph frames for students needing writing structure.
• Confer with advanced writers to encourage detailed explanations and varied sentence structure.

---

4. Poetry Slam Preparation & Practice (15 minutes)

Activity:

• Each student picks a poem (either “The Highwayman” excerpt or the Black poet’s poem) to practice reading aloud with expression, demonstrating volume, pace, and emotion as practiced earlier in the unit (aligns with CCSS SL.7.4).
• In small groups (5 students), practice performance while peers listen and give feedback using a simple rubric focusing on clarity, expression, and volume.

Differentiation:

• Students with speech or confidence issues can perform with a partner or submit an audio recording.
• Encourage advanced students to experiment with gestures or props consistent with the poem’s theme.

---

5. Closing Poetry Slam Showcase (5 minutes)

Activity:

• Invite 3-5 volunteers to perform their poem for the whole class, celebrating courage and creativity.
• End by reflecting on what they learned about the power of sound devices to express voice and resistance.

---

Extension Activities

• Compose an original poem using at least three sound devices learned in the unit that expresses a personal or social voice/resistance theme.
• Analyze sound devices in a song lyric and present findings in pairs.

---

Dyslexia-Friendly Options

• Use dyslexia-friendly fonts and double spacing on all printed materials.
• Provide audio recordings of poems to accompany text.
• Use colored overlays or tinted paper if requested.
• Allow oral responses or video recordings for student performances.

---

Teacher Reflection Notes

• Monitor engagement during paired analysis and writing to identify any students needing extra support with vocabulary or writing organization.
• Use the poetry slam not only as a performance but also formative assessment of understanding sound devices and expressive reading skills.
• Celebrate diversity by emphasizing the historical and cultural significance of the Black poet’s work in relation to resistance.

---

This final lesson draws together all key elements of the unit, ensuring students display mastery of sound devices in poetry and develop confidence speaking and performing—key skills aligned with the Common Core framework.