Shellie Sims/Monique Whorton

Shellie Sims/Monique Whorton Room 112 Lit/Comp 9

Poetry Unit

Overview of Lesson: This is a lesson in which students will focus on various types of poetry, resulting in individual poetry portfolios of poems generated by the students.

While most assignments are worth only one point, some of the tougher ones are worth two. Students are to acquire at least fifteen points from the list of activities, in, for the most part, their choice of combinations. They may not do an assignment more than once. Some projects are required.

The assignment is due on Feb. 22; students will have limited time during class to work on this project. Students should bring in as many of their own supplies as possible, if needed, but there will be limited supplies in the classroom. This is not a group project, but students may consult classmates quietly for feedback or help.

Objectives: Students will:

 Write and recognize sentences with correct structure, verb forms, capitalization, punctuation, possessives, plurals, proper mechanics, word choice, and spelling.

 Read, discuss, and interpret works of fiction and non-fiction.

 Define unfamiliar words by using appropriate structural analysis skills.

 Develop an understanding of the effect of history on literature.

 Identify structural elements of literature.

QCC’s: 40 Topic: Writing/Usage/Grammar Standard: Understands that language usage is shaped by social, cultural, and geographical differences.

37 Topic: Writing/Usage/Grammar Standard: Recognizes that language is a powerful tool for thinking and learning.

17 Topic: Core Skills Standard: Uses language appropriate to situation and audience.

Materials/Resources: Text, Handouts, Computers on some days, Markers, Pens and Pencils, Paper, Scissors, Glue, Tape

Time: Two Weeks

1 Pre-Assessment: There will be a discussion about poetry background: who has read/written poetry in the past? What have they read?

Engagement: Explain to the students that everyone has listened to a poem in the last 24 hours. Lyric poetry is put to music using devices such as rhythm. The songs that we listen to on the radio are all forms of poetry. Poetry is not for wimps. Poems will be read, discussed, and students will be guided through the process of writing their own. Students will be shown poetry portfolios from previous classes. Students will be encouraged to write after they are aware that their favorite songs are actually lyrical poems. “Creative license” will also be incentive to participate in these exercises.

Activities/Procedures: 1. The poem “Fog” uses an animal metaphor that describes weather. Create your own poem with an animal/weather metaphor. 2. Read “The Seven Ages of Man”. Write a poem that describes seven different stages of your own life. 3. Using “Beware: Do Not Read This Poem: as a model, write a poem that destroys your reader as they read it. 4. Look at the poems on pages 564 and 576. Write your own poem about a powerful childhood memory. 5. “American Hero” is an incredible poem about playing basketball; write a sports poem using this one as inspiration. 6. A Haiku is a three-line poem with a specific structure. Its first line consists of five syllables. Its second line is seven syllables. And its last line is five syllables. Following this structure, write four Haiku: one for each season of the year. 7. Write down at least ten lines from a song that you like (make sure the lyrics are appropriate). After the selection, tell what poetic devices were used in the lyrics and how they were used (Poetic devices include metaphor, simile, personification, alliteration, rhyme, meter, imagery, etc.). Two Points 8. Review abstract nouns. Choose an abstract noun (love, fear, liberty, etc.) and list ten specific things, images and/or actions that you associate with it. Put your list in the form of a poem. 9. Choose two poems from your literature book that you can relate to personally. 10. Find three poems from somewhere other than your literature book (the library, your house, a friend, etc.). Copy them for your portfolio and write a brief explanation (a paragraph or two) telling where you found the poems and why you picked them. Two Points. 11. Read “Fifteen” (page 571). Then write a poem about a specific age of your own life that you remember. Be sure to describe specific memories that express how you felt or thought at that age. 12. A limerick has the rhyme scheme, AABBA and usually has a humorous tone. Example: Billy crawled under the bleachers

2 He was hiding from all of the teachers They were so cruel They called him a fool They were all a bunch of mean, nasty creatures. Following the same pattern, write your own limerick. 13. Found Poetry is everywhere! Find an everyday non-poem (a sign, a homework assignment, a grocery list, a note from a friend, etc.) and make a poem out of it. The poetry is all in how you write it down. 14. Choose an inanimate object and become it. Describe yourself. What do you do? What do you like? What do you hate? 15. Read “Fire and Ice” (page 541). Respond to the poem by writing down your own poem about how you think the world will end. 16. Draw a picture illustrating a poem in your literature book. 17. Sell a Poem!! Pick a poem in you literature book and write a commercial advertising it to the class. Try to make the poem as appealing and interesting as possible. Don’t forget the “But wait! There’s more!” 18. Write a poem that is nothing but today’s slang expressions. Use either popular expressions or “inside jokes” that you and your friends use. No profanity. 19. Describe the strangest or scariest dream you’ve ever had and make it into a poem. 20. Find a poem in your literature book to read out loud in front of the class. Before you read it, copy it down on you own sheet of paper to put in your portfolio. After you read it, Ms. W will sign it so that you get credit. 21. “Weird Al” Yankovich makes a living out of doing parodies of popular songs (he turned Michael Jackson’s “Beat It” into “Eat it”). Pick a poem, either in your literature book or in another book, and write a parody of it. You might have to look up the word “parody.” 22. Eavesdrop on a few conversations during the day and jot down phrases and words that you hear people say. After you have a good collection, put them together into a poem. 23. Pick a poem that confuses or interests you in your literature book. Then write a letter to the author of the poem, telling him/her what you liked or didn’t like about the poem and asking him/her any questions you had about the poem. Make sure your letter is at least 100 words long. 24. Convince a friend (who is not in any of my classes) or family member to loan you a copy of a poem that they have written. Interview them about their poem. Ask them why they wrote it, what it means to them, what they plan to do with it, and any other question you can come up with. Include the poem and the results from you interview in your portfolio. Two Points. 25. Pretend that you are from another planet. Write a poem to your home planet that describes what Earth is like. You might get some ideas from “Southbound on the Freeway” (on page 527).

*** required*** Definitions of literary terms. (One point)

Explanations: Be Not Afraid of Poetry!

3 Poetry can be your friend. In fact, you’ll want poetry to be your friend for this project. You’ll get familiar with, you’ll explore, you’ll read, you’ll even write poetry, but do not be afraid. Remember poetry is everywhere and if you read and write sincerely, then you are a friend of poetry.

Lesson Modifications: Some poetry writing activities will be done as a group. Some classes may need extra days to do these activities.

Technology Connections: Students will use the computer to generate their poetry books. Lab time will be used.

Closure: Students will take time to share their portfolios with others.

Assessment/Evaluation: This will count as one test grade. Rubric Complete (all fifteen points) 40% Neatness 10% Showed Time and Effort (thorough/original) 20% Worked Efficiently (quiet/cooperative) 20% Creative (personal cover/ illustrations) 10%

Post Lesson Reflections: Review of Portfolios