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Stage
3 (The
Plan)
This unit is designed with a PowerPoint Presentation. You may want to print out the presentation to help follow this lesson plan (for best quality use Internet Explorer, Netscape does not show the slides properly). Day
One: Introduction (slides 1-14)
Journal assignment
What is poetry?
What do you like about poetry? Explain.
What don’t you like about poetry? Explain.
Have you ever written poetry?
Does all poetry rhyme? These
questions will be written on the board as the students enter the room.
They will have 15 minutes from the time the bell rings to complete
their responses (it may take less time). When
all students have completed or 15 minutes are up, begin PowerPoint
presentation slides 1-14.
At slide 4: discuss each question.
At slide 10: Hand out the poetry reflections guide and explain the
expectations. At
slide 12-14: Hand out a copy of the poem On First Looking Into
Chapman’s Homer. Read Keats’ poem to the students. After reading
the poem the students must do a reflection on the poem. If
there is time left over (students seem restless), discuss reflections. Day
2: Poetry Reflections/Meaning
Show slides: 12-15 At
slide 12-14: Discuss Keats’ poem and the reflection.
Explain my view of the poem and what is means to me. Explain why
meaning varies from person to person. Questions? At
slide 15: Make sure students have their copy of the poem out and explain
how to mark the poem. (Turn off the computer projector) Place a copy of
the poem on the overhead. Show
the students how to mark the poem for meaning. Let the students guide this
demonstration . Hand
out a copy of The Road Not Taken by Robert Frost, read it.
Have the students mark the poem for meaning and do a reflection. Day 3: Reflections/Meaning; Imagery (slides 16-20)
Discuss yesterday’s reflection and meaning.
Share my view. Show
slides 16-20 At
slide 17: Explain imagery and have the students place the definition in
their notes. At
slides 18-20: Handout a copy of A Night Piece by William
Wordsworth. Read the poem to the students. (Turn off the computer
projector) Place a copy of the poem on the overhead and mark the poem with
the students; finding the imagery and marking for meaning. Allow students
to lead the discussion. Handout
a copy Traveling Through the Dark by William Stafford and The
Sharks by Denise Levertov. Students
are to find the imagery, mark for meaning, and do reflections for both.
(Walk through the room to make sure the students are working) Collect
The Road Not Taken and reflection to check for completion and
understanding. Try
to complete by the end of the period.
When they are returned they need to keep them in the poetry section
of their binder. Day
4: Discussion and
Alliteration (Slides 21-23) Discuss
Traveling Through the Dark and The Sharks.
Make sure the students have their copies out and have a copy on the
overhead. Allow the students
to lead the discussion. Slides
21-23 At slide 21: Explain alliteration and have the students copy the definition.
At
slides 22-23: Hand out a copy of Lineage by Margaret Walker and
read the poem. (Turn off the computer projector) Place a copy of the poem
on the overhead and mark the poem with the students (terms and meaning). Remember to look for imagery as well.
Handout
a copy of She Walks in Beauty and My Soul is Dark by Lord
Byron. Students need to find the literary devices learned to this point
(imagery and alliteration), mark for meaning, and do reflections for both
poems. Collect
yesterday’s poems and reflections and check for completion and
understanding (hand back as soon as possible) Day
5: Figures of Speech (Slides 24-34) Discuss
She Walks in Beauty and My Soul is Dark. Make sure the students have their copies out and have a copy
on the overhead. Allow the
students to lead the discussion.
Slides 24-32 At
slide 24: Explain figures of speech and have the students copy the
definition into there binders At
slide 25: Define metaphor and have students copy the definition into their
binders. Discuss examples of
metaphors with the students. At
slide 26: Hand out a copy of the poem Metaphor by Eve Marriam.
Read the poem to the students (or have a student read it aloud).
Verbally go through the poem with the students, make sure they are
marking. At
slide 27: Define simile and have students copy the definition into their
binders. Discuss examples
with students. At
slides 28-29: Hand out a copy
of The Reading Lesson by Richard Murphy.
Read the poem. Verbally
go through the poem with the students. At
slide 30: Define personification. Have
students copy the definition into their binders.
At
slides 31-32: Hand out a copy of My Poetry by Maria Herrara-Sobek.
Read the poem. Verbally go through the poem with the students. Hand
out I Wandered Lonely as a Cloud by William Wordsworth. Students
need to find the literary devices learned to this point (imagery,
alliteration, metaphors, similes, and personification), mark for meaning,
and do a reflection. Collect
yesterday’s poems and reflections and check for completion and
understanding (hand back as soon as possible). Day
6: Personification, Assonance, and Consonance (Slides 33-38) Discuss
I Wandered Lonely as a Cloud. Make sure the students have their
copy out and have a copy on the overhead.
Allow the students to lead the discussion. Slides
33-38 At
slide 33: Define Onomatopoeia. Have
the students copy the definition into their binders.
Discuss examples. At
slide 34: Hand out a copy of My Dad’s Old Car by Gareth Lancaster
(www.fizzyfunnyfuzzy.com).
Read the poem. Verbally go
through the poem with the students. At
slide 35: Define assonance and have the students copy the definition into
their binders. At
slide 36: Hand out a copy of The
Cremation of Sam McGee by Robert W. Service.
Have the student look to the second stanza (great time to introduce
the students to the term “stanza”).
Read the stanza. Verbally
go through the stanza with the students. At
slide 37: Define consonance and have the students copy the definitions
into their binders. At
slide 38: Hand out a copy of Barter by Sara Teasdale. Read the poem. Verbally
go through the poem with the students. The
reflection and marking assignment is to read the rest of The Cremation
of Sam McGee. Students need to find the literary devices learned to
this point (imagery, alliteration, metaphors, similes, personification,
onomatopoeia, assonance, and consonance), mark for meaning, and do a
reflection. Collect
yesterday’s poem and reflection and check for completion and
understanding (hand back as soon as possible). Day
7: Cacophony (dissonance) and Euphony (Slides 39-42) Discuss
The Cremation of Sam McGee. Make sure the students have their copy
out and have a copy on the overhead.
