roseheil.weebly.com€¦ · web viewstudents must be able to distinguish between the different...

Poetry

Twelfth Grade English IV

Prepared by:

Rose Heil

for

Dr. Feather

EDFOUND 291.02: Principles of Teaching

Spring 2012, BU

Introduction

Students must be able to distinguish between the different forms that poetry can take in order

to participate fully in and understand class discussions. They will then use this knowledge so that

they can compare poetry other forms of literature, using several different criteria. These concepts

are crucial to a basic knowledge in poetry and must be mastered before they are able to unravel

the meanings behind the poetry we will cover in class.

Students will believe that they only need to know poetry in order to pass this class. They will

realize, as the class applies poetry to society, that poetry is an integral part of society. Students

will come to realize that poetry is the base for music and that they can unravel hidden meanings

in songs once they understand the basic concepts of poetry. By linking poetry to music in a

generation where almost every student has an ipod or at least a radio, students will see the value

of learning poetry. Also, students can then use the poetry characteristics that they will learn in

order to make a paper or a letter better written.

Writing a unit plan is imperative. It forces the teacher to plan ahead of time, a task that the

novice teacher might take for granted. While writing a unit plan, teachers must allot a certain

amount of time per activity which will help teachers to cover more material than might be

covered if there were no time limitations. Teachers are required to clearly state what they wish

their students to be able to do by the end of the lesson, which makes them focus their lesson on

the most important pieces that students must know. Unit plans are essential because they make

teacher realize what is important to teach in the school year and approximately how long it will

take them to teach that.

General Objectives

1. Upon completion of this unit on Poetry, students will be able to identify several different

forms of poetry.

2. While reading a poem, students will be able to point to these identifying features.

3. Upon completion of this unit on Poetry, students will be able to verbally state an example of

each form of poetry found in today’s society.

2

Preassessment

Given the attached preassessment worksheet, each student will write what he or she knows

about each word, and will leave the words that they do not know blank. If students know a topic,

I will spend less on that topic in order to spend more time on the topics that fewer or none of the

students are familiar with.

Body

Motivational Device for the Unit Plan: After performing the preassessment worksheet, ask the

students verbally if they know what each word is. This will get students interested in what they

did not know and in what none of the students know.

Topical Outline:

Lesson 1: Poetry Vocabulary

Academic standard: 1.3.12. B Identify and analyze characteristics of genres (satire,

parody, allegory, pastoral) that overlap or cut across the lines of genre classifications

such as poetry, prose, drama, short story, essay, and editorial.

Assessment anchor descriptor: R11.A.1.6 Identify, describe, and analyze genre of text

Lecture

Poet, End Rhyme, Alliteration, Rhyme Scheme, Stanza

Lesson 2: Couplets, Haiku, Acrostic, and Freestyle Poetry





Jigsaw Cooperative Learning

Students will learn the identifying characteristics of each form of poetry.

Lesson 3: Sonnets





Discussion

Students will be able to identify sonnets and each characteristic of a sonnet.

3

Name:

Unit Preassessment

Please write everything that you know about the following words. There is no

penalty for not knowing a word; this is simply to see what you already know.

1) Rhyme Scheme

2) Rhyme

3) Poet

4) Poetry

5) Sonnet

6) Couplet

7) Haiku

8) Freestyle Poem

9) Acrostic Poem

4

UNIT: Poetry DATE:

LESSON: Poetry Terms TIME LENGTH: 40-45 min

PA ACADEMIC STANDARDS:

1. 1.3.12. B Identify and analyze characteristics of genres (satire, parody, allegory, pastoral)

that overlap or cut across the lines of genre classifications such as poetry, prose, drama,

short story, essay, and editorial.

ASSESMENT ANCHOR:

1. R11.A.1 Understand fiction appropriate to grade level

ASSESSMENT ANCHOR DESCRIPTORS:

1. R11.A.1.6 Identify, describe, and analyze genre of text

MOTIVATIONAL DEVICE: Pyramid Game- the students will sit in home groups with only

one student facing the screen. On the screen will be six words that the students may not say but

must get their groups to say using descriptive words or phrases. The first group finished will get

to choose today’s daily journal entry.

