Overview and Background: Unit: The Wonderful World of Poetry

 

Paula Voth : Cheney USD 268

English. Language Arts. Technology. : Communications : Communications

Cheney : Grades 8 - 8 : Aug. - Jun.

 

Title:

The Wonderful World of Poetry

Topics:

Poetry

Time Frame:

 

Start Date:

-

Status:

Draft

Date Revised:

 

 

Other Designers:

 

Summary:
The student will become familiar with the components of poetry that include various sound devices, poetic forms, and figures of speech. In addition, students will be able to identify a variety of poetry forms and read the works of numerous poets. Students will write a variety of original poems and memorize the poems of two famous poets.

 

Print Materials Needed:
Write Source 2000
Prentice Hall - Timeless Voices, Timeless Themes

"The Centaur" by May Swenson.
"The Wreck of the Hesperus" by Henry Wadsworth Longfellow.
"Harlem Night Song" by Langston Hughes.
"Blow, Blow, Thou Winter Wind" by William Shakespeare.
E.E. Cummings' "Love is a Place."
Robert Frost's "The Freedom of the Moon."
"January" by John Updike.
Haikus by Matsuo Basho and Moritake.
"Identity" by Julio Noboa Polanco.
"400-Meter Free Style" by Maxine Kumin.
"Silver" by Walter de la Mare.
"Forgotten Language" by Shel Silverstein.
"Drum Song" by Wendy Rose.
"If I Can Stop One Heart from Breaking" by Emily Dickinson.
Robert Frost's "The Road Not Taken."

Resources:

 

Resource Attachments:

http://www.cheney268.com/MSCom/Voth/WonderfulWorldPoetry.htm

Internet Resource Links:

 

Stage 1: Identify Desired Results

 

State:

KS      

Title:

Reading & Writing

Standard(s):

Kansas Standards
Reading - Standard 1 - Learners will demonstrate skill in reading a variety of materials for a variety of purposes.
Reading - Standard 4 - Learners will demonstrate skills needed to read and respond to literature.

Writing - Standard 2 - Learners will write effectively for a variety of audiences, purposes, and contexts.

Local Standards:
Reading - Standard 1 - Use prior knowledge and reading strategies to comprehend text.
Standard 2 - Read a variety of reading materials.
Standard 3 - Read a variety of materials to understand themselves and the world around them.

 

Understandings:

user

Poetry speaks to the senses by use of figurative language, sensory words and imagery.
Poetry speaks to the heart.

 

Essential Questions:

User

How is poetry different from prose?
Why is poetry a popular form of writing?
What are the sound devices and writing techniques used in poetry?

 

Knowledge and Skills:

Students will understand, apply, and locate examples of the following figures of speech: metaphor, simile, and personification.
Students will read and interpret poems applying the following sound devices: rhyme, rhythm, alliteration, meter, repetition, and onomatopoeia.
Students will recognize various types of poetry by reading a variety of poems.
Students will create original poetry to include but not be limited to traditional narrative or ballads, lyric, haiku, alphabet, concrete, and free verse.

 

Stage 2: Determine Acceptable Evidence

 

Assessment Summary:
Students will assume the role of poetry critics for a collection of poetry that is being published. They will need to analyze the literary devises and emotional appeal of the poems and write a review for the New York Times Book Review.

 

Task/Prompt: Poetry Critics

 

Type: Performance Task

Topics: Poetry

 

Summary:
Students will assume the role of poetry critics for a collection of poetry that is being published. They will need to analyze the literary devises and emotional appeal of the poems and write a review for the New York Times Book Review.

 

Print Materials Needed:

 

Resources:

 

Resource Attachments:

 

Internet Resource Links:
Link 1: http://
Link 2: http://
Link 3: http://
Link 4: http://
Link 5: http://

 

 

Notes:

 

Student Directions:
You have just been assigned to write a review of a new poetry collection that is being published. You will need to analyze thoroughly the literary forms and devises as well as the emotional appeal of the poems and write a review for the New York Times Book Review. Your review should be well written, well organized and well supported.



 

 

Other assessment evidence to be collected:

 

Stage 3: Plan Learning Experiences and Instruction

 

Learning Activities:

W
In groups students define terms listed on the Terms Graphic Organizer.

H
Read a bland statement about a person who has
some choices in life and is really glad that he/she made the choices that
were made. Then read Robert Frost's poem "The Road Not Taken," having them listen to the language and how beautifully poetry allows us to say things.

E
Explain successful strategies for reading poetry, which include reading lines according to punctuation, identifying the speaker, using your senses, and paraphrasing lines for understanding.

Introduce definition sheets to be completed by using the Write Source 2000 books.

Read "The Centaur" by May Swenson to identify imagery and follow the punctuation guidelines for reading.

Use Prentice Hall Literature books called Timeless Voices, Timeless Themes to seek out definitions and read examples of the various literary devices in selected poems from the book.

Discuss rhyme scheme and rhythm.

Read the poem "The Wreck of the Hesperus" by Henry Wadsworth Longfellow (not found in the Prentice Hall book) and identify the sound devices in the poem along with the foreshadowing found in the poem.

Discuss Stanzas - couplet, triplet, quatrain, sestet, septet, and octave.

Discuss verse - monometer, dimeter, trimeter, tetrameter, pentameter, hexamter, heptameter, and octometer. (Information found in Write Source 2000)

Students will write an original poem which includes a definite rhyme scheme and is divided into stanzas.

Read the poems "Harlem Night Song" by Langston Hughes and "Blow, Blow, Thou Winter Wind" by William Shakespeare. Identify the speaker, rhyme scheme, and imagery in both. Identify sound of language in the poems.

Read E.E. Cummings "Love is a Place" and Robert Frost's "The Freedom of the Moon"
Discuss how both celebrate nature.

Discuss free verse.
Students write an original poem that celebrates nature and include imagery as much as possible.

Read "January" by John Updike, and haiku by Matsuo Basho, and Moritake; read "Identity" by Julio Noboa Polanco and "400-Meter Free Style" by Maxine Kumin.
Using the poems, discuss poetic form (the structure), haiku, and concrete poetry.
Practice paraphrasing lines in selected poems.

Students will write an original haiku and an original concrete poem and share aloud.

Read "Silver" by Walter de la Mare, "Forgotten Language" by Shel Silverstein, "Drum Song" by Wendy Rose, and "If I Can Stop One Heart from Breaking" by Emily Dickinson.

Memorize "If I Can Stop One Heart from Breaking"
Discuss the many sound devices such as rhyme, repetition, and alliteration found in these poems.

Complete definition sheets started earlier.

Memorize Robert Frost's poem "The Road Not Taken" and paraphrase it.


R
In groups, students will look at the original poems that they have written and complete the Terms Graphic Organizer for Personal Poems (see resources).

E
Students will assume the role of poetry critics for a collection of poetry that is being published. They will need to analyze the literary devises and emotional appeal of the poems and write a review for the New York Times Book Review.

Other Assessments
Poetry test
Definition Sheet
Turn in Terms Graphic Organizer for Poems Studied sheet
Original poems

 

Notes: