Integrated poetry unit

Learning outcomes

The goals and objectives are to aid the students in understanding and appreciating a variety of genres--in this case poetry. The unit incorporates vocabulary necessary for the study of literature (figurative language and elements of poetry) as well as recognizing the different types of poems dealing with many topics. By incorporating music and popular songs, this lesson helps students learn to understand and appreciate the different poets rhythms and styles. Finally, students learn to write and illustrate expressing themselves through the use of imagery and mood.

Teacher planning

Time required for lesson

5 weeks

Materials/resources

Variety of poetry found in resources that include:

• Alice’s Adventures in Wonderland by Lewis Carroll
• Alice in Wonderland by Walt Disney (movie)
• The Book of Secrets by Loreena McKennitt (cd)
• The Complete Poems of Carl Sandburg by Carl Sandburg
• Literature and Language (gold level) McDougal Littell
• Modern Maturity August-September, 1985
• Sports Pages by Arnold Adoff
• Tyrannosaurus was a Beast by Jack Prelutsky
• cassettes, cd’s or albums of different songs containing lyrics with poetic devices
• American Sports Poems by R.R. Knudson and May Swenson

Technology resources

• The Internet is needed to view statistics on ACC tournament standings and gather information concerning chosen teams as well as locating poetry resources.
• ClarisWorks word processing is used to generate individual poems for display. Clip art is an important part of the final product, so students must know how to import graphics. They can also use Hyperstudio to display their poetry and import sound and graphics.
• ClarisWorks data base and spread sheet are used in social studies and math class to record current information on the colleges. After students locate information using resources such as almanacs and the internet, they create a data base of the colleges to make comparisons and contrasts. (This is completed during social studies class.) Statistics are used on ClarisWorks spread sheet in order to calculate totals and compare data. (This is completed during math class.)

Pre-activities

The amount of time needed for the pre-activities is dependent upon the ability of individual classes.

• As an introduction to this unit, the class is asked to reflect on the format of a novel. Discuss the plot format found in all fiction novels of the problem, conflict, climax and resolution. Also, discuss the elements of figurative language that are found in writing.
• Next, talk about poetry and how some poems contain the same format and elements.
• Students web in their journals the plot format, figurative language, and elements of poetry that have been previously covered in class. The vocabulary includes:
  • plot
  • problem
  • conflict
  • resolution
  • figurative language
  • onomatopoeia
  • imagery
  • alliteration
  • simile
  • rhyme
  • metaphor
  • rhythm
  • personification
  • verse
  • hyperbole
  • stanza
• Next, students discuss the terms with their partners, and, if needed, look up the terms. These are written in their web journal.
• After the class has reflected on the terms previously learned, ask students what they think narrative poetry would be. Discuss as a class, and then write it in the journal. Add terms as the class discusses them, such as ballads.
• Then read the poem “The Highwayman” and ask the students to listen for the plot.
• Discuss why it could be considered a ballad and use a graphic organizer to list the four parts of the plot. (NOTE: Hell is used in this poem. We have discussed how terms can be used for description, but if used as a curse word it is unacceptable for class discussion.)
• Since this poem has a definite rhythm pattern, begin a new web in student journals using the category of poetic elements, write down the word rhythm and discuss the meaning.
• After distributing copies of the poem, students work with partners and discover figurative language and how it is used in the poem and add these to their new web.
• Finally, students listen to the ballad “The Highwayman” sung by Loreena McKennett.
• Discuss the rhythm and how the music adds to the overall feeling of the poem. The term mood is then added to the vocabulary web.
• Students are asked to look for ballads in the music that they enjoy and to bring in the words, or the cd/cassette tape, so that the class can listen and decide if it fits the criteria of a ballad. I always require the words to be written down so I can read it--cd’s often have printed lyrics in the liner. Students write a plot format of their songs, and then as time permits we listen to music and look for poetic qualities.

