Lesson

Plan 3
Name: Seham Sebiti Grade: 11

Unit: Poetry Time Allotted: 90 minutes (block schedule)

Lesson Topic: Types of Poetry

Context for Learning: The purpose of this lesson is to continue learning about different types of poetry. In
the lessons prior to this one, students were introduced to the unit of poetry (lesson 1), key terms used in
poetry (lesson 1), and some types of poetry (lesson 2). This is a continuation of the second lesson plan,
expanding on the different types of poetry out there. In this unit, this lesson plan falls under the category of
developmental. Students have some understanding of some types of poetry but not all. This lesson provides
students with the completed list of the most important types of poetry. Students will use Chromebooks for
note taking and following along while the lesson is going on. Students will be seated in groups so that
group work and discussion may take place when need be.

Curriculum and SPA Standards Addressed:

CCSS.ELA-LITERACY.L.11-12.6

Acquire and use accurately general academic and domain-specific words and phrases, sufficient for
reading, writing, speaking, and listening at the college and career readiness level; demonstrate
independence in gathering vocabulary knowledge when considering a word or phrase important to
comprehension or expression.

CCSS.ELA-LITERACY.L.11-12.3

Apply knowledge of language to understand how language functions in different contexts, to make
effective choices for meaning or style, and to comprehend more fully when reading or listening.

CCSS.ELA-Literacy.RL.7.4

Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a
specific verse or stanza of a poem or section of a story or drama.

Objectives (observable and measurable): SWBAT identify different forms of poetry introduced in class.
Specifically, they will learn about sonnet, haiku, and free-verse.
Materials:

o Powerpoint Presentation
o Notesheet
o Poetry Assignment Guide
o Chromebook

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 o Pencil/Pen

Proactive Behavior Management: The classroom desks will be arranged in tables so that students are
already seated in groups. A list of our class expectations will be posted somewhere easily accessible so that
all students can see and if need be I can easily refer to it at any moment. If I have noticed that some
students distract each other or disturb each other, I will make changes to the seating chart and some
students will get new assigned seats.

Provisions for Student Learning: Throughout the lesson students will be discussing with members at
their table. As a class we will have discussions and students will have the opportunity to come to the board
to answer questions. One student from every table will be assigned the task of material distributor. This will
allow students the opportunity to get out of their seat for a moment and also gives them a sense of
responsibility. Transitions will be managed by communicating to students that we are moving on or giving
time warnings if completing a task (ex. “This is a 2-minute warning, finish up your final thoughts and put
your pencil down so I know you are ready”).

Procedures

• Warm-Up/Opening (may be Motivator): (5 - 10 min)

o As students enter the room, I will have greeted them at the door and told them to sit in their
assigned seats, read the warm-up instructions that are posted on the board and wait for me to
give further instruction.
o Once everyone is in their assigned seat, I will explain our warm-up activity:
o Prior to this warm-up activity the students learned new vocabulary related to our unit on
poetry. Some vocabulary words include: Spoken word, Lyrical, Repetition, Allusion,
Alliteration, Repetition, Personification, Connotation, Couplet, Foot, Line, Iamb, Stanza,
etc.
o I will have a list of vocabulary words prepared. A chair will be placed at the front of the
classroom (the “hot seat”).
o I will then split the class into two teams and have one student from the first team sit in the
chair (the “hot seat”) facing the class.
o Make sure he/she cannot see behind them. Start a timer (one minute) and write the first word
on the board.
o The team must say things related to that word in order to elicit that word from their
teammate sitting in the hot seat. Once the student guesses correctly, write the next word.
Continue until time runs out. The team with the most correct guesses at the end is the
winner!
• Motivator/Bridge: (10 mins)
o As a class we will review and discuss the previous lesson about what poetry is, key terms
that we use in poetry, and some types of poetry that we learned about.
o I will ask students to think about the music and songs they listen to. My goal is to tie the
lesson to their everyday life so as to make the lesson more relatable and authentic.
o The topic of songs and music they listen to will get the students discussing different types
of music and styles of songs that they enjoy.
o Explain that during today’s lesson students will continue to identify and define different
types of poetry. On the board I will have the objective of today’s lesson posted so that
students know what is to be expected of them.
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 • Modeling: (10 mins)
o As a class we will look at the song “Firework” by Katy Perry.
o I will begin annotating part of the song so as to show students what that looks like.
o I will be using the words we have learned thus far so students get a better idea of the
meaning of the words.
o I will explain that they will be doing this on their own for a grade before starting our guided
practice. The guided practice will introduce new words.
o *I have attached an example of my annotations at the end of this lesson plan.*

