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The Power and Poetics of Storytelling
Arts Integrated Lesson Plans and Materials for Teaching Poetry & Wit & Wisdom Grade 8 “The Poetics and Power of Storytelling”
Elaboration Game
Pairs with Wit & Wisdom Lesson 3
As a group, observe and describe a piece of music using sensory language. After listening to part of a piece of music, one person identifies and describes what they hear. Another person elaborates on the first person’s observations by adding more detail about the section of music. A third person elaborates further by adding yet more detail, and a fourth person adds yet more.
COMMON CORE STATE STANDARDS
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RL.8.4 – Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
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W.8.3.d – Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
NATIONAL ARTS STANDARDS
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MU:Re7.2.8 – Compare how the elements of music and expressive qualities relate to the structure within programs of music.
WHY THE ARTS
- Music is the most commonly utilized art form in our society, and as such, it is accessible to all students. Because the students are describing a piece of music (Filthy McNasty does not have words), they are freer to interpret the music and to come up with sensory language.
ASSESSMENT
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This overlay serves as a low stakes formative assessment for student understanding/current facility with sensory or descriptive language. Optional use of the word web could be considered a summative if desired.
LESSON CONNECTIONS
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8th Grade, Module 1, Lesson 3
CONNECTION TO MODULE GOALS/EOM TASK
- The EOM task asks students to create a three poem portfolio using sensory language and figurative language. This task, placed at the beginning of the module, puts that language use front and center, and will serve as a low risk jumping off point for further exploration of language through art and poetry.
WIT & WISDOM INSTRUCTIONAL ROUTINES
- This routine overlays the Welcome and Launch
MATERIALS
- Using Descriptive Language Graphic Organizer
TEACHER BACKGROUND
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Teachers should preview the piece before the lesson. If desired, teacher could have students or groups of students focus on a specific element of music, which would require familiarity with the basic elements of music (rhythm, melody, dynamics, timbre, texture).
STUDENT PREREQUISITES
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Understanding of the definitions of descriptive and sensory vocabulary.
ACCESSIBILITY
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Multilingual Learners may struggle with some sensory vocabulary – consider having a subgroup work together with MLs at different stages of English Language Proficiency.
INTRODUCTION
1. Review or introduce the definitions of sensory/descriptive vocabulary
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- Scaffold up – remind students of figurative language including similes and metaphors)
2. Tell students they are going to listen to an instrumental piece of music. Define Instrumental as not having a singer as part of the music. Students should write to describe what they hear as they listen to the music.
3. If desired, review the elements of music with the students (in the slideshow, along with brief definitions). This slide also includes a scaffolded list of sensory descriptive language students may use to guide their writing.
ENGAGE
Pass out and review the use of the graphic organizer: Using Descriptive Language for Filthy McNasty
After about a minute, pause the music and ask students for what they wrote. If needed at this time, either informally workshop to bring up the descriptive language or model some of your own descriptive language ideas. It may help to write the language on chart paper.
REPEATED PRACTICE
Listen for another minute or so and repeat the process. Do this four times in total (the piece is 10 minutes long – it is not necessary to listen to the whole thing).
Have students examine the language/descriptions used for the different sections of the piece. What do those descriptions tell them about the music? Did they note changes?
SHARE OUT
Engage students in popcorning out one or two of their best descriptive phrases to create an informal poetic retelling of the music. If students are ready for the challenge, ask them to use their voices to help describe the music (whispering drum would be said as a whisper, wa-a-a-ailing horns would require the student to wail, etc.)
Extension: Using intentional questioning, bring students to the conclusion that the music is a type of narrative, as it changes over time.
BRAIN TARGETED TEACHING IN THE CLASSROOM
The Emotional Climate:
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Students will need to feel safe enough to speak out without fear of being “wrong.”
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Establishing or reviewing expectations for listening during the song may help students focus on the task.
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The Physical Space:
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Depending on students, consider turning off lights so students are able to focus more easily on the music.
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ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!
All video content made in partnership with Baltimore’s Root Branch Media Group.
SARAH AGUDA
Sarah Aguda is a 22 year veteran of City Schools, with experience teaching Prek-4th grade and general vocal music in an elementary setting. In the summer of 2010, she had her first experience with teaching through the arts and has never looked back! Sarah has served as Arts Integration Coach and Mentor for her school for the last 6 years. She loves the joy and excitement her students feel when engaging with Arts Integration. This fall, Sarah is thrilled to begin a new journey as her school’s full time Arts Integration Coach!