INSTRUCTIONAL OBJECTIVES:

1. Using their notes, students will be able to draw a line from a poetry characteristic to the

correct example with no error.

2. Without using notes, students must be able to verbally state the definition of a poetry

characteristic with no error.

3. Given a poem, students will be able to identify three characteristics that classify it as a

poem with no error.

MATERIALS NEEDED: None

TECHNOLOGY NEEDED: Computer and projector for PowerPoint, chalkboard

RESOURCES USED: http://www.shadowpoetry.com/resources/wip/types.html

LESSON TYPE (Pedagogy): Presentation

LESSON OUTLINE:

I. Introduction (10 min)

A. Motivational Device- be sure to give directions and ask if anyone needs clarification.

B. Daily journal topic- Winning group will choose today’s journal topic.

II. Poetry Vocabulary (25 min)

A. Poet

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1. If students cannot give any examples of poets, point out that songs are a form of

poetry as well.

2. Ask students if any of them have ever written poetry, this classifies them as a poet.

B. End Rhyme

1. Ask students for examples of end rhymes

2. Examples can be either from actual poetry, or created by students

C. Alliteration

1. If students cannot give an example, use “Peter Piper picked a peck of pickled

peppers”

D. Rhyme Scheme

1. Focus on this for longer, it is a harder concept for students to grasp. Ask for

examples of song lyrics that may have a rhyme scheme; students must identify a rhyme

scheme in the lyrics.

E. Stanza

III. Summary (7 min)

A. Ask the three Key Questions

B. Summarize lesson by stating what each vocabulary word is with only a one sentence

definition.

C. Closure

KEY QUESTIONS:

1. Which vocabulary word do you think will be the hardest for you to remember? What are

two methods that you can utilize to help you remember it?

2. Which characteristic is the most evident when first viewing a new poem or listening to a

new song? Why might this be?

3. What is an example of alliteration that you might use when writing poetry?

CLOSURE: Ask five different students to each state what they have learned in class today.

DIFFERENTIATED LEARNING ACTIVITIES:

1. Provide larger pencils for students with fine motor difficulties.

2. Talk facing students so that students with hearing impairments can read lips if necessary.

3. Seat students with low sensory threshold in the center front of the classroom to help them

maintain their attention on the PowerPoint.

6

FORMATIVE ASSESSMENTS:

1. If students are not able to give an example of any of the vocabulary, give the students one

to two minutes to confer with their home group members.

2. If students are having trouble grasping the concept of a rhyme scheme, ask for a chorus

of a popular song and for a student to write it on the chalkboard. Illustrate what the rhyme

scheme of the chorus is.

HOMEWORK: Write a line of poetry (to be read by the teacher only) that includes two

characteristics other than the poet characteristic.

REFLECTION:

1. Did all students grasp the concept of rhyme scheme or do I need to review rhyme scheme

in the next lesson with more examples?

2. Did all students remain focused on the lesson for the entire time? If not, how could I keep

their attention during a lecture while still teaching them?

3. If I were to re-use this lesson, which parts would I keep and which would I discard.

Rather than discarding those items, is there a way to keep but change them for future use?

7

UNIT: Poetry DATE:

LESSON: Couplets, Haiku, Acrostic, and Freestyle Poetry TIME LENGTH: 40-45 min




short story, essay, and editorial

ASSESSMENT ANCHOR:


ASSESSMENT ANCHOR DESCRIPTORS:


MOTIVATIONAL DEVICE: Ask students to give an example of a form of poetry and what

sticks out to them the most when they read poetry.


1. Given graphic organizer, students will be able to verbally state one characteristic for each

form of poetry with no error.

2. Given the poems on the back of the graphic organizer and without using notes, students

will be able to draw a line from poems to the form of poetry classifications with no error.

