Unit 2: Poetry

How does a poet use the elements of poetry to

convey his/her message?
Lindsey Miller
Unit Focuses

1. Genre
2. Poetic Elements
3. Poetic Devices
4. Understanding/Appreciation

Standards

1. PA State Standards
• E08.A-C.2.1.1
• E08.A-C.2.1.2
• E08.A-C.2.1.3
• E08.A-C.3.1
• E08.A-V.4.1.2. a,b
• E08.C.1.1
• E08.C.1.1.3
2. Common Core Standards
• CC.1.3.8.E
• CC.1.3.8.F
• CC.1.3.8.H
• CC.1.3.8.I
• CC.1.3.8.J
• CC.1.4.8.K

Assessments

• Summative
o Journal Quiz
o Acrostic Name Poem (Alternative project: Song Lyrics)
o Found poetry
o Final Poetry Project
o Open Ended Response

Unit Questions

• Genre
o Why do poets chose poetry over prose?
o Why do certain poets choose poetry over prose?
o How is genre important in conveying meaning?
• Poetic Elements
o How do poetic elements help a poet express themselves?
o How can poetic elements help us write poetry?
 • Poetic Devices
o How can poetic devices help in discovering a poem’s meaning?
o Why do poets use certain language and style?
• Understanding/Appreciating
o Can the meaning of a poem change?
o Why study poetry
o Who is poetry for?
o What are some ways to interpret poetry?

Essential (Key) Questions

• What does different poetry look like?

• What is prose?
• How are poetry and prose alike? Different?
• Can prose be turned into poetry?
• What are some elements of poetry?
• How do certain elements affect a poem?
• How can I compare two poems using poetic elements?
• What sort of devices do poets use?
• Are sensory details important?
• Why is understand figurative language important?
• How can I understand figurative language?
• What is there to learn about poetry?
• How do I interpret meaning?
• What is the poet trying to “say”?
• What are some strategies for interpreting?
• How does different poets’ message/theme differ?
• How can I defend my opinion of a poem’s meaning?
Day-to-Day Breakdown WEEK 1

Teacher Will Do Student Will Do

• Hand out “This is to Say” by W.C Williams • See poem as prose and
Day 1 • Lead discussion poetry
• Evaluate results from survey • Participate in discussion
• Take Poetry Anticipation
Survey
• Notice results
Day 2 • Hand out example of poetry/prose • Notice differences in Poetry
• Give each group (4) large piece of paper and and Prose
marker • Fill in Notice Big Paper
• Lead class discussion • Share with class
• Introduce Found Poetry Project • Fill in EQ sheet
Fill in Terms Booklet
Day 3 • Hand out poetry type worksheet • List different poems
• Prezi with 3 types of poetry characteristics
• Student’s in group with examples of poems • Fill out poetry types wk
Explain activity • In groups: student’s elect a
leader, students determine
type of poetry
Leader: tells class about poem and
what group talked about
Other student’s fill out packet
Day 4 • Slam poetry • Listen to Slam Poem
• Prezi with 3 more types of poetry • Fill out poetry type
• Left over time= found poetry worksheet
Found Poetry Due Fri (?) • Follow same procedure as
previous day
Day 5 • Introduce Free-Write options • Free-Write
• Introduce Open Ended response • Begin O.E.R
• O.E.R: Answer Unit Question OR work on Found Poem
• O.E.R due Monday
Work day for Found Poem
DATE Day 1 (Monday, October 22)
Essential Unit Focus Point: Genre
Question/ Key Lesson Questions: How do I recognize poetry from prose? Why do poets
Questions choose poetry over prose? What is poetry?
Key Questions: How are poetry and prose alike? Different? What is prose?
Activating • Journal Warm-Up (new vocabulary and rules).
Strategies • “This is Just to Say” by W.C Williams
o Students will see the poem first as prose (Handout), then in its
poetic form as a way to develop ways of thinking about what
poetry can be. T/T: Where would you find this?
Teaching 1. Reactions to activating strategy
Strategies o T/T: Why did you think the poem was prose (a note, etc.) the
first time you read it? What made you realize it was a piece of
poetry?
2. P/W (pair work): “what I know about poetry” Worksheet
o S: Did reading the W.C William poem change your idea of
poetry?
3. Students will fill in new EQ sheet
4. Students will fill in Frayer Packet
Summarizing • Ticket-out-the-Door: Definition of prose vs. poetry in student’s own
strategies words
• Students will turn in their WIKAP worksheet so I can take into account
what they already are aware of concerning poetry.
NOTES:

