Poetry: Unit Plan
Poetry: Unit Plan
|Monday |Tuesday |Wednesday |Thursday |Friday |
|spelling/vocabulary |spelling/vocabulary practice |read “Painting with Words” |read “The Sounds of Poetry” (576-77), |spelling/vocabulary test |
| | |introduction to poetry (546-47), notes|notes on guided sheet | |
|students free write about poetry: |teach imagery |on guided sheet | |students write nonsense poems |
|likes and dislikes, past experiences | | |read Lewis Carroll (577) | |
| |read variety of poems, including The|read Langston Hughes (561-65) | |pairs read poems and discuss |
|class discussion of student responses |Beatles and Galway Kinnell | |grammar lesson |language/sounds and the feeling they |
| | |draw and/or write responses to images | |evoke |
|read and discuss Billy Collins* and |students write poems using imagery | |read Harryette Mullen*, discuss images| |
|talk about approach to/purpose of unit| |read Hughes’ biography (566) |and feelings in response as well as |Reading-Strand 2, Concept 1: PO 6 |
| |Writing-Strand 3, Concept 1: PO 2a | |purpose of poem | |
|Writing-Strand 1, Concept 1: PO 1 | |look at photos of Harlem, compare to | | |
| | |mental images |Reading-Strand 2, Concept 1: PO 6, 7 | |
| | | | | |
| | |Reading-Strand 1, Concept 4: PO 4 | | |
| | |Reading-Strand 2, Concept 1: PO 7 | | |
|spelling/vocabulary |spelling/vocabulary practice |read and write response to Bertolt |read Al Young (610) |spelling/vocabulary test |
| | |Brecht and biography (628-29) | | |
|students free write about messages |read and discuss Li-Young Lee (569) | |students begin poetry response |students continue poetry response |
|important to them and the most | |explain poetry response assignment |assignment |assignment |
|effective way to do that |read short essay/text excerpt about |(written and visual response to | | |
| |immigrants, in groups, students |song/poem of their choice) to class |Reading-Strand 2, Concept 1: PO 6, 7 |Reading-Strand 2, Concept 1: PO 6, 7 |
|read and discuss Rudyard Kipling* |write a found poem |and answer questions | | |
| | | | | |
|students respond via write-pair-share |class discussion of creating found |library (bi-monthly visit) | | |
|as to what advice most affects them, |poem | | | |
|their generation, etc. | |Reading-Strand 2, Concept 1: PO 2 | | |
| |Writing-Strand 2, Concept 1: PO 2; | | | |
|Reading-Strand 2, Concept 1: PO 2 |Concept 3: PO 4 | | | |
| |Writing-Strand 3, Concept 1: PO 2 | | | |
|Monday |Tuesday |Wednesday |Thursday |Friday |
|spelling/vocabulary | | | | |
| | | | | |
|students discuss poetry response | | | | |
|assignments in groups and submit | | | | |
| | | | | |
|Reading-Strand 1, Concept 5: PO 1 | | | | |
Materials
Copyrighted Materials:
1. Elements of Literature, Collection 5
a. “Painting with Words” by John Malcolm Brinnin (546-47)
b. “Madam and the Rent Man,” “Harlem Night Song,” and “Winter Moon” by Langston Hughes (561-66)
c. “The Sounds of Poetry” by John Malcolm Brinnin (576-77)
d. “Jabberwocky” by Lewis Carroll (577)
e. “I Ask My Mother to Sing” by Li-Young Lee (569)
f. “The Burning of Books” by Bertolt Brecht (628-29)
g. “For Poets” by Al Young (610)
2. “Introduction to Poetry” by Billy Collins (poetry/180)
3. “Lucy in the Sky with Diamonds” by The Beatles, recording
4. “Blackberry Eating” by Galway Kinnell
5. photographs and artwork of Harlem streets and skylines
6. “Blah-Blah” and “Jingle Jangle” by Harryette Mullen (Sleeping with the Dictionary)
7. “If” by Rudyard Kipling (middleschoolpoetry180.)