3. In pre-arranged home groups, students will be able to write an example of two of the four

poetry classifications with no error.

MATERIALS NEEDED: Graphic organizer with Poem Matching on reverse side

TECHNOLOGY NEEDED: None

RESOURCES USED: http://www.jigsaw.org/overview.htm

LESSON TYPE (Pedagogy): Jigsaw Cooperative Learning

LESSON OUTLINE:

I. Introduction (5 min)

A. Motivational Device

B. Hand out graphic organizers.

II. Jigsaw (35 min)

A. Ask students to move to home groups

1. Students in each group each choose a different number, 1-4.

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2. The number that the students choose will determine the form of poetry that they

will be learning based upon the number of the poetry form on the graphic organizer.

3. Students will move into different corners of the classroom based upon the form of

poetry that they will be learning about.

4. When students are in poetry form groups, hand each group correlating poetry

form’s knowledge sheet, one sheet per number group.

5. Students will work on practicing identifying their particular form of poetry based

upon it’s characteristics, taking notes to refer to while teaching their home group.

B. Regroup to home groups

1. Students will move back to home groups and arrange desks in a circle.

2. Each of the four students in home group must teach the rest of their group how to

recognize their poetry form based upon notes.

3. Students must write at least one characteristic in graphic organizer.

C. Group Activity

1. Groups will work together on the reverse side of the graphic organizer to match

poetry samples with the correct poetry form.

2. When groups are finished, they must put desks back in regular classroom order.

III. Summary (5 min)

A. Remind students what they have learned by asking the Key Questions

B. Closure

KEY QUESTIONS:

1. What is a characteristic of each of the forms of poetry? Which do you think is the most

evident at first glance? Explain why.

2. Are there examples of any of these forms of poetry in today’s society? What is one

example and why does it classify as poetry?

3. Which of the forms of poetry do you think is the easiest to create? Explain why.

CLOSURE: Ask four students from different groups to each name one characteristic of each of

the forms of poetry


1. Arrange students in circles so that hearing impaired students can read lips if possible.

2. Post podcast of poetry readings onto class website for students with visual impairments.

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3. Make sure that home groups are arranged by varying cognitive ability so that gifted

students can help students with disabilities.


1. Walk around while students are in number groups to ensure that they are interpreting the

information correctly. When needed, intervene and aid for proper comprehension, then move

to another group.

2. During the motivational device, if students do not know the essentials of poetry such as

rhyme scheme and stanza, review poetry vocabulary before jigsaw.

HOMEWORK: Write either a couplet or a haiku and list two characteristics of the poetry form

that you did not write.

REFLECTION:

1. Were all students involved in the jigsaw learning and, if not, what could I do in the future

to avoid this?

2. Did students learn the information well enough to move onto sonnets?

3. What did I think was the least successful aspect of today’s lesson and how could I fix this

for future jigsaw lessons?

11

Forms of Poetry

Couplet

Haiku

Acrostic

Freestyle

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Freestyle

What is a freestyle poem?

The defining factors of a freestyle poem are:

The poem follows a theme

May or may not rhyme

There may be any number of syllables per line

Example:

Dancing, running, jumping jacks,

Only one of these do I truly love;

Since I cannot do it well, it makes me laugh.

Laughing and dancing like nobody’s watching.

Number Group Example (Each group must create an example of their form of poetry):

13

Haiku

What is a haiku?

The defining factors of a haiku are:

Three lines


Lines one and three have five syllables, line two has seven

Example:

Sometimes I may dance,

Dance like nobody’s watching

But I don’t dance well


14

Couplet

What is a couplet?

The defining factors of a couplet are:

Two lines

A rhyme scheme of a-a

Can be any number of syllables

Example:

Sometimes I may dance,

But never do I prance


15

Acrostic

What is an acrostic?

The defining factors of an acrostic are:

The first letters of each line spell a word


There may be any number of syllables per line

Example:

Dancing is fun

And counts as exercise too!