“This is Just to Say”: The poem is written as though it were a note on a kitchen table. It almost appears
to be a piece of Found Poetry (talk about more tomorrow)
DATE Day 2 (Tuesday, October 23)
Essential Unit Focus: Genre
Questions/ Lesson Question: How do I recognize poetry over prose? Why do poets
Key Questions choose poetry over prose?
Key Questions: How are poetry and prose alike? Different?
Activating • Journal Warm-Up
Strategies • Students will be split into two groups upon entering the room and
given either prose or poetry (of same work).
o Ss will elect a leader
o Ss asked to fill out “What I know/What I notice” on the board
(leader).
Teaching 1. Reactions to Activating Strategy
Strategies a. T/T: Ss will share ideas about differences between poetry and
prose. What makes a work prose? Poetry? (S)
2. Fill in terms booklet together.
3. T will introduce “Found Poetry” project
a. Hand out rubrics/go over expectations.
b. Show previous examples/my own.
Summarizing • Ss will answer key question in discussion with teacher/ as a Ticket Out
Strategies the Door.
o Why would a poet choose poetry?

NOTES

HOMEWORK: Students need to bring in a newspaper/magazine/etc article for use in their found
poetry project.
DATE: Day 3 (Wednesday, October 24)
Essential Unit Focus: Genre
Questions/Key Lesson Question: How do I recognize poetry over prose? Why do certain poets
Questions. choose one genre over another? Why choose poetry at all?
Key Questions: What does different poetry look like? Can poetry be derived from
prose?
Activating • Journal Warm-Up
Strategies: • T/T: Students will discuss the difference between poetry and prose, and why
they believe a poet would choose poetry over prose.
Teaching 1. Students will use class time to work on their Found Poetry.
Strategies: 2. If students finish early they may work on their enrichment
folders, read, Free Write, or work on another Found Poem.
Summarizing Students will be asked to answer Key Question in large discussion and on their EQ
Strategies: sheets
HOMEWORK:

NOTES:
Date: Day 4 (Thursday, October 25)
Essential Unit Focus: Genre (types of poetry)
Questions/Key Lesson Questions: How do I recognize poetry from prose? What is the difference
Questions: between poetry and prose
• Key Questions: What do different types of poetry look like? Now that we know
what poetry is what types are there?

Activating • Journal Warm-Up

Strategies: • Students will list types of poetry they are familiar with- Teacher will make a
wordsplash.
• Students will listen to a video of SLAM poetry:
Teaching 1. Students will T/T to discuss their reactions to the Slam poet.
Strategies: 1. Students will be placed into small groups to become “experts” on each type of
poetry.
a. After 10-15 minutes they will be asked to share with the class what they
learned about each type.
b. Students may use this site to complete this assignment
http://www.poetryfoundation.org/learning/glossary-
terms?category=forms-and-types

c. Students not presenting will fill out a Frayer Model for each type.
2. When students are finished they will be given 3 types to choose from and asked
to write one type from that page. They may or may not want to share.
Summarizing 1. Students will share their reactions to the SLAM poet
Strategies: a. How have their ideas of poetry changed?
2. Students will write a poem of their choosing
NOTES
Date Day 5 (Friday, October 26)
Essential Unit Focus: Genre
Questions/ Lesson Questions: Why choose poetry over prose?
Key QuestionsKey Questions: How can I compare and contrast prose and poetry?
Activating • Journal Warm-Up
Strategies • Students will T/T with their partners about the differences between prose and
poetry.
Teaching 1. Reactions to Activating Strategies
Strategies 2. Review R.I.G.H.T F.A.C.E
3. Students will be given an Open Ended Response to work on after their journal
warm-up.
a. Analyze the differences between poetry and prose. Use two
supporting details from the text, and two details you’ve learned in
class.
Summarizing a. As students finish writing they will share the ideas they’ve used in their
Strategies response with me.
HOMEWORK: ESSAY WILL BE DUE IN CLASS ON MONDAY

