Education Standards
Intro to poetry
Miss Rosie questions
Organic and Traditional poems
poetry reading stations
Poetry Test study Guide
Poetry Unit Test
poet study example
Traditional Vs organic poetry worksheet
Introduction to Poetry
Overview
This mini-unit is an introduction to poetry and can be used in middle school or early high school. Each lesson should take about an hour and covers basic such as: Prose vs. Poetry, Traditional vs. Organic Poetry, poetry structure, figurative language and sound devices, context clues, tone, and meaning. Several examples of poems are provided along with notes, guided practice, and indepent assessments.
9th grade ELA
The PowerPoint can be used "as-is" during class for student viewing. It is divided into 4 days and contains slides that includes all notes, practice work, and assessment prompts. All materials and assessments are attached.
Day 1- Introduction to Poetry
Curriculum Standard
SCSS.ELA-Literacy.RL.9-10.5 Analyze how an author’s choices concerning how to structure text, order events within it, and manipulate time to create such effects as mystery tension, or surprise.
SCSS.ELA-Literacy. WHST.9-10.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Lesson Objective Statement
Students will be able to model their understanding of form by writing their own poem using the characteristics of an organic form of poetry.
- Journal Prompt
- Notes: What is Poetry
- Notes: Poetry Structure
- Let’s Practice- Determine whether text is poetry or prose
- Notes: Traditional vs. Organic Poetry
Assessment #1 (in ppt)
Write your own Organic poem in free verse titled “I am.”
Begin and End your poem with “I AM (your name)”.
In between the first and last lines, write 5 true statements about yourself and 5 lies. Mix them up so distinguishing between true and false is difficult.
Assessment #2 (word doc)
Traditional vs. Organic form worksheet
Day 2 – Poetry Styles
Curriculum Standard
SCSS.ELA-Literacy.RL.9-10.5 Analyze how an author’s choices concerning how to structure text, order events within it, and manipulate time to create such effects as mystery tension, or surprise.
SCSS.ELA-Literacy. WHST.9-10.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Lesson Objective Statement
Students will be able to model their understanding of types of poetry by identifying and writing their own poems using specific structures.
- Notes: types of poetry
- Practice: Haiku or limerick (separate syllables)
- Identify rhyme scheme
Assessment #1 (word doc)
Poetry reading stations in groups of 4 or 5
Day 3 –Poetic Elements
Curriculum Standard/ Indicator
SCSS.ELA-Literacy.RL.9-10.5 Analyze how an author’s choices concerning how to structure text, order events within it, and manipulate time to create such effects as mystery tension, or surprise.
SCSS.ELA-Literacy.L.9-10.5.A Interpret figures of speech in context and analyze their role in the text.
Lesson Objective Statement
The student will be able to distinguish between different types of figurative language and point out literary forms in poems by completing an assignment.
- Tongue twisters (Aliiteration)
- Notes: Sound Devices and Figurative Language
Assessment #1
Figurative Language Worksheet
Assessment #2
“Miss Rosie” miss rosie by Lucille Clifton - Poems | Academy of American Poets
Complete worksheet
Day 4 – Shakespeare’s Sonnets
SCSS.ELA.LCS-9.1 Evaluate the impact of the author’s use of diction, conventions, figurative language, and/or language that is particularly fresh, engaging, or beautiful on meaning and tone.
Lesson Objective Statement
The student will be able to distinguish the elements of a Shakespearean sonnet and analyze for tone and meaning.
- Notes: Who is William Shakespeare? What constitutes a sonnet?
- Analyze sonnet for rhyme scheme and figurative language
Assessment #1
Poet Study – (ppt and Word doc)
***Additional Resources- Poetry Test and Study Guide