Not that I dance well, but I

Can do the Cupid Shuffle

Every now and then


16

UNIT: Poetry DATE:

LESSON: Sonnets TIME LENGTH: 40-45 min




short story, essay, and editorial

ASSESSMENT ANCHOR:


ANCHOR DESCRIPTOR:


MOTIVATIONAL DEVICE:

Show students what a sonnet sounds and looks like by showing YouTube video of Sonnet

16

by SocraticaStudios.


1. Given the handout of sonnet characteristics and presented with slides (3-6), students will

be able to identify (point to) which characteristic of a sonnet has been changed to

disqualify it as a sonnet correctly three out of four times.

2. Given the handout of sonnet characteristics and the labeled poem on the back of the

handout, students will correctly underline three of the four listed characteristics.

3. Given the poem on the handout, students will decide (write on the handout) if the poem is

a sonnet or not with no error.

MATERIALS NEEDED: PowerPoint notes for instructor, 35 copies of PowerPoint slides, 35

copies of Sonnet characteristics handout with poem on reverse side

TECHNOLOGY NEEDED: Computer, projector for PowerPoint slides

RESOURCES USED:

1. http://www.youtube.com/watch?v=R4biAj3HqsM

2. George Mason University. (2012). Shakespeare’s Complete Sonnets. Retrieved from

http://www.opensourceshakespeare.org/views/sonnets/sonnets.php

LESSON TYPE (Pedagogy): Discussion

LESSON OUTLINE:

17


http://www.youtube.com/watch?v=R4biAj3HqsM

I. Introduction (8-10 min)

A. Motivational Device: YouTube video of Sonnet 16

B. Daily Journal Entry: What do you think a sonnet is? Have you ever read one? If so,

please describe your first impressions of a sonnet.

C. Ask students to sit in pre-arranged home groups (4 students each, rearrange if

necessary)

D. Distribute handouts

II. Lesson (28-32 min)

A. What is a sonnet?

1. Each student will read a characteristic to their group and point to the characteristic

on slide 1.

2. Ask one student from each group to point to a characteristic on the slide for the rest

of the class to hear and see.

3. Show students slide 2 with the characteristics underlined.

B. Applying Characteristics

1. Instructor will show slides 3 through 6 while each group determines what has been

changed in each poem to disqualify it as a sonnet and writes their answers on a piece

of paper to hand in immediately after slide 6.

2. If a group gets more than one wrong, review the characteristics of sonnets.

3. Groups will each create a cooperative sonnet with three characteristics, to be read

by the instructor only.

C. Identifying Characteristics

1. Students will read the poem on the reverse side of the handout individually.

2. Students must underline the characteristics of the poem individually while the

instructor reviews the collaborative sonnets to see if each group grasps the

concept of a sonnet.

III. Summary (4-5 min)

A. Summarize lesson by restating the characteristics of a sonnet and ask third key

question; three groups will share answers with the rest of the class.

B. Each group states to the class if the poem on the handout is a sonnet or not.

C. Assignment of homework

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D. Closure

KEY QUESTIONS:

1. What are three of the four characteristics of sonnets and which do you think is the most

obvious when reading a new poem?

2. What is a difference between a sonnet and a couplet? (Couplets were taught last lesson)

3. Are there any modern examples of poetry? List one specific example that one may see in

everyday life and share your answers with your group.

CLOSURE: Ask four separate students to each name a different characteristic of a sonnet.


1. Print the handouts in 14 pt. font for students with visual impairments but hand out to all

students

2. Provide copies of slideshow for students with visual or reading/writing impairments but

hand to all students

3. Lower blinds to reduce distractions for students with low sensory thresholds


1. Observe students during discussions to ascertain if they correctly understand a sonnet,

intervene briefly only when needed for clarification.

2. Ask the third key question. If groups are having trouble answering, have each group send

an ambassador to another group to hear ideas that will then start the discussion in their home

group.

HOMEWORK:

Students must list the four characteristics and one example of each to hand in at the

beginning of next class; they may use the handout and slides for reference.