NOTES:
Teacher Will Do
• Journal Warm-Up
• Go through new EQ
• Hand out packets with new vocabulary
• Vocabulary sort
• Fill in Terms Booklet
• Journal Warm-Up
• Discuss elements of sound
• Alliteration, assonance, consonance,
meter, rhythm, rhyme,
• Model music and acrostic
• Introduce Acrostic and Music options
• Journal Warm-Up
• Put students in groups (4)
• Give students two (2) different poems
(DIFFERENTIATION: simpler poems for
IEP/Special Needs)
• Journal Warm-up
• Acrostic Poem/ Music Lyrics Due
• Poetic Form On EQ Sheet
• Put students in groups of 4
• COMPUTERS (?)
• Journal Warm-Up (Free Write)
• I have, who has
• Read two different poems and have
students fill in graphic organizer
Student Will Do
• Journal Warm-Up
• Fill out new EQ
• Vocabulary sort
• Fill in Terms booklet
• Journal Warm-Up
• Participate in discussion about elements of
sound (Alli, Asson, Conson)
• Choose music or acrostic
• Journal Warm-up
• Participate in group work with two
different poems stating the differences
and similarities.
• Focusing on Elements of Sound
• Journal Warm-Up
• Share Music lyrics if applicable
• Fill in EQ sheet
• Participate in group work writing and
explaining poetry to peers
• Journal Warm-Up (Free-Write)
• I have, Who Has
• Students fill in graphic organizer on board
• The most important thing graphic
organizer as TOD
DATE Day 6 (Wednesday, October 31)
Essential Unit Focus: Poetic Elements
Questions/ Key Lesson Questions: What are the elements of poetry?
Questions Key Questions: What is sound? What is Form?
Activating • Journal Warm-UP (Thought of the week “There comes a time when silence
Strategies is betrayal” -MLK
• Vocabulary Sort
o Students will sort through the vocabulary they already know. They
will be using the Sound Vs. Form Worksheet
Teaching 1. Students will T/T and discuss What they know/What they don’t know/ What
Strategies they hope to learn more about.
2. Students will share similarities and differences about discussion with the
class
3. Teacher will give new EQ question
4. Discuss new vocabulary terms with students (see definition below)
a. Students will fill in their Terms Booklet (Sound and Form)
5. If time remains students will observe the History of Poetry in 5 Minutes.
Summarizing 1. Students will discuss the differences they see between Sound and Form
Strategies
HOMEWORK: Work on Enrichment Folders if behind.

Form, in poetry, can be understood as the physical structure of the poem: the length of the lines, their
rhythms, their system of rhymes and repetition.

Another sense of "form" is to refer to these familiar patterns - these can be simple and open-ended
forms, such as blank verse, or can be a complex system of rhymes, rhythms and repeated lines within a
fixed number of lines, as a sonnet or villanelle is. (This is similar to the word "shape"; asked to think
about "a shape", you would expect a triangle or a circle, but Alaska too has a shape.) The difference is
visible in Sebastian Barker's poem 'Holy The Heart On Which We Hang Our Hope': the form of this poem
shares aspects with another form, the villanelle, but also differs from it in interesting ways, just as its
content shares in some aspects of organised faith but not in others.
DATE Day 7 (Thursday, November 1)
Key Unit Focus: Poetic Elements
Questions/ Lesson Questions: What are the Elements of Poetry?
Essential Key Questions: What is meter and rhythm? What kinds of rhyme are there? What are
Questions alliteration, assonance, and consonance?
Activating • Journal Warm-up
Strategies •
Teaching 1. Discuss difference between Sound and Form from yesterday’s vocab.
Strategies 2. Alliteration/Assonance/Consonance in Frayer Model
3. Students will use an example poem to help them understand the terms (Sarah
Cynthia Sylvia Stout by Shel Silverstein)
a. Students will use a ripple activity (first they will try to poem themselves,
then with their partners, and then with the whole class.
Summarizing 1. Model Acrostic Poem or Music choice (Assessments)
Strategies
HOMEWORK: Decide which assessment you would like to do

Alliteration is a creative tool used in turning prose and poetry into more interesting and memorable
pieces of literature, especially when recited. This device is now even commonly used by advertisers to
create witty and memorable catchphrases and tag lines.