OTIS ELDRIDGE
Dr. Otis Eldridge was born in Baltimore, Maryland, and attended Baltimore City public schools where his musical journey began in the 6th grade at Booker T. Washington Middle School. He later attended Baltimore City College High School and eventually Morgan State University where he participated in the Wind Ensemble as well as the Marching, Concert, and Jazz band. In 2009, he obtained a bachelor’s degree in music then immediately pursued an MAT at the graduate level. He initially became a full-time public-school music teacher in 2011. He earned his doctorate in urban educational leadership from Morgan State University in 2025. He is currently the band director/music teacher at Hamilton Elementary/Middle School. Some of his hobbies include watching historical documentaries, creating Hip-Hop productions, cooking, and watching basketball highlights.
Visual Thinking Strategies
Pairs with Wit & Wisdom Lesson 9
Visual Thinking Strategies (VTS) is a simple tool to engage students in a deeper conversation around a piece of art. It enhances visual literacy, critical thinking, and communication, as well as being student driven. The strategy is based around three questions: What’s going on here? What do you see that makes you say that? What else can you find?
COMMON CORE STATE STANDARDS
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RL.8.1 – Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
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RL.8.4 – Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
NATIONAL ARTS STANDARDS
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VA:Re8.1.8a – Interpret art by analyzing how the interaction of subject matter, characteristics of form and structure, use of media, art making approaches, and relevant contextual information contributes to understanding messages or ideas and mood conveyed.
WHY THE ARTS
- VTS engages students in critical thinking. It is a simple strategy for analyzing visual arts that will lead students to understand how the structures of art (lines, shapes, colors) chosen by an artist drive a person’s understanding of the art.
ASSESSMENT
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Summative: At the end of the exercise, students will connect their discussion to the creation of their own artwork based on The Crossover.
LESSON CONNECTIONS
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8th Grade, Module 1, Lesson 9: This overlay gives an alternative artwork and strategy for discussion in the first part of the Learn section.
CONNECTION TO MODULE GOALS/EOM TASK
- This deep dive into the artistic choices made by the artist will help students process their own visual choices as they write their own narrative poems for the EOM task.
WIT & WISDOM INSTRUCTIONAL ROUTINES
- Learn: Gallery Walk
MATERIALS
- Response Journal
TEACHER BACKGROUND
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Comfort in talking about line, shape, and color in art.
STUDENT PREREQUISITES
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Understanding of the elements of line, shape, and color.
ACCESSIBILITY
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Review the elements with students before beginning the discussion.
INTRODUCTION
1. Project or show the image so that all students can see at the same time.
2. Ask students to look closely at the image for one or two minutes without initially sharing anything out loud with the group.
DISCUSSION
Facilitate classroom discussion with three recurring questions:
*Allow time for discussion of each question in a cycle
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- “What’s going on here?”
- “What do you see that makes you say that?”
- “What more can we find?”
FACILITATION TACTICS
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- Ask students to back up their observations with details in the image. If students don’t do this automatically, ask them what they are seeing in the image that makes them think something.
- Link responses together, comparing and contrasting what students have said.
- Try not to insert information or your own interpretation. Let students look closely and reason out their responses, rather than discussing facts that you know outside of the conversation.
THINK-PAIR-SHARE
Have students think pair share to come up with an answer to the question: How did the artist’s choices impact how you received the art?
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- They will use their response journals to write 3-4 sentences describing the choices and how they impacted the understanding of the piece.
This question leads into the next section, where students will visualize the Crossover and draw an image of “everyday life” based on their discussion
BRAIN TARGETED TEACHING IN THE CLASSROOM
The Physical Space:
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For this conversation, students should be able to see each other and see the artwork as well.
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ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!
All video content made in partnership with Baltimore’s Root Branch Media Group.
SARAH AGUDA
Sarah Aguda is a 22 year veteran of City Schools, with experience teaching Prek-4th grade and general vocal music in an elementary setting. In the summer of 2010, she had her first experience with teaching through the arts and has never looked back! Sarah has served as Arts Integration Coach and Mentor for her school for the last 6 years. She loves the joy and excitement her students feel when engaging with Arts Integration. This fall, Sarah is thrilled to begin a new journey as her school’s full time Arts Integration Coach!
OTIS ELDRIDGE
Dr. Otis Eldridge was born in Baltimore, Maryland, and attended Baltimore City public schools where his musical journey began in the 6th grade at Booker T. Washington Middle School. He later attended Baltimore City College High School and eventually Morgan State University where he participated in the Wind Ensemble as well as the Marching, Concert, and Jazz band. In 2009, he obtained a bachelor’s degree in music then immediately pursued an MAT at the graduate level. He initially became a full-time public-school music teacher in 2011. He earned his doctorate in urban educational leadership from Morgan State University in 2025. He is currently the band director/music teacher at Hamilton Elementary/Middle School. Some of his hobbies include watching historical documentaries, creating Hip-Hop productions, cooking, and watching basketball highlights.
