Learning outcomes are the framework around which classes and courses are built.  They are most effective when multifaceted and meaningful.  Some outcomes are summative, while others are formative, with neither being superior to the other.  Within the constructivist and connectivist theories, student engagement and growth are the focal points.  Allowing students the freedom of how they show their knowledge and understanding as opposed to each completing the same assignment with little opportunity for individualization allows for deeper understanding and engagement with the subject matter.  Different factors, ranging from the environment to the individual situational factors of both students and teachers, all play a role in the creation and satisfaction of learning outcomes.

Poetry is an essential part of the English Language Arts curriculum, yet how we teach it has not changed from the traditional model.  Students are asked to read a selection of poetry and then assess it for figurative language and meaning, rarely are they asked to engage authentically with the material.  This has led to a perception that poetry is archaic, something to ‘get through’ rather than enjoy.  Students do not see that poetry is not confined to textbooks and plays, that it is present in their favourite rap songs, slam poetry and stories.  A few years ago, I had a student with an intellectual disability in my Grade 9 English class who struggled with abstract concepts, which abound in poetry.  They were a lover of rap music and this provided me with an opportunity to create a poetry unit around this genre.  They were able to listen to the song, read the lyrics and engage with the poetry by using their reactions as responses.  Earlier this year, I had the opportunity to teach poetry to both English 8 and 9 through the beginning of their poetry units.  “The Cremation of Sam Mcgee”, “The Highwayman” and spoken word/slam poetry provided the best examples of student engagement.  I continue to question how students are expected to engage with poetry within a rigid structure with little variety and perceived relevance.  While I do not expect all students to be excited about learning poetry, I hope to ease the discomfort and ‘boring’ nature of this portion of the English curriculum.

My learning outcomes will focus on poetry within the Grade 8 English Language Arts and will be adapted from the Ministry of Education Core Competencies elaborations.  The length of the unit would range from 2 to 4 weeks, depending on the number of non-instructional days.

At the end of this unit, students will be able to:

  • respond to text in personal, creative and critical ways in a form of their choosing
  • show how language can be used to construct their identities (cultural, social and personal)
  • describe the features of oral language

I look forward to your critiques!

 

Rap Poetry Unit