The way you use assonance can change the mood of the poem:
Long vowel sounds will decrease the energy at that point in the poem and make the mood
more serious.
Higher vowel sounds will increase the energy and lighten the mood.
DATE Day 8 (Friday, November 2)
Essential Unit Focus: Poetic Elements
Questions/ Lesson Questions: What are the Elements of Poetry?
Key Essential Questions: What kinds of rhyme are there? What are alliteration, consonance,
Questions and assonance?
Activating • Journal Warm-Up (I once dreamed about… I’ve always been scared of…)
Strategies • T/T: What are Alliteration, Consonance, and Assonance?
Teaching 1. Share reactions to activating strategy.
Strategies 2. Students will do a ripple activity (self, partner, group)
a. Asked to fill out AAC worksheet
b. Students will first try to figure out the poems on their own, then they will
work with their partner, then they will share with the group.
Summarizing 1. Students will answer EQ on sheet
Strategies 2. Teacher will answer any questions about Acrostic Poem/ Music Lyrics Project
HOMEWORK: Work on Acrostic/ Music Lyrics Project
DATE Day 9 (Monday, November 5)
Essential Unit Focus: Poetic Elements
Questions/ Lesson Question: What are the Elements of Poetry
Key Key Questions: What is free verse and how are the elements different from traditional
Questions poetry?
Activating • I Have, Who Has
Strategies
Teaching 1. Reactions to IHWH
Strategies a. What are you confused about? (T/T)
2. Students will review the meaning of Form (as opposed to Sound)
a. Teacher will review types discussed last week (Frayer Model)
3 . Read two different poems

a. First poem will be modeled by Teacher

b. Second poem will be done in partnership
5. Students will be asked to use a LFS Compare Contrast sheet concerning both
Sound and Form
Summarizing 1. I Have, Who Has (Poetic Elements)
Strategies 2. Students will answer EQ