Make or Miss?
Pairs with Wit & Wisdom Lesson 28
In this activity, students will work in pairs to observe and analyze a photograph. The photo is of a player shooting a basketball. Students will attempt to predict the possible outcomes of the player shooting a basketball. Students will then gather their evidence and complete a To-SEEC (statement, evidence, elaboration, and a concluding statement) paragraph to conclude the activity.
COMMON CORE STATE STANDARDS
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RI.8.1 – Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text
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RI.8.2 – Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
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L.7.b.1 – Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas
NATIONAL ARTS STANDARDS
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VA:Re9.1.8a – Create a convincing and logical argument to support an evaluation of art.
WHY THE ARTS
- Students will learn and explore ways to express varying perspectives and how individuals’ varying perspectives can change how a story is told. This lesson will reinforce the subjective nature of the arts and how various people can view the same piece of artwork and all have different, yet valid opinions. Students will also practice supporting their observations with evidence.
ASSESSMENT
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Formative: Students will work with a partner to brainstorm and discuss the possible outcomes of the situation in the picture. Each student will explain whether or not they believe the shot will be made, missed, or otherwise, and support their argument with evidence from the photograph.
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Summative: Students will create a To-SEEC (statement, evidence, elaboration, and conclusion) paragraph (6 to 8 complete sentences) representing the perspective they have chosen.
LESSON CONNECTIONS
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8th Grade, Module 1, Lesson 28
CONNECTION TO MODULE GOALS/EOM TASK
- The routines directly align with the final product that students are being asked to create. The students are being asked to complete To-SEEC paragraphs for FQ# 2 and #4. In addition, the final product is a writing portfolio that includes three poems using varying formats, accompanied by a cover letter.
WIT & WISDOM INSTRUCTIONAL ROUTINES
- 3-2-1 Routine
- Popcorn Pair sharing
MATERIALS
TEACHER BACKGROUND
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The teacher should know about the structure of a To- SEEC paragraph. The teacher should also have a good understanding of how different perspectives are formed and how they influence how stories are told.
STUDENT PREREQUISITES
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The students should be familiar with the game of basketball and know what happens on both offense and defense. Students should be familiar with Wit and Wisdom writing rubrics, especially those for argumentative writing.
ACCESSIBILITY
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There is a scaffolded worksheet included with the module that has sentence starters.
INTRODUCTION
1. Display the image of the basketball player trying to make a shot over two defenders in front of the class so that all students can see it. If possible, have this image displayed as they are coming in to sit down so that students can see it and begin to analyze what is happening in the photo.
2. Split students into pairs. Inform students to look at the picture and imagine what could happen next. Ask questions such as: Will the shot go in? Will it be missed? Will it be blocked? Will the player get fouled (defensive) or foul the defender (offensive)?
MAKE OR MISS
Distribute the “Make or Miss” worksheet to each student.
The initial conversation will begin using the “3-2-1 bridge” technique. In pairs, each student will examine the photo for 1 minute. At the end of one minute, students will have three words, two questions, and one metaphor about the photograph. The teacher should share their example with the class so students know what they are expected to do.
SHARE
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- The teacher will instruct each pair of students to pair with an additional pair of students who have completed the ‘3-2-1’ portion of the assignment. Each group of four will share their responses and discuss the possible outcomes based on the perspective they have chosen.
TO-SEEC PARAGRAPH PREP
After engaging in a brief discussion, students will return to their seats. Students will be asked to complete the To-SEEC paragraph starter (included in the worksheet).
After completing the To-SEEC paragraph starter, students should check with the teacher to be sure they have completed the activity correctly.
After the teacher ensures that the activity has been completed correctly, the students should take all of their separate sentences and create one cohesive paragraph that includes all elements of the To-SEEC format.
ASSESSMENT
Teacher will use narrative writing rubric from Wit and Wisdom resources to grade.
Follow Up Questions:
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- Would the story of the image change if it were shot from a different angle?
- What story do you think the photographer intends to tell with this picture?
BRAIN TARGETED TEACHING IN THE CLASSROOM
The Emotional Climate:
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The teacher will share their responses first to help build a culture where students feel comfortable sharing.
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The Physical Space:
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The teacher should make sure the room is well lit and arranged so that all students can see the board/projector. There should be adequate space for students to gather as pairs.
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ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!
All video content made in partnership with Baltimore’s Root Branch Media Group.