REFLECTION:

1. Did all students understand the concept, or do I need to revise tomorrow’s lesson to

reteach?

2. What would I change if I were to teach this lesson again?

3. Was the lesson too long or short of allotted time and, if so, how could this be fixed

without losing the point of the lesson?

19

Name:

Date:

Sonnet Characteristics

We have learned what couplets and haiku are, now what is a sonnet?

1. Distinctive Rhyme Scheme

Most sonnets have a rhyme scheme of “ababcdcdefefgg”

2. Distinctive Order of Stanza

Stanzas are made clear by rhyme scheme “abab/cdcd/efef/gg”

3. Iambic Pentameter

Each line is in Iambic Pentameter, following the unstressed/stressed pattern five

times

4. The Number of Lines

Sonnets each consist of fourteen lines

In summary….

Sonnets are fourteen line poems that follow a particular rhyme scheme and

using Iambi Pentameter. This rhyme scheme then allows stanzas to become

apparent.

21

Sonnet or Not?

Then let not winter's ragged hand deface

In thee thy summer, ere thou be distill'd:

Make sweet some vial; treasure thou some place

With beauty's treasure, ere it be self-kill'd.

That use is not forbidden usury,

Which happies those that pay the willing loan;

That's for thyself to breed another thee,

Or ten times happier, be it ten for one;

Ten times thyself were happier than thou art,

If ten of thine ten times refigured thee:

Then what could death do, if thou shouldst depart,

Leaving thee living in posterity?

Be not self-will'd, for thou art much too fair

To be death's conquest and make worms thine heir.

22

Test Blueprint

Test Blueprint for Unit Based on Instructional Objectives

(Cognitive Domain)

Instructional

Objective

Know. Comp. Application Analysis Synthesis Evaluatio

n

Totals

1-1 5 5

1-2 4 4

1-3 2 2

2-1 5 5

2-2 1 1

2-3 4 4

3-1 2 2

3-2 2 2

3-3 1 1

Totals 5 5 9 3 4 0 26

Note: Include other Domains (Affective and/or Psychomotor), if needed.

23

Name:

Poetry Unit Test (65 points)

Multiple Choice (2 points each)- Circle the letter of the best answer from the choices given.

1. Which form of poetry has a rhyme scheme of A-A?

A. Acrostic

B. Couplet

C. Haiku

D. Sonnet

2. Which form of poetry has a rhyme scheme of ABAB CDCD EFEF GG?

A. Acrostic

B. Couplet

C. Haiku

D. Sonnet

3. Which form of poetry has a syllable count of 5-7-5?

A. Acrostic

B. Couplet

C. Freestyle

D. Haiku

4. Which form of poetry can have any rhyme scheme and does not have a syllable count?

A. Acrostic

B. Couplet

C. Freestyle

D. Haiku

5. Which form of poetry spells a word with the first letter of each line?

A. Acrostic

B. Couplet

C. Freestyle

D. Haiku

24

Analysis- Use the following text to answer questions 6-10 (2 points each)

From fairest creatures we desire increase,

That thereby beauty's rose might never die,

But as the riper should by time decease,

His tender heir might bear his memory:

But thou, contracted to thine own bright eyes,

Feed'st thy light's flame with self-substantial fuel,

Making a famine where abundance lies,

Thyself thy foe, to thy sweet self too cruel.

Thou that art now the world's fresh ornament

And only herald to the gaudy spring,

Within thine own bud buriest thy content

And, tender churl, makest waste in niggarding.

Pity the world, or else this glutton be,

To eat the world's due, by the grave and thee.

6. Label each line with a letter to denote the rhyme scheme if there is one.

7. Mark where each stanza begins by placing an extended bracket to the left side of the text.

8. Circle one example of alliteration if there are any.

9. Draw arrow between end rhyming words.

10. Based on your analysis of this text, what kind of a poem is this? .

25

Matching (2 points each) - Match the definition with the correct poetry characteristic and be

sure to write the correct letter next to the corresponding number.

