Lesson 1
Show students two poems on a projection screen of some sort (overhead or computer)-"The Road Not Taken" by Robert Frost first and "In a Station of the Metro" by Ezra pound next. After showing them Robert Frost's "The Road Not Taken", ask the students if they feel that this peice is poetry. After discussing their responses, show them "In the Station of the Metro" by Pound and ask the same question, "Is this Poetry?"
CLICK HERE for Robert Frost's "The Road Not Taken" and Ezra Pound's "In a Station of the Metro" along with accompanying questions.
After discussing the student's views of poetry and where they stand on the 2 affermentioned poems, present them with a definition of poetry that will open up their minds to the simplicity of what a poem actually is. Follow up with questions to further their understanding of what constitutes a poem
CLICK HERE for definition of poetry and questions to present to students
III. Purpose--SWBAT:
IV. Input, anticipatory sets, anticipated scaffolding
1. Have the students GO HERE for defintions of poetry terms and types. To structure the students discovery, hand out a worksheet located HERE, which contains poetry types and terms which the students will use to fill in the defintions using the ShadowPoetry website.
2. Have the students pair up and GO HERE to go through a tutorial together on the different poetry terms used within real examples.
3. Use the tutorial as a means of scaffolding to help further students' understanding of poetic terms so they can apply this knowledge to identifying different forms of poetry.
V. Practice/Application
1. As a class, come together and present them with the poem located HERE and go through the poem together, asking questions to the entire class on form and poetic terms.
2. Put students into small groups of 3 or 4.
3. Have them CLICK HERE to visit a poem generator where students can see different types of poems and what makes them the type of poem that they are.
4. Go around and individually discuss with the groups their findings about different forms of poetry to make sure they are grasping what they are seeing. The poem generator will offer a great resource to scaffold to better the students' understanding of what makes different forms of poetry unique.
VI. Closure
1. Pull the class together and ask some closing questions about the forms of poetry
2. Present them with the question, "Do you think song's could be considered poetry after all the research you have done?"
3. Send them home with an assignment to find some song lyrics that fit the definition of poetry. (Should be just about any song)
4. As a part of the asssignment, have the students pick out 5 or more literary elements of poetry from their song.