SARAH AGUDA
Sarah Aguda is a 22 year veteran of City Schools, with experience teaching Prek-4th grade and general vocal music in an elementary setting. In the summer of 2010, she had her first experience with teaching through the arts and has never looked back! Sarah has served as Arts Integration Coach and Mentor for her school for the last 6 years. She loves the joy and excitement her students feel when engaging with Arts Integration. This fall, Sarah is thrilled to begin a new journey as her school’s full time Arts Integration Coach!
OTIS ELDRIDGE
Dr. Otis Eldridge was born in Baltimore, Maryland, and attended Baltimore City public schools where his musical journey began in the 6th grade at Booker T. Washington Middle School. He later attended Baltimore City College High School and eventually Morgan State University where he participated in the Wind Ensemble as well as the Marching, Concert, and Jazz band. In 2009, he obtained a bachelor’s degree in music then immediately pursued an MAT at the graduate level. He initially became a full-time public-school music teacher in 2011. He earned his doctorate in urban educational leadership from Morgan State University in 2025. He is currently the band director/music teacher at Hamilton Elementary/Middle School. Some of his hobbies include watching historical documentaries, creating Hip-Hop productions, cooking, and watching basketball highlights.
Poem Jumble
Pairs with Wit & Wisdom Lessons 18-22
Students will use a collection of previously completed free-verse poems that incorporate both sensory and descriptive language to engage in a group creation activity. The purpose of this assignment is to get students to engage with poetic creation in a low-stakes format. This activity will also help students to learn and practice revising literary work.
COMMON CORE STATE STANDARDS
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L.8.5 – Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
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RI.8.4 – Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
NATIONAL ARTS STANDARDS
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MU:Cr3.2.8 – Present the final version of their documented personal composition, song, or arrangement, using craftsmanship and originality to demonstrate the application of compositional techniques for creating unity and variety, tension and release, and balance to convey expressive intent.
WHY THE ARTS
- The EOM assignment is an exercise in arts creation (poems); however, the implementation of musical elements (dynamics, tempo, rhythm, etc.) will help to bring novelty to the performances of each poem and increase the likelihood of students remembering the experience.
ASSESSMENT
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Formative: The poems will be cut into single sentences and placed into a bowl or box so the strips of paper become randomly mixed. This is a group activity and each student is responsible for choosing a line/sentence to place within the poem. Each group should contain 5 or 6 students, and their poems should be 3 or 4 sentences in length. Students will perform their poems as a group, incorporating musical elements such as dynamics (volume), tempo (pace/speed), and rhythm into their performance.
LESSON CONNECTIONS
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8th Grade, Module 1, Lessons 18-22 (can be used for many other lessons)
CONNECTION TO MODULE GOALS/EOM TASK
- Students will be asked to create a portfolio of narrative poems as part of their end-of-module assessment. This activity will help students to engage in low-stakes poem creation and to become more familiar with sensory and descriptive language. It will also help students to learn how these types of language can be used to write poems.
WIT & WISDOM INSTRUCTIONAL ROUTINES
- Think-Pair-Share
MATERIALS
- Cut up strips of poems for each group.
TEACHER BACKGROUND
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The teacher should have a clear understanding of what both figurative and descriptive language encompass. They should be able to explain these to their students in detail and provide examples from existing poems or personal anecdotes. Teachers should know the elements of music and be able to explain them in detail with examples.
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Tempo – Speed/pace of their poem
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Rhythm – Repeated pattern of beats poem is read in
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Dynamics– Volume of poem, loud or soft
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STUDENT PREREQUISITES
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Students should know what a poem is, but do not necessarily need to know how to define figurative and descriptive language before this activity. Students should be familiar with and know how to use a dictionary or search engine.
ACCESSIBILITY
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If there are students who are completely unfamiliar with poems, be sure to pair them with students who have some prior knowledge of poems. Teachers should also make sure that the poems are cut into strips before the students come to class. There should be dictionaries available for students who may need them to look up word definitions, if necessary.
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If there are students who are experienced poets, they can use their own poetry for this activity if they choose (consider asking students beforehand if they have poems they want to use).
PREPARATION
You can find the poems here: Poem Bank
Print the pre-written poems and cut them into individual strips. Each poem is separated and formatted into individual sentences, so it should be easy for you to cut them. Place sentence strips into a bowl or box and mix them up.
INTRODUCTION
The first time this activity takes place, the teacher will facilitate a discussion centered around the elements of music that should be included in each group’s poem performance (Dynamics, Rhythm, and Tempo).
Please show the videos included in the slide deck and have the students ask their partner the questions that are on slides.
