Slam Poetry: Power Through Performance (1 of 5)

Lesson Title: Slam Poetry: Power Through Performance (1 of 5)
Academic Standards: CCSS.ELA-LITERACY.W.6.5, CCSS.ELA-LITERACY.W.6.3.A
Content Creator: Mr. Michael Dzbenski
Level: High School
Duration: 25-35 min
  /  Slam Poetry: Power Through Performance (1 of 5)


  • Students will be able to come up with ideas to write about
  • Students will be able to write a beginning for their slam poem.
  • Students will be able to speak and write about a topic they care deeply about.
  • Students will be able to speak about observations they have about slam poems.


In this lesson, students will come up with ideas to write and start a slam poem. They will also analyze a slam poetry example.


  1. Review Class Objectives / VR Skills
  2. Quick Question: What are 5 problems or things that you would change about the world if you could?
  3. Attention grabber: Raise your hand if you’ve ever been sitting in class and wondered, yeah yeah, I get it…but what’s the point? (Pause—this is your moment to be dramatic) Today is the point.
  4. Connection: Share top responses
  5. Slam Poetry Analysis: What I noticed in the performance
    1. What parts did you like?
    2. What topics did you like?
  6. Starters:
    1. Introducing...
    2. What has happened to...
    3. There's a man I know that...
    4. This poem is for...
  7. Work time
  8. Share your favorite sentence from your poem

Demonstratives & Media

Classroom Space
Student Lounge
Virtual Field Trips & Lab Demonstrations
Instructional Videos
3D objects

Suggested Ancillary Support

Anticipated Troubles

  • Students not being able to come up with an idea: check students’ lists of 5 things to change—if done, play with the ideas they have, if not done, coach them through finishing it.
  • Back-up idea: have the student write a list of 10 things you know to be true→ make a poem about that list.
  • Students insisting they don’t know how to write a poem. Tell them to not write a poem, but a letter, or a rant (these work well for poems).  We’ll turn it into a poem later.
Poetic Devices (Day 1)
  • Anaphora - Repeat the same phrase at the beginning of each line
  • Conciet - Extended metaphor through the whole piece (Her tears were a river flowing down her cheeks.)
  • Apostrophe - Talks to a person or thing that is not in the poem (the dead, long lost lover)
  • Repetition - Repeat parts to reinforce the core