Allow the students to lead the discussion. Slides
39-42 Slide
39: Define cacophony and have the students copy the definition into their
binders. Discuss examples. Slide
40: Hand out a copy of The Bells by Edgar Allan Poe. Have students look at the third stanza, the first 10 lines.
Read this section. Verbally go over this section with the students. Slide
41: Define Euphony and have the students copy the definition into their
binders. Discuss examples. Slide
42: Hand out a copy of Sonnet 30 by William Shakespeare.
Read the poem. Verbally go over the poem with the students. Marking
and reflection assignment is to read The Bells. Students need to find the literary devices learned to this
point (imagery, alliteration, metaphors, similes, personification,
onomatopoeia, assonance, consonance, cacophony, and euphony), mark for
meaning, and do a reflection. Collect
yesterday’s poem and reflection and check for completion and
understanding (hand back as soon as possible). Day
8: Denotation and Connotation (Slides 43-45) Discuss
The Bells. Make sure the students have their copy out and have a
copy on the overhead. Allow
the students to lead the discussion. Slides
43-45
At slide 43: Define denotation and connotation.
Discuss examples At
slide 44: Hand out a copy of my poem There is Not Boat Like a Book
and Emily Dickinson’s There is No Frigate Like a Book. Read both
and verbally compare the differences (which is more “poetic”). Hand
out a copy of What is Life? and I Am! Yet What I Am None Cares
or Knows by John Clare. Students
need to find the literary devices learned (imagery, alliteration,
metaphors, similes, personification, onomatopoeia, assonance, consonance,
cacophony, euphony, and connotation), mark for meaning, and do a
reflection. Collect
yesterday’s poem and reflection and check for completion and
understanding (hand back as soon as possible). Day
9: Practice with forms (Slide 46)- Narrative (Slides 47-51) Discuss
What is Life? and I Am! Yet What I am None Cares or Knows.
Make sure the students have their copy out and have a copy on the
overhead. Allow the students
to lead the discussion. Slides
46-51
At slide 46: Introduce the forms they will be learning. At
slide 47: Define Narrative poetry. Have
students copy the definition into their binders. At
slides 48-51: Hand out a copy of Incident in a Rose Garden.
Read and verbally discuss the elements of a narrative in the poem.
Students are to write a narrative poem of their own.
The poem can be fictional. Marking
and reflecting on Incident in a Rose Garden (remember to look for
the literary devices). Collect
yesterday’s poem and reflection and check for completion and
understanding (hand back as soon as possible). Day
10: Haiku and Quatrain (Slides 52-55) Discuss
Incident in a Rose Garden. Make sure the students have their copy
out and have a copy on the overhead.
Allow the students to lead the discussion.
Slide 52-55
At Slide 52: Define
Haiku. Have students copy
the
definition into their binders. At
Slide 53: Read the Haiku examples and have the students copy the examples
into their binder. At
Slide 54: Define a Quatrain. Have students copy the definition into their
binders. At
Slide 55: Read Fireflies. Have
students copy this example into their binders.
Students are to write 2 Haikus and 2 Quatrains. Marking
and Reflection assignment: E.
E. Cummings, since feeling is first (remember to look for literary
devices). Collect
yesterday’s poem and reflection and check for completion and
understanding (hand back as soon as possible). Day
11: Cinquain and Diamante (Slides 56-59)
Discuss
since feeling is first. Make sure the students have their copy out
and have a copy on the overhead. Allow
the students to lead the discussion.
Slides 56-59 At
Slide 56: Define Cinquain. Have
students copy the definition into their binders. At
Slide 57: Read the example and have students copy the example into their
binders. At
Slide 58: Define Diamante and have students copy the definition into their
binders. At
Slide 59: Read the example and have students copy the example into their
binders.
Students are to write two Cinquains and two Diamantes. Marking
and reflection assignment: Langston Hughes Harlem (remember to look
for the literary devices). Collect
yesterday’s poem and reflection and check for completion and
understanding (hand back as soon as possible). Day
12: Poetry Scrapbook (Slides 60-67) Discuss
Harlem. Make sure the students have their copy out and have a copy
on the overhead. Allow the
students to lead the discussion. Slides
60-67
At slides 60: Hand out the requirements for the scrapbook.
At slide 61: Explain the design.
At slide 62: Explain the cover page
At slides 63-65: Explain what is to be in the scrapbook.
At slides 66-67: explain additional requirements. At
slide 68: Test time- students will have the rest of the day to work on
compiling the scrapbook. The
completion will be done on their own time, due one week from today, if
they need to use equipement (scanner, digital camara, computer) arrange
10-15 minutes during a couple of class time to take care of these needs,
or they can make appointments.
Tomorrow we will begin reviewing for the test. Day
15: What is on the test? Hand
out a study guide for the test. The
test will consist of multiple choice, short answer, and a reflection
essay. Reflection
essay: Pick one poem. Write a
four-paragraph essay on your reflection.
Paragraph one: Introduction
Paragraph two: Literary devices used and
how they impact the reader Paragraph
three: Meaning, must describe why or how you come to this meaning
Paragraph four: Conclusion
Multiple choice: definitions
Short answer: identification
Students will have the period to study on their own
or with a neighbor. Day
15: Jeopardy
Pick categories: Literary Devices, Forms, Poems (identification of
devices).
Pick groups of 5. Day 16: Test
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