POEM JUMBLE
Place students into groups of 3 or 4 students each. The teacher should have students come up and get their sentence strips or walk around with the box/bowl and allow students to select their sentence. Their selections should be random and not pre-determined.
The students will work in groups to put their sentences together to form a new poem.
SHARE OUT
Each student will read the sentence that they chose as their part of the performance. Each group should choose their dynamic level, rhythm, and tempo before starting the performance. Allow each group time to practice before the performance. The teacher should travel to each group and give feedback to each group.
Each group presents their shared poem and reads it for the class.
FEEDBACK AND QUESTIONS
Allow classmates to provide feedback regarding the tempo, meter, and dynamics of their classmates’ poetic performances.
Display discussion questions at the end of the slide deck to check for understanding and to debrief the assignment with students.
Extension Opportunities:
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- To extend the learning, have students learn a popular poem that is known amongst many people, then have them jumble it.
- Students can also engage in “Blackout” poetry. (Blackout poetry is when students take a page of text and black out with a marker any words they don’t want in their poem.)
BRAIN TARGETED TEACHING IN THE CLASSROOM
The Emotional Climate:
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Students should feel comfortable enough to share with classmates and read in front of each other. Students must share their creations with the class.
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The Physical Space:
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The classroom should be set up in a way that allows students to work in groups easily. There should be table space for them to set up their strips of paper and to arrange/rearrange them if necessary.
-
ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!
All video content made in partnership with Baltimore’s Root Branch Media Group.
SARAH AGUDA
Sarah Aguda is a 22 year veteran of City Schools, with experience teaching Prek-4th grade and general vocal music in an elementary setting. In the summer of 2010, she had her first experience with teaching through the arts and has never looked back! Sarah has served as Arts Integration Coach and Mentor for her school for the last 6 years. She loves the joy and excitement her students feel when engaging with Arts Integration. This fall, Sarah is thrilled to begin a new journey as her school’s full time Arts Integration Coach!
OTIS ELDRIDGE
Dr. Otis Eldridge was born in Baltimore, Maryland, and attended Baltimore City public schools where his musical journey began in the 6th grade at Booker T. Washington Middle School. He later attended Baltimore City College High School and eventually Morgan State University where he participated in the Wind Ensemble as well as the Marching, Concert, and Jazz band. In 2009, he obtained a bachelor’s degree in music then immediately pursued an MAT at the graduate level. He initially became a full-time public-school music teacher in 2011. He earned his doctorate in urban educational leadership from Morgan State University in 2025. He is currently the band director/music teacher at Hamilton Elementary/Middle School. Some of his hobbies include watching historical documentaries, creating Hip-Hop productions, cooking, and watching basketball highlights.
Station Seek
Pairs with Wit & Wisdom Lessons 1, 4, 5, 10, 11
Students will listen to a piece of instrumental music that evokes an emotion. Students will create tableaux to show the emotion they feel when hearing the piece of music. Different student responses will be spotlighted and other students in the class will come up with descriptors of the music based on the tableau (ex: gentle sadness, uplifting joy, etc).
COMMON CORE STATE STANDARDS
-
RL.8.4 – Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
NATIONAL ARTS STANDARDS
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MU:RE9.1.8a – Apply appropriate personally developed criteria to evaluate musical works or performances.
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TH:Re8.1.8 a – Recognize and share artistic choices when participating in or observing a drama/theatre work.
WHY THE ARTS
- Music naturally provokes a response in humans. It is a simple way to engage students in connecting their experiences and emotions to the experience and emotion the music evokes. Physically showing their emotional reaction through use of tableaux engages the whole body in the experience, enabling students to dig more richly into their experiences and to find vocabulary to put words to their feelings.
ASSESSMENT
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Formative: This is a low risk way to build figurative language skills. Students will demonstrate their understanding through the language they provide, as well as the physical response they use to define the emotion they feel upon listening to the piece.
LESSON CONNECTIONS
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8th Grade, Module 1, Figurative Language sections of Lessons 1, 4, 5, 10, 11 (can be used for many other lessons)
CONNECTION TO MODULE GOALS/EOM TASK
- Students will need to use figurative and sensory language as a part of their EOM Task. Engaging students in listening to evocative works, using their whole body to react to the experience, and then collaborating to apply language to that same emotion will lead naturally to the EOM Task of writing narrative poetry about an important experience in their own lives.
MATERIALS
- Open space for students to create tableaux
TEACHER BACKGROUND
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Familiarity with tableaux procedures highlighted in the lesson.
STUDENT PREREQUISITES
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Ability to listen to a piece of music and reflect upon their reactions/response. Some familiarity with use of elements of theatre (body in particular) is helpful, but not required.
BEFORE THE LESSON
Teacher will preselect a song from the Suggested Songs list (or another instrumental piece of their own choosing).
Students will have the expectations for tableaux explained or reviewed. Students should use as much of their body as possible to show the emotion the song made them feel (you may need to stress that not everyone will have the same emotional response to the song, just like we all respond to visual arts differently).
INTRODUCTION
1. Introduce the Actor’s toolkit to students – actors use voice, body, and imagination to convey ideas, emotions, and intentions. Explain that students will focus on the skill of using their body to convey emotion.
2. Have students take a minute to examine the Kandinsky art pieces. Explain that Kandinsky wanted to capture the movement of dancers.
Think-Pair-Share
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- What emotion was Kandinsky trying to convey in the first image? The second?
- How did his use of line to show body shape affect how you saw the images?
Extension: Students could attempt to show what the dancers actually looked like in a sort of practice tableau.
STATION SEEK
Students will be asked to listen to the first few minutes of the song. They are to consider the following:
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- How does this song make me feel?
- What experiences do I have that connect to this feeling or song?
- What would it look like for me to show this emotion with my body?
PLAN THE TABLEAU
Students will decide what their body shape should be:
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- High? Middle? Low? (standing, sitting, laying down)
- Should their limbs be straight or curved?
- What expression should they have on their face?
Encourage students to take a minute to practice – no touching other people, and consider keeping both feet on the ground for balance.
ACTION
Teacher will count down “3…2…1 Freeze Frame!” Students will establish their tableaux and become perfectly still.
OPTIONAL: Teacher may have students revise their image, changing one thing to make it better.
WHAT’S THE WORD?
Teacher will choose (or take volunteers) to be “spotlighted”. The other students will look at the chosen tableau, identify the emotion, and come up with figurative language to describe the song based on that emotion. (Extension: limit students to a certain type of figurative language)
CLOSING
Class will create an anchor chart or compilation of the figurative language used. It can be on chart paper, in individual journals, or on a shared google doc. This will serve as a resource for students to access as they write poetry throughout the module.
BRAIN TARGETED TEACHING IN THE CLASSROOM
The Emotional Climate:
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The class should have established an environment in which students feel comfortable talking about emotions and experiences and they feel comfortable taking risks.
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Teacher should be aware of which students will not be initially comfortable being “spotlighted,” and incorporate another way to engage these students.
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The Physical Space:
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There should be space for students to create tableaux.
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ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!
All video content made in partnership with Baltimore’s Root Branch Media Group.
SARAH AGUDA
Sarah Aguda is a 22 year veteran of City Schools, with experience teaching Prek-4th grade and general vocal music in an elementary setting. In the summer of 2010, she had her first experience with teaching through the arts and has never looked back! Sarah has served as Arts Integration Coach and Mentor for her school for the last 6 years. She loves the joy and excitement her students feel when engaging with Arts Integration. This fall, Sarah is thrilled to begin a new journey as her school’s full time Arts Integration Coach!
OTIS ELDRIDGE
Dr. Otis Eldridge was born in Baltimore, Maryland, and attended Baltimore City public schools where his musical journey began in the 6th grade at Booker T. Washington Middle School. He later attended Baltimore City College High School and eventually Morgan State University where he participated in the Wind Ensemble as well as the Marching, Concert, and Jazz band. In 2009, he obtained a bachelor’s degree in music then immediately pursued an MAT at the graduate level. He initially became a full-time public-school music teacher in 2011. He earned his doctorate in urban educational leadership from Morgan State University in 2025. He is currently the band director/music teacher at Hamilton Elementary/Middle School. Some of his hobbies include watching historical documentaries, creating Hip-Hop productions, cooking, and watching basketball highlights.
Portfolio
Pairs with Wit & Wisdom Lessons 29-33
Enhance the power of poetry through multiple art forms. In this three-part lesson, students will be empowered to add a musical and visual art component to their final narrative poetry portfolio.
COMMON CORE STATE STANDARDS
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W.8.3 – Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
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W.8.3.d – Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
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SL.8.4,5,6 – Apply an understanding of the role of oral expression in storytelling by using purposeful rhetorical techniques in performing poetry and tailoring speaking to an audience.
NATIONAL ARTS STANDARDS
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MU:PR4.1.8a – Apply personally-developed criteria for selecting music of contrasting styles for a program with a specific purpose and/or context, and explain expressive qualities, technical challenges, and reasons for choices.
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VA:Cr2.3.8a – Select, organize, and design images and words to make visually clear and compelling presentations.
WHY THE ARTS
- Using both visual arts and music as avenues for self-expression allows students the opportunity to deepen their understanding of the power of poetry and the emotional impact and connections between all art forms. Students will have multiple ways to demonstrate their understanding and a scaffolded way to justify their artistic choices, culminating in art-content rich writing.