***Acrostic Poem/ Music Lyrics DUE!!

DATE Day 10 (Tuesday, November 6 )
Essential Unit Focus: Poetic Elements: Form
Questions/ Key Lesson Question: What are the Poetic Elements?
Questions Essential Question: What is free verse? What types of poetry are there?
Activating
Strategies
Teaching
Strategies
Summarizing 1. If time remains students will be asked to fill out a “Most Important Thing”
Strategies TOD (Candy for those who write in poem form)
DATE Day 11 (Wednesday, November 7 )
Essential Unit Focus: Poetic Devices
Questions/ Lesson Question: What common literary devices are used in poetry?
Key Essential Question: How are figurative language and sensory details used in poetry?
Questions
Activating • Discussion of the five senses using a familiar example (ex. The Cafeteria) (Ripple
Strategies Activity)
Teaching 1. T/T discuss differences in senses with partner.
Strategies 2. Teacher reads “Where I’m From” by George Elle Lyon
a. Discuss importance of Sensory detail with our connections to the poem.
3. Teacher models own WIF Poem
4. Students fill out WIF poem template
http://mysite.cherokee.k12.ga.us/personal/tracy_johnson/site/10th%20Grade%2
0Resources/1/Where%20I%27m%20From%20poem%20and%20Template.pdf
5. If time have students share
Summarizin • Students will fill out an “Important Thing” TOD
g Strategies
DATE (Monday, November 12)
Essential Unit Focus: Devices
Questions/ Lesson Question: What common literary devices do author’s use in poetry?
Key Key Questions: How are figurative language and sensory detail used in poetry? How do
Questions they effect mood?
Activating • Students will view a number of different pictures and choose the “feeling word”
Strategies that best describes the mood of that picture. (see worksheet)
• T/T: How were your answers different?
Teaching 1. Reflection on activating strategy
Strategies 2. Define mood in Frayer Model Packet
3. Students will work in pairs to define the Mood in 2 different poems (D)
4. Use Mood worksheet
Summarizing • Students will share their interpretations with the class
Strategies
Date ( Monday , November 12)
Essential Unit Focus: Devices
Questions/ Lesson Question: How do I analyze the elements and devices an author used?
Key Key Question: What elements and devices affect the meaning of a poem?
Questions
Activating • Students will learn the background of the poem Paul Revere’s Ride
Strategies • Students will fill out a new EQ and answer yesterday’s EQ
Teaching 1. Students will read a poem with their partner. They will be using a reading road
Strategies map to answer questions concerning elements and devices used in the poem.
a. S Teacher summarizing as needed. Teacher will go through the first few
stanzas with students and then allow the students to work co-
dependently.
Summarizing 1. TOD: two things you learned about Paul Revere
Strategies 2. Check-up as needed (continuing tomorrow)
DATE: Day 14 (Tuesday, November 13)
Essential Unit Focus: Devices
Questions Lesson EQ: How do I analyze the elements and devices an author used?
and Key Key Questions: What are some strategies for interpreting poetry? How can I decide what
Questions: an author is trying to “say”?
Activating • Students will discuss their ideas of the poem so far. They will discuss what they
Strategy think is occurring and why they believe that. (T/T)
Teaching 1. Students will continue reading poem from yesterday, as well as filling out their
Strategies: roadmap.
2. When students are finished they will create a post on Moodle as though they
were in Paul Revere’s time period. They will write a letter to Paul Revere on
Moodle and must respond to at least one classmate as a “friend” of P.R.
a. If computers are unavailable, students will complete this on paper.
Summarizing 1. The Most Important Thing (about P.R).
Strategies:
DATE Day 16 (Wednesday, November 14)
Lesson Unit Focus: Devices
Questions/ Lesson Question: What are some common literary devices used in poetry?
Key Questions Key Questions: How do elements and devices work together to make meaning?
Activating • Students will be given different poems to read with a partner and brainstorm
Strategies ideas about the meaning. (3 different poems per class)
Teaching 1. Students will use the poem “Paul Revere’s Ride” as a connection to the poetic
Strategies elements and how they help determine meaning.
2. Students will fill out a Frayer Model for THEME
3. Students will be given a Graphic Organizer to analyze the meaning of a poem.
4. Teacher will model one poem and then students will analyze another poem on
their own. (or with a partner).
Summarizing What are some strategies you learned today? (Ticket Out the Door)
Strategies
DATE Day 15 (Thursday, November 15)
Lesson Unit Focus: Devices
Questions/ Key Lesson EQ: Who do I analyze the elements and devices an author used? How can I
Questions make meaning of a poem?
Key Questions: What are some strategies for interpreting poetry?
Activating • What are some strategies of interpreting poetry?
Strategies
Teaching 1. Review Theme (Fill in Terms Booklet)
Strategies 2. JIGSAW- Students become experts in a group, and then break apart and
teach another group. (Original groups of 5). Students will explain which parts
of the graphic organizer from earlier in the week helped them.
a. Each student will have a poem and a theme/meaning worksheet to
work with.
Summarizing • Time permitting students will share their poems with the class.
Strategies
DATE (Friday, November 16)
Lesson Unit focus: Interpreting poetry
Questions/ Key Lesson Question: How can I compare and Contrast poems
Questions Key Questions: What are some similarities and differences between certain poems.
Activating • Work Splash: Elements of Poetry
Strategies o Form: Types of Poetry
o Sound: Alliteration, Consonance, Assonance, Figurative Language
(simile, Metaphor etc), Sensory Detail etc.
Teaching 1. Teacher will read two poems to students
Strategies 2. Students will help teacher fill in LFS Compare/Contrast on board
3. Students will complete an Open-Ended Response on the two poems.
Summarizing 1. If time remains answer EQ with partner.
Strategies

Monday Teacher will introduce Poetry Project.

Date Monday, November 19
Key Questions/ Unit Genre: Interpreting poetry
Lesson
Questions
Activating • Journal Warm up.
Strategies • Students will be shown examples of past poetry projects. They will be asked
to brainstorm ideas for their own project.
Teaching 1. Students will be given back their research essay’s and asked to review their
Strategies score and create a goal for the rest of the year.
2. Teacher will go over requirements for the poetry project.
Summarizing • Students will be asked to fill out “Day 1” of their poetry project time line.
Strategies
Date Tuesday, November 20
Key Questions/ Unit Focus: Interpreting poetry
Lesson Questions
Activating • Journal warm up
Strategies • Students will share their topics and formats
Teaching 1. Students will have the class period to work
Strategies 2. Students must fill out day two of their project packet
Summarizing 1. Students will have their topics and formats approved by teacher
Strategies
Date Wednesday, November 21
Lesson Unit Focus: Interpreting poetry
Questions/
Key Questions
Activating • Journal Warm-up
Strategies • Students will share their projects so far
Teaching 1. Students will continue working on their poetry projects with teacher direction
Strategies and help
2. Students will fill out Day Three in their poetry packet
Summarizing 1. Students will fill out EQ sheet for unit
Strategies 2. TOD: 3 most helpful strategies for your project