8. essay about immigrant experience and immigration statistics/facts
To Borrow: N/A
To Create or Arrange:
1. example imagery poem
2. guided notes sheet for “Painting with Words” and “The Sounds of Poetry”
3. format/prompt for nonsense poem
4. evaluation/discussion sheet for partner readings of nonsense poems
5. handout for creating a found poem
6. example of found poem
7. poetry response assignment sheet handout
8. materials for visual response to poems (magazine clippings, glue, pencils/crayons/markers, etc.)
|Monday |Tuesday |Wednesday |Thursday |Friday |
|spelling/vocabulary |spelling/vocabulary practice | | |spelling/vocabulary test |
| | | | | |
|read and discuss Billy Collins poem, | | | | |
|talk about unit | | | | |
| | | | | |
|read “Painting with Words” | | | | |
|introduction to poetry (546-47), notes| | | | |
|on guided sheet | | | | |
| | | | | |
|discuss Billy Collins poem using | | | | |
|knowledge from lecture | | | | |
| | | | | |
|Reading-Strand 2, Concept 1: PO 7 | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
Imagery: Coloring with Words
Terminal Objective: The students will demonstrate their understanding of imagery by writing an eight-lined poem that includes three examples of imagery.
Standard: Grade 7- Writing: Strand 3, Concept 1: PO 2a
Language Objective: ELL IV Writing Applications- 1. The students will be able to write (a narrative) that includes… sensory detail.
|Time |Sub-Objectives |Teaching Strategies |Active Student Participation |
|1. 5 minutes |1. Paraphrase the definition of imagery. |1. Bellwork: Read and paraphrase the definition of |1. a. Each student reads the definition of imagery and |
| |(Bloom: comprehension) |imagery. |paraphrases it. |
| | | |b. Call on non-volunteers to share. (check for understanding) |
|2. 7 minutes |2. Define the two types of imagery: |2. Lecture: Explain literal and figurative imagery using |2. a. Each student takes guided notes. |
| |literal and figurative. (Bloom: knowledge)|an excerpt from George G. Toudouze’s “Three Skeleton Key” |b. Each student describes literal and figurative imagery in their|
| | |as an example. |notes as if writing to an absent peer. (check for understanding)|
|3. 15 minutes |3. Explain the purpose of the imagery in a|3. a. Guided Practice: Explain purpose of imagery in |3. a. Students listen to the teacher’s explanation of Toudouze’s|
| |variety of texts. (Bloom: comprehension) |Toudouze excerpt. |use of imagery. |
| | |b. Guided Practice/Read Aloud: “Winter Moon” by Langston |b. Students read aloud “Winter Moon” and “Blackberry Eating,” and|
| | |Hughes and “Blackberry Eating” by Galway Kinnell. |take notes about the imagery and its purpose in their guided |
| | |c. W-P-S/Song: “Lucy in the Sky with Diamonds” by The |notes. (check for understanding) |
| | |Beatles. |c. Students listen to “Lucy in the Sky with Diamonds” and |
| | | |complete a Write-Pair-Share activity to identify the song’s |
| | | |imagery and its purpose. (check for understanding) |
|4. 10 minutes |4. Free write about objects and |4. Guided Practice: Lead students through crayon free |4. Each student selects a crayon and free writes about the |
| |experiences using imagery. (Bloom: |writing activity, and show them an example. |images, experiences, and senses they relate to the color. (check|
| |synthesis) | |for understanding) |
|5. 15 minutes |5. Write an eight-lined poem that includes|5. Poem Assignment: Use multiple images from the crayon |5. Each student writes an eight-lined poem that includes three |
| |three examples of imagery. (Bloom: |free writing activity to write an eight-lined poem that |examples of imagery. (check for understanding and formal |
| |synthesis) |includes three examples of imagery. |assessment) |
Homework: Students who do not finish their poems in class will be expected to finish them for homework.
Materials Needed:
Bellwork overhead
Guided notes for imagery
Overhead of “Three Skeleton Key” excerpt
Textbooks: “Winter Moon,” p. 564
Handout of “Blackberry Eating”
Handout of “Lucy in the Sky with Diamonds”
Recording of “Lucy in the Sky with Diamonds”
Overhead of example crayon free writing activity
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