ASSESSMENT
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Since this is an extension of the EOM, we have created rubrics for the extension activities, as well as a checklist of necessary components for the final portfolio, which includes the Arts Integrated extension activities and additional writing requirements.
LESSON CONNECTIONS
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8th Grade, Module 1, EOM Task Lessons 29-33
CONNECTION TO MODULE GOALS/EOM TASK
- This series of Arts Integrated tasks directly connects to the EOM. Students are challenged to represent their narrative arc not only through poetry, but through music and collage.
MATERIALS
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Digital device with access to the internet
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Magazines, newspapers (consider pre-torn images and words), paper, fabric scraps, assorted small objects, glue (if using fabric, provide scissors – discourage their use for paper)
TEACHER BACKGROUND
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Before step two (visual arts), teachers should review the selected artworks and familiarize themselves with the elements of collage addressed in the lesson.
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Teachers will also need to prepare materials for this work. Suggested strategy: pre-curate words and images for students to select from, rather than giving students whole magazines (this can take quite a bit of time!).
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If you/students choose to use Canva instead of creating a physical collage, teachers should be familiar with the platform. Tutorial available.
STUDENT PREREQUISITES
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Understanding of basic musical and visual arts terminology (addressed in previous lessons, revisited in the slides).
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If using Canva, students should have a basic working knowledge of the platform and of how to find and utilize imagery from the internet and other sources to create their designs.
ACCESSIBILITY
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Precut / torn paper for students who may have physical limitations.
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Some students may not feel comfortable having their work read aloud to a whole group. Consider a separate time when the audience is smaller for those students to share.
OVERVIEW
Objective: Students will create a multimedia presentation that incorporates poetry, music, and visual art to demonstrate the power of storytelling.
Step One: Music
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- I can express my narrative arc aurally through the curation of one or more pieces of music with tempo and dynamics reflective of the narrative arc.
Step Two: Visual Arts
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- I can express my narrative arc visually through the use of learned collage techniques. I can connect my understanding of collage to my musical choices for the narrative arc.
Step Three: Multimedia Project (Poetry, Music, Visual Art, Curation & Videography)
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- I can demonstrate mastery of the power of poetics by creating a video incorporating my poetry, musical selection, and collage, as well as by writing a cover letter to explain poetic and artistic choices.
STEP ONE: MUSIC
Materials needed: Digital device (Computer or Tablet)
1. Students will review the learned musical terminology.
2. Follow this tutorial to find your music.
3. Go to the Free Music Archive website and choose music that pairs with your narrative poems. Be sure to consider the impact of dynamics, tempo, and rhythm when making your choice(s).
4. Use the Music Selection Worksheet to guide you in writing that portion of your cover letter.
STEP 2: VISUAL ARTS
Materials needed: magazines, newspapers (consider pre-torn images and words), paper, fabric scraps, assorted small objects, glue (if using fabric, provide scissors – discourage their use for paper)
Engagement:
1. Show students image of “The Block” from earlier in the module. Romare Bearden was inspired by different musical styles when he created his art, including jazz, blues, and folk.
2. Ask students the following questions:
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- What type of music do you think he was inspired by for this piece? Using musical language, explain why.
- What colors or shapes did Bearden use that draw your eye?
3. Show students the series of collage images and have them take a minute to study them silently.
4. Ask:
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- What are some commonalities between the images?
- What sorts of things jump out at you from each image?
- What art technique is this?
5. Guide students to notice that the paper and other fabrics/materials used are all irregularly shaped and are torn or cut unevenly, much like the Bearden piece.
6. Define collage with students as an art technique that uses a variety of materials to create a new piece of art. Materials can include magazines, paper, fabric, and small objects.
7. Discuss the following Elements of Collage with the students:
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- Composition – how do you want your image to be arranged? What do you want your viewers to focus on? (the white glare on the globe draws the eye to it and gives the illusion of three dimensions, for example)
- Theme – what is your collage about? (this will be easier, as it aligns with the narrative poetry. Will it address the emotional experience or the actual one? Which part (s) of the narrative will it address if the latter?)
- Contrast – use color (opposites of the color wheel create tension, warm colors can create anger or passionate connections, cool colors are often associated with calm, etc.), pattern, and textures as a part of your image.
- Consider text – style of text and what you are saying – are there one or two key words which are repeated in the poems? (text is optional, and you may choose to remove it as a consideration)
8. Students are to listen to their chosen song/s from Step 1 as inspiration for their collage.
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- What colors, shapes, or ideas come to mind when they hear the music?
- How can they use these ideas, feelings, and artistic techniques to create collage that goes along with their narrative poetry?
9. Have students write or sketch out their ideas while listening to the music. Scaffold: If students need more support, encourage them to discuss their plan with a thought partner and get feedback from them.
10. Using Canva to create collage: if you do not have sufficient materials to create a collage, or would simply prefer, have students create an online collage using Canva. Please see the guide for detailed instructions.
11. Give students time to work independently on their collage. While they are working, move around the room and ask about their artistic choices, eg, “I see you using a lot of red in this part of your image. What does red bring up for you? How does it connect to your narrative?” “What is going to be the point of focus for your art? How will you make sure we look at that thing first, and why?”
12. Discourage students from using scissors for paper cutting. It is recommended that students not use any visible marker/pencil or other drawn component (they may use pencil to sketch out a plan for the collage, but the end product should only have visible the materials provided).
13. As students complete their artwork, have them engage in a stop and jot using the Collage Choices Worksheet for EOM Portfolio about which artistic elements they used, and what the purpose was/relationship was to the poetic narrative. (This mirrors the musical stop and jot in part one, and will contribute to the additional paragraph required for the cover letter in the EOM Task).
STEP 3: FINAL PROJECT
Please click this link to find a completed example of what your final product should resemble: Example of Final Project
Here is a list of tutorials to help you create your project:
Objective: I can curate a final presentation of my poetic narrative, musical and artistic choices by creating a multimedia presentation of my work.
Preparing the Poem for Reading Aloud:
1. Refer students back to the times they worked with dynamics earlier in the module. Remind them of the power of tempo (fast, medium, slow) and dynamics (loud, medium, soft) in reading poetry fluently.
2. Have students mark up a draft of their poems with musical symbols (they do not have to be the traditional ones, but the markings are in the slide deck if you choose to use them), practice reading them aloud to a partner, and make adjustments based on feedback from that partner.
Completing the Project
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- Students will use Canva (or a similar multimedia platform) to put their final product together. Students will use this guide to create their final product.
- Alternatively: Students may use another form of video to incorporate their art, music, and poetry. You may wish to include some options – using an Ipad to video, for example
- Additional Evidence of Connection: Students will include a paragraph in their cover letter using the two worksheets from the first two activities to justify their artistic choices using arts vocabulary. (included in rubric)
- Suggested Culminating Activity: Students will present their multimedia presentation for the class.
BRAIN TARGETED TEACHING IN THE CLASSROOM
The Emotional Climate:
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Over the course of the module, students have presented/shared/collaborated in poetry and art making and analysis – this is a building block for creating a safe space to share a narrative of a personal nature.
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Before peer-to-peer feedback, review class norms for what constructive feedback looks and sounds like.
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Some students may not feel comfortable sharing in front of the whole class. Provide those students with an alternative time when the audience is smaller.
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The Physical Space:
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Space should be designed to give students room to spread out and work with their designs for the collage.
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Other Considerations:
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BT5 – Students have been exposed to music, poetry, and visual arts as ways to tell or enhance stories. They have analyzed the impact of music on emotion, of visual arts on perception of story. This EOM overlay gives students the opportunity to take their knowledge and use it to curate a well thought out multimedia presentation to harness the power of poetics and express their personal narratives through three separate art forms simultaneously.
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ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!
All video content made in partnership with Baltimore’s Root Branch Media Group.
SARAH AGUDA
Sarah Aguda is a 22 year veteran of City Schools, with experience teaching Prek-4th grade and general vocal music in an elementary setting. In the summer of 2010, she had her first experience with teaching through the arts and has never looked back! Sarah has served as Arts Integration Coach and Mentor for her school for the last 6 years. She loves the joy and excitement her students feel when engaging with Arts Integration. This fall, Sarah is thrilled to begin a new journey as her school’s full time Arts Integration Coach!
OTIS ELDRIDGE
Dr. Otis Eldridge was born in Baltimore, Maryland, and attended Baltimore City public schools where his musical journey began in the 6th grade at Booker T. Washington Middle School. He later attended Baltimore City College High School and eventually Morgan State University where he participated in the Wind Ensemble as well as the Marching, Concert, and Jazz band. In 2009, he obtained a bachelor’s degree in music then immediately pursued an MAT at the graduate level. He initially became a full-time public-school music teacher in 2011. He earned his doctorate in urban educational leadership from Morgan State University in 2025. He is currently the band director/music teacher at Hamilton Elementary/Middle School. Some of his hobbies include watching historical documentaries, creating Hip-Hop productions, cooking, and watching basketball highlights.
