Back to Poetry Unit

Poetry Unit Outline

Stage 1 – Desired Results
Established Goals:
  • Students will attain familiarity with poetic devices.
  • Students will think critically about the topics, themes, and information explored in class discussions, activities, and lessons.
  • Students will use technology to gather information and express their ideas.
  • Students will compare their experiences to others and consider similarities and differences.
Students will understand…
  • Poetry's place and uses in literature.
  • The importance of close reading skills.
  • Authors' intentions in their creation of poetry.
Essential Questions:
Major Questions for the Unit:

  • How can we better understand ourselves through the experiences of others?
Students will know…
  • The different kinds of poetry.
  • The similarities and differences between poetry and prose.
  • The similarities and differences between contemporary and classic poetry.
Students will be able to…
  • Read and interpret poetry of different kinds.
  • Identify poetic devices.
  • Use poetic terminology.
  • Relate poetry and prose based on common themes.
Stage 2 – Assessment Evidence
Performance Tasks:
  • Explore a theme for an electronic personal portfolio.
  • Gather literature that supports the theme.
  • Combine original work with literary examples in an electronic personal portfolio
Other Evidence:
  • Friday quizzes on material covered through the week.
  • Graphic Organizers GO-1 & GO-2.
  • Worksheet on metaphors.
  • Freewriting journals handed in every Friday.
  • Portfolio theme proposal
  • Portfolio item gathering and feedback.
  • Poetry rewrite in chosen diction.
Stage 3 – Learning Plan
Learning Activities:
  • Day 2 – Group activity: Computer lab poem hunt. (Students will be searching poetry websites for examples of poetry that meet the criteria discussed in class for the different kinds of poetry. This develops analytical skills and gets them acquainted with sites where they can find poetry for their portfolios.)
  • Day 3 - Group activity: Three questions activity from Making Learning Happen by Jeffrey Golub, pg 11. (Students will identify questions that they might want to know for their own knowledge, things that may be on the quiz, and things that might help them make connections to other pieces of literature that will end up in their portfolios).
  • Day 6 – Demonstration and discussion about theme using Titanic examples. (Students will see and discuss how the Titanic themed materials might come together in a portfolio. Also modeled will be the inclusion of other Titanic themed material such as movie clips, articles, etc.)
  • Day 7 – Group activity: Investigating allusions. (Students are grouped and assigned an allusion withing a poem to investigate, fill out graphic organizer, and present it to the class. Investigating allusions is something students will need to do in order to make connections for their portfolios.)
  • Day 8 – Class activity: Read-aloud. (Students will be assigned a stanza from a song in The Lord of the Rings as read by Robert Inglis. Students will practice reading aloud, attempting to mimic his sound. The inclusion of popular movies help students make connections between their lives and poetry, and help them make connections needed for their portfolios.)
  • Every Day – poetry readings and freewriting. (Students will have a poem and a writing prompt each day to connect them and their lives to what will be covered in class each day. Each writing prompt is based on the essential question in some way and follows a poem that will be used to illustrate the days lesson. Freewriting topics will be included in the portfolios.)