Guided Practice and Independent Tasks

• Guided Practice: (20 mins)

o Students will follow along on a provided handout (see attached handout at the end of this
lesson plan) as instructor introduces 3 new types of poetry to students.
o Students will be expected to be able to identify the various styles and certain vocabulary
words (highlighted on slide) on a future quiz.
o As the instructor is going through the slides, they should point out historical relevance of the
three main poets: Bashō, Shakespeare, Whitman, and Dickinson. *Powerpoint Presentation
is attached as a separate document.*
a) Matsua Basho (1644 - 1694) Considered father of the Haiku; Praised for his Brevity
and Clarity; Master of transitions
b) William Shakespeare (1564 - 1616) Most famous for his plays, wrote over 150
published sonnets, use of iambic pentameter
c) Walt Whitman (1819-1892) Considered by many to be father of American free verse,
Published Leaves of Grass with his own money, "The proof of a poet is that his country
absorbs him as affectionately as he has absorbed it."
d) Emily Dickinson (1830 - 1886) Recluse; Most work published posthumously, what
work was published at the time was altered to fit poetic conventions; Topics focus on
death and immortality.
• Independent Tasks: (40 minutes)
o I will hand out the assignment guide and go over the components of the assignment and
answer any questions that the students have. (Assignment guide attached at the end of this
lesson plan).
o Students will have the remainder of class to work on their poetry assignment. The teacher
will have resources to help students brainstorm ideas.
o Students will be reminded to have the 1st draft completed by the next class.
Summary / Closure: (10 mins)
o I will remind students of upcoming poetry terms quiz.
o I will have a discussion about everything we learned in today’s lesson to wrap it up and
answer any questions students may have.
o I will remind students that their 1st draft of their poem is due next class.
Adaptations: Students who prefer to work on their own will have the opportunity to do that, students who
prefer working on the poem assignment together will have that option as well. They will still be required to
submit their own individual poems but if they would like to discuss with a partner to get their ideas flowing
they can certainly do so. Students who may need extended time will be given that.

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Assessment: Formative assessment – In order to assess student progress and check for learning I will be
using their participation and their note sheets. Through participation I will be able to see which students are
really understanding the material and which students may need help. I could come up with an exit ticket to
assess their learning of the different types of poetry to check for learning. I could use their warm-ups as a
way to check for understanding.

Summative assessment - Poetry & Performance Assignment Guide (this will be due at the end of the third
lesson plan): Students will create a poem in any of the forms that we have discussed in class (spoken word,
lyrical, ballad, haiku, free verse, or sonnet.) The student is allowed to pick any topic that they would like to
write about as long as the topic is school appropriate. Poetry quiz at the end of the unit will also serve as a
summative assessment because it allows me to see if they have learned the required material.

Generalization/Extension Activity: Students will work on their poetry assignment for the remainder of
the lesson. The poetry assignment guide is a big part of their grade and has many components. If they have
finished the first draft they may meet with me to go over it and then start on their second draft if given the
go ahead.
Review/Reinforcement (Homework): Students will be expected to complete a first draft for the
assignment guide and have it ready to be turned in for next class. Students will also study key terms and the
different types of poetry for their quiz which will be given in the next class.