11. A section of lines grouped by theme A. Alliteration

12. The pattern of rhyming in a poem B. End Rhyme

13. Same letters at the beginnings of words C. Poet

14. The author of a poem D. Rhyme Scheme

15. Two lines that rhyme E. Stanza

Creating- (5 points each)- Create an example of the listed form of poetry, be sure to write at least

two lines for each. This must be a work written by you, not by somebody else and will be read by

the teacher only.

16. Alliteration

17. Couplet

18. Freestyle

19. Haiku

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Compare and Contrast (5 points each)- List the connections and dissimilarities of each of the

following pairs using bullets, lists, or full sentences.

20. Rhyme Scheme vs. End Rhyme

21. Haiku vs. Couplet

Definitions (1 point each)- write a one-sentence definition of each of the following poetry terms.

22. Acrostic

23. Alliteration

24. Stanza

25. End Rhyme

26. Rhyme Scheme

27

Test Answer Sheet

1. B 2. D 3. D 4. C 5. A

6. The letters marked at the end of each line should follow the pattern ABAB CDCD EFEF GG.

7. The extended parenthesis should group lines 1-4, 5-8, 9-12, and 13-14.

8. Alliterations marked may include “From fairest…” or “bud buriest.”

9. Rhyming lines should be shown as lines 1 and 3, 2 and 4, 5 and 7, 6 and 8, 9 and 11, 10

and 12, 13 and 14.

10. Sonnet

11. E 12. D 13. A 14. C 15. B

16. Students’ answers must include words with the same first letter, for example:

Some students simply sunbathe

While smart student studiously read.

17. Students’ answers must include two lines that contain an end rhyme, for example:

It would be very odd to see a hen

That is wielding a pen.

18. Students’ answers may vary, but must have a central theme, for example:

Water, rushing, gushing,

Cooling, heating, and sustaining life.

19. Students’ answers must include a syllable count of 5-7-5, for example:

Dinner with my mom:

We eat ham and potatoes;

It can be quite fun!

20-21. Comparisons may vary, but could look like the following:

End Rhyme (rhyming words at end of line) Rhyme Scheme (pattern of end rhymes)

Haiku (syllable count of 5-7-5, doesn’t have to rhyme) Couplet (2 lines, must rhyme)

22. Acrostic- must include some phrasing of: The beginning letters of each line spell a word.

23. Alliteration- must include some phrasing of: The first letters of each words are the same.

24. Stanza- must include some phrasing of: lines grouped by theme or rhyme scheme.

25. End Rhyme- must include some phrasing of: rhyme at the end of two or more lines.

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26. Rhyme Scheme- must include some phrasing of: pattern of end rhymes represented by letters.

Bibliography

(2006). Poetry Vocabulary. N.p.: Utah Valley University. Retrieved April 2, 2012, from

http://research.uvu.edu/mortensen/2250/assignments/poetryvocab.html

Aronson, E. (2012). Jigsaw Classroom. N.p.: Social Psychology Network. Retrieved April 2,

2012, from http://www.jigsaw.org/

Cruickshank, D. R., Jenkins, D. B., & Metcalf, K. K. (2012). The act of teaching (6th ed.).

Boston, MA: McGraw-Hill.

George Mason University. (2012). Shakespeare’s Complete Sonnets. Retrieved from


Pennsylvania Department of Education. (2012). Clear standards. Standards Aligned System.

Retrieved from, http://www.pdesas.org/Standard/Views

Shakespeare, W. (Writer). (2011). Sonnet 16 [Online video]. YouTube. Retrieved April 2, 2012,

from http://www.youtube.com/watch?v=R4biAj3HqsM

Types of Poetry. (2011). In A World of Poetry at Your Fingertips. Retrieved April 2, 2012, from

http://www.shadowpoetry.com/resources/wip/types.html

Word Pyramid for Kids. (n.d.). N.p.: Pitara Kid's Network. Retrieved April 2, 2012, from

http://www.pitara.com/games/pyramid/

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http://www.pdesas.org/Standard/Views


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