Activities

1. In order to understand poetry certain practices need to be discussed and followed:
   • Since poetry uses figurative language and does not always directly state the author’s meaning, discuss the importance of reading poems at least three times. The first time will be for vocabulary, stopping to look up unfamiliar words. The second time it is read for understanding — noting the figurative language and meaning of the phrases. The third time we read for the flow and “feel” of the poem. During class students usually comment that we read them five, six, and seven times, and each time the readers can see new ideas.
   • Most importantly, the class discusses how to read a poem; that is, the use of punctuation in poems is especially important to the understanding and “flow” of the verse. Point out that a reader should never stop at the end of a written line unless the author has used punctuation marks such as end marks, commas, etc. to signal that he wants the reader to stop. When reading free verse, exceptions are made, but cover that when you get to that type of poem.
   • Lead the class in a discussion as to the importance of the reader having prior knowledge of the poem’s topic which enhances understanding. When reading a poem, the reader should think about the title and what he/she already knows — stopping to let the mind “wander” on the idea before beginning to read. When a student comes to part of the poem that doesn’t seem to make sense, stop to think what the author is talking about and what information the reader brings into the poem, then think through the words.
   • If the poem is hard to understand, the reader looks for clues to types of figurative language used, like similes or metaphors. He/she should think about the comparisons being made, what is known of the two, and then reread the poem for clearer understanding.
   • It is important that students have the chance for individual thinking, partnership time for discussion, and large group discussion of ideas generated.
2. Students read a poem at least three times individually, following the practices stated above. As the class proceeds to read and evaluate poems presented by the teacher, incorporate the songs brought to class by the students.
3. Next, record ideas in journal, making notes of figurative language and content.
4. With a partner, the students discuss their own ideas. Emphasize the importance of good partnership skills. For example, partners should be cooperative, both contributing to the discussion. Voice levels should be appropriate so that others are not disturbed. If a partnership has a question, they should use their resources such as textbook, dictionary, etc, to try to discover the answer. If help from the teacher is needed then both partners should raise their hand, and then the teacher asks leading questions to encourage the level of discovery and to lead the students to the correct answer. Partners only talk to one another and the teacher. Finally, poems are discussed as a class. This large group sharing is important. Students who don’t normally answer, who are shy or unsure of the answer, are more willing to participate since they have already thought out their responses and have had a chance to verbalize it with a partner. This is also a good time for your verbal learners to demonstrate their knowledge.
5. Incorporate into the lesson songs which the students have brought to share. Students who bring in songs write the words down and and then we analyze them as a class. Using graphic organizers such as webs or T charts of the imagery found in the songs, help the students to understand the figurative language.
6. Use the poem “Walrus and the Carpenter” to incorporate another style of narrative poetry. We discuss the similarities to narrative poetry and why it is fun to read. Nonsense poetry is fun, but understanding does not come from trying to figure out its meaning. Instead, we contrast what is being described and then learn to enjoy it.
7. Use the poem “Casey at the Bat” to bring together the poetry and math connection with the NCAA tournament. First, begin by asking what they think the poem is going to be about. We read the poem (following the guidelines mentioned above) and then the students work with a partner to decide if it is a narrative poem. After discussing with a partner, we decide as a class that it is narrative and then proceed to identify the plot (problem, conflict, climax and resolution). Students work on this with a partner and jot down the plot in their journals. After a class discussion, I have students create a web in their journal with the term baseball in the center. Individually, they identify any terms or phrases from the poem that are connected to baseball. After discussing the terms with a partner, we move into the elements of poetry and figurative language. Assign each group a different term (simile, metaphor, alliteration, etc.) and have the students try to locate examples of the term in the poem. Each group decides who is the reporter and then that person reports the group’s findings to the class. After analyzing the poem, we read it orally. At this point we discuss the mood, the feelings of the fans and Casey, as well as the poetic elements.
8. Next, I ask students if they have heard the term parody. After defining the term I ask for examples of parodies. (Popular movie and song titles always arise from the class). I distribute copies of “Volger on the Line.” Individually, students read the poem (following the guidelines mentioned above) and complete a web in their journals that has basketball in the center. Students proceed to identify any basketball terms and phases. After discussing the terms with a partner, we move into the elements of poetry and figurative language. I assign each group a different term (simile, metaphor, alliteration, etc.) and have the students try to locate examples of the term in the poem. Each group decides who is the reporter and then that person reports the group’s findings to the class. After analyzing the poem, we read it orally. At this point we discuss the mood, the feelings of the fans and Volger, as well as the poetic elements.
9. By this time, students have either chosen or been assigned different teams from the NCAA regionals and should be gathering data. Students may read newspaper articles, watch ESPN, the actual game, or go on the internet to locate information.
10. Students use computer spreadsheets to analyze and solve probability and statistics of the NCAA basketball tournament and graph the results during their math classes.
11. Students write a poem about the team and we discuss the guidelines for grading the poem. We brainstorm together what would be important for a well written poem, and students record the guidelines generated in their journals. (I feel it is important before students begin to write that they know what is expected.) Following is an example of the guidelines generated by my class:

Guidelines for NCAA basketball poem

1. • Length: at least 10 lines long
   • must include:
     • team name
     • coach’s name
     • final score of a game played in the tournament
     • mascot
     • team colors
   • Must contain at least:
     • 5 examples of figurative language
     • 4 elements of poetry
   • The poem must be word processed.
   • Clip art must be used to enhance poem for visual learners.

Assessment

• Journal writing and reflection
  Journal writing and reflection rubric
• Partner and group activity using an observation rubric
• Final poem graded using the href=”/lp/media/lessons/NancyGuthrie5232002654/poemrubric.xls”>poem rubric

By Nancy Guthrie