Reflection: I think one of the biggest challenges I encountered was making sure that I am reaching those
students who need accommodations and students who have different learning styles. As I am conducting
the lesson I will pay close attention to students who I may notice are just sitting there and not doing
anything or who are distracted, etc. I will find alternative ways for them to be engaged in the lesson and
successfully learn the material.

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 Supplemental Materials for Lesson 3
1. Note Taking Sheet:
What is Alliteration? What is Assonance? What is a Ballad?
The repetition of the same The repetition or a pattern of A poem that tells a story similar to a folk
consonant sounds at any place, but (the same) vowel sounds, as tale or legend and often has a repeated
often at the beginning of words. in the tongue twister: refrain. The Rime of the Ancient Mariner
Some famous examples of "Moses supposes his toeses by Samuel Taylor Coleridge is an
alliteration are tongue twisters. are roses." example of a ballad.
She sells seashells by the seashore,
Peter Piper picked a peck of pickled
peppers.

What is a Couplet? What is Hyperbole?

In a poem, a pair of lines that are A figure of speech in which deliberate
the same length and (usually) rhyme What is Enjambement? exaggeration is used for emphasis. Many
and form a complete thought. A line ending in which the everyday expressions are examples of
Shakespearean sonnets usually end sense continues, with no hyperbole:
in a couplet. punctuation, into the tons of money, waiting for ages, a flood of
following line or stanza. tears, etc.
"But in contentment I still Hyperbole is the opposite of litotes.
feel
The need of some
imperishable bliss."

What is Imagery? What is a Metaphor? What is Onomatopoeia?

The use of pictures, figures of A figure of speech in which A figure of speech in which words are
speech and description to evoke two things are compared, used to imitate sounds. Examples of
ideas feelings, objects actions, usually by saying one thing onomatopoeic words are:
states of mind etc. is another, or by substituting buzz, hiss, zing, clippety-clop, cock-a-
a more descriptive word for doodle-do, pop, splat, thump, tick-tock.
the more common or usual Another example of onomatopoeia is
word that would be found in this line from Tennyson's Come
expected. Some examples of Down, O Maid:
metaphors: "The moan of doves in immemorial
the world's a stage, he was a elms,/And murmuring of innumerable
lion in battle, drowning in bees”
debt, and a sea of troubles. The repeated "m/n" sounds reinforce the
It is probably the most idea of "murmuring" by imitating the hum
important figure of speech of insects on a warm summer day
to comment on in an essay.

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 What is Personification? What is a Refrain? What is Rhyme?
A figure of speech in which nonhumanA phrase, line, or group of The occurrence of the same or similar
things or abstract ideas are given lines that is repeated sounds at the end of two or more words.
human attributes: throughout a poem, usually The pattern of rhyme in a stanza or poem
the sky is crying, dead leaves danced after every stanza. is shown usually by using a different letter
in the wind, blind justice. for each final sound. In a poem with an
aabba rhyme scheme, the first, second,
and fifth lines end in one sound, and the
third and fourth lines end in another.

What is a Simile? What is a Stanza?

What is the Rhyme scheme? A figure of speech in which Two or more lines of poetry that together
two things are compared form one of the divisions of a poem. The
The pattern that is made by the using the word "like" or stanzas of a poem are usually of the same
rhyme within each stanza or verse. "as." An example of a simile length and follow the same pattern of
using like occurs in meter and rhyme.
Langston Hughes's poem
‘Harlem’:
"What happens to a dream
deferred?/ Does it dry up/
like a raisin in the sun?"

What is anaphora? What is Epistrophe?

the repetition of the the repetition of phrases or words is at
What is a Symbol? same phrase or word at the end of successive sentences.
When a word, phrase or image the beginning of successive
'stands for' an idea or theme. sentences.
The sun could symbolize life and
energy or a red rose could
symbolize romantic love

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2. “Firework” by Katy Perry Worksheet:
Song Lyrics & Poetry Name:
Identify, label, and explain the type of figurative language or poetic device used in the song lyrics.
Examples may include: imagery devices such as metaphors, similes, personification, hyperbole; sound
devices such as alliteration, assonance, consonance, onomatopoeia, rhyme; and rhetorical devices such as
anaphora and epistrophe.

