Mariah Busch

Introduction to Poetry
Lesson 1

Interest Approach:
Play a sample of a current rap/hip-hop song to the class and provide them with the lyrics. Ask the
students to identify any patterns.
Lesson Objectives:
Students will be able to identify and define poetic language and elements of at
least 90% accuracy.
Students will be able to construct writing using poetic language and elements of at
least 85% accuracy.
Students will be able to demonstrate connections between current and traditional
poetic language of at least 85% accuracy.
Standards:
LA 12.1.1.a Relate new grade level vocabulary to prior knowledge and use in new situations.
LA 12.1.6.c Analyze the function and critique the effects of the author's use of stylistic and
literary devices.
LA 12.1.1.a Self-monitor comprehension for accuracy and understanding when errors detract
from meaning by applying appropriate strategies to self-correct.
LA 12.1.6.o Respond to text verbally, in writing, or artistically.
LA 12.2.2.c Select and apply an organizational structure appropriate to the task.
LA 12.2.2.d Analyze models and examples (own and others) of various genres in order to create
a similar piece.

Vocabulary:
Tone
Irony
Stanza
Line
Personification
Symbolism
Rhyme
Onomatopoeia
Information Delivery:
Present the Interest Approach
Students will be pre-assess on the provided list of vocabulary words.
After the pre-assessment, the vocabulary list will be handed out and we will have
class discussion on the meaning of each word then narrowly identify the
definition.
Examples of poetic elements will be provided and practiced.
Activity:
Students will create their own version of a poem using the poetic language and
elements demonstrated in class. (Assessment)
Students can share their poem in class.
Closure:
Review vocabulary words.
Discuss differences between traditional and current poetic language.
Preview into next lesson.













Mariah Busch
Is a Sentence a Poem?
Lesson 2

Interest Approach:
I will display a picture to the students and ask them to write one sentence describing the
photo (this will be their pre-assessment). Then I will read them a one-sentence poem from a
chosen author and ask them to compare their sentence to the author's. I will ask them to share
and justify whether or not their sentence is a poem.
Lesson Objectives:
Students will be able to critically think and discuss their definition of a creative
work of at least 80%.
Students will be able to determine what justifies a poem of at least 95%.
Students will be able to self-assess and reflect of at least 95%.
Standards:
LA 12.1.5.b Relate new grade-level vocabulary to prior knowledge and use in
new situations.
LA 12.1.5.d Use semantic relationships to evaluate, defend, and make
judgments
LA 12.1.6.j Generate and/or answer literal, inferential, critical, and interpretive
questions by analyzing, synthesizing, and evaluating prior knowledge,
information from the text, and additional sources to support answers
LA 12.1.5.b Relate new grade-level vocabulary to prior knowledge and use in
new situations.
LA 12.1.5.d Use semantic relationships to evaluate, defend, and make
judgments
LA 12.1.5.c Independently apply appropriate strategy to determine meaning of
unknown words in text
Information Delivery:
Present the Interest Approach.
Discuss what a poem is, what makes a poem a poem, and how should a poem
sound/look/or feel.
Discuss how the one-sentence poem meets the definition of a poem, or if it
doesn't.
Activity:
Have students alter their sentences using "A Sentence as a Poem" handout.
(Assessment)
Closure:
Students can share their one-sentence poems.
Review.
Intro into the next lesson.

















Mariah Busch
Similes and Metaphors
Lesson 3

Interest Approach:
Provide a poem to the class and ask them to identify the similes and metaphors (this will
be the pre-assessment). Discuss with the students the difference between a simile and a metaphor
is.
Lesson Objectives:
Students will be able to correctly define and indentify similes and metaphors.
Students will be able to demonstrate correct usages of similes and metaphors.
Standards:
LA 12.1.1.b Relate new grade level vocabulary to prior knowledge and use in new situations.
LA 12.1.6.c Analyze the function and critique the effects of the author's use of stylistic and
literary devices.
LA 12.1.1.b Self-monitor comprehension for accuracy and understanding when errors detract
from meaning by applying appropriate strategies to self-correct.
LA 12.1.6.o Respond to text verbally, in writing, or artistically.
LA 12.2.2.c Select and apply an organizational structure appropriate to the task.
LA 12.2.2.d Analyze models and examples (own and others) of various genres in order to create
a similar piece.

Vocabulary:
Simile
Metaphor

Information Delivery:
Present the Interest Approach.
Hand out Burns and Shakespearian poems.
Hand out practice worksheet.



Activity:
Compare Robert Burns poem to Shakespearian Sonnet.
Discuss which poem uses simile and which uses metaphor.
Take-home worksheet practicing writing similes and metaphors. (Assessment)
Closure:
Review.
Questions/Discussion.
Intro into next lesson.


















Mariah Busch
Alliteration and Hyperbole
Lesson 4

Interest Approach:
Provide a poem to the students and ask them to identify any reoccurring themes or
patterns (this will be the pre-assessment). Discuss their findings and lead discussion on
hyperbole and alliteration. Determine as a class what the definitions are.
Lesson Objectives:
Students will be able to correctly identify alliteration and hyperbole.
Students will be able to compare and contrast alliteration and hyperbole of at least
90%.
Students will be able to correctly demonstrate an understanding of hyperbole and
alliteration.
Standards:
LA 12.1.1.c Relate new grade level vocabulary to prior knowledge and use in new situations.
LA 12.1.6.c Analyze the function and critique the effects of the author's use of stylistic and
literary devices.
LA 12.1.1.c Self-monitor comprehension for accuracy and understanding when errors detract
from meaning by applying appropriate strategies to self-correct.
LA 12.1.6.o Respond to text verbally, in writing, or artistically.
LA 12.2.2.c Select and apply an organizational structure appropriate to the task.
LA 12.2.2.d Analyze models and examples (own and others) of various genres in order to create
a similar piece.

Vocabulary:
Alliteration
Metaphor

Information Delivery:
Present Interest Approach.
Create working definitions for Alliteration and Hyperbole.
Hand out practice worksheets.

Activity:
Allow students time to complete alliteration and hyperbole composition
worksheets.
Trade worksheets in class and discuss. (Assessment)
Share examples on worksheets.
Closure:
Review.
Questions/Discuss.
Intro into next lesson.


















Mariah Busch
Personalized Poetry
Lesson 5

Interest Approach:
Hand out/Read my personal poetry compositions: "If I Were in Charge of the World,"
"Biopoem," and "Loving Lyrics/Venomous Versus." Discuss with the students any patterns of
poetic elements learned within the previous lessons (this is the pre-assessment).
Lesson Objectives:
Students will be able to identify correctly different poetic elements.
Students will be able to correctly compose poems using various poetic elements.
Students will be able to critically analyze and self-assess their works of at least
90%.
Standards:
LA 12.1.1.d Relate new grade level vocabulary to prior knowledge and use in new situations.
LA 12.1.6.c Analyze the function and critique the effects of the author's use of stylistic and
literary devices.
LA 12.1.1.d Self-monitor comprehension for accuracy and understanding when errors detract
from meaning by applying appropriate strategies to self-correct.
LA 12.1.6.o Respond to text verbally, in writing, or artistically.
LA 12.2.2.c Select and apply an organizational structure appropriate to the task.
LA 12.2.2.d Analyze models and examples (own and others) of various genres in order to create
a similar piece.

Information Delivery:
I will provide students with the various poem formats.
We will read and discuss the examples.
Activity
Students will be given time in class to construct drafts of their personal poetry.
Students may complete personalized poetry assignment at home. (Assessment)


Closure:
Review.
Questions/Discuss.
Prepare to begin work editing drafts and sharing with the class.