“Firework” by Katy Perry Explain the Poetic Devices Used

Identify & Label the Poetic Devices

1 Do you ever feel like a plastic bag

2 Drifting through the wind
3 Wanting to start again

4 Do you ever feel, feel so paper thin

5 Like a house of cards
6 One blow from caving in

7 Do you ever feel already buried deep

8 Six feet under scream
9 But no one seems to hear a thing

10 Do you know that there’s still a chance for you

11 ‘Cause there’s a spark in you
12 You just gotta ingnite the light
13 And let it shine
14 Just own the night
15 Like the Fourth of July

(Chorus)
16 Cause baby you’re a firework
17 Come on show ‘em what you’re worth
18 Make ‘em go “Oh, oh, oh!”
19 As you shoot across the sky
20 Baby you’re a firework
21 Come on let your colors burst
22 Make ‘em go “Oh, oh, oh!”
23 You’re gonna leave ‘em fallin’ down

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24 You don’t have to feel like a waste of space
25 You’re original, cannot be replaced
26 If you only knew what the future holds
27 After a hurricane comes a rainbow

28 Maybe you're the reason why all the doors are

closed
29 So you can open one that leads you to the
perfect road
30 Like a lightning bolt, your heart will blow
31 And when it's time, you'll know
32 You just gotta ignite the light
33 And let it shine
34 Just own the night
35 Like the Fourth of July
(Repeat Chorus)

36 Boom, boom, boom

37 Even brighter than the moon, moon, moon
38 It's always been inside of you, you, you
39 And now it's time to let it through

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Song Lyrics & Poetry
Teacher’s Guide:

“Firework” by Katy Perry Explain the Poetic Devices Used

Identify & Label the Poetic Devices

1 Do you ever feel like a plastic bag Do you ever feel like a plastic bag
2 Drifting through the wind (simile: you=bag)
3 Wanting to start again Drifting through the wind
Wanting to start again
(alliteration: wind, wanting)

4 Do you ever feel, feel so paper thin Do you ever feel, feel so paper thin
5 Like a house of cards (simile: you=paper/house of cards)
6 One blow from caving in Like a house of cards
One blow from caving in
(true rhyme: thin=in)
(hyperbole: you caving in)

7 Do you ever feel already buried deep Do you ever feel already buried deep
8 Six feet under scream Six feet under scream
9 But no one seems to hear a thing But no one seems to hear a thing
(anaphora: Do you ever)
(alliteration: Six, scream, seems)

10 Do you know that there’s still a chance for you Do you know that there's still a chance for you
11 ‘Cause there’s a spark in you ‘Cause there's a spark in you
12 You just gotta ingnite the light You just gotta ignite the light
13 And let it shine (internal rhyme: ignite, light)
14 Just own the night And let it shine
15 Like the Fourth of July Just own the night
Like the Fourth of July
(true rhyme: light=night)
(simile: you (you is implied)=Fourth of July)
(personification: implied that Fourth of July
owns the night)

(Chorus) Cause baby you're a firework

16 Cause baby you’re a firework (metaphor: you’re a firework)
17 Come on show ‘em what you’re worth Come on show 'em what you’re worth
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18 Make ‘em go “Oh, oh, oh!” (alliteration: work, what, worth)
19 As you shoot across the sky (assonance: work, worth)
20 Baby you’re a firework Make 'em go "Oh, oh, oh!"
21 Come on let your colors burst (onomatopoeia: oh, oh, oh)
22 Make ‘em go “Oh, oh, oh!” As you shoot across the sky
23 You’re gonna leave ‘em fallin’ down (hyperbole: you shoot across the sky)
Baby you're a firework
Come on let your colors burst
(alliteration: Come, colors)
Make 'em go "Oh, oh, oh!"
You're gonna leave 'em fallin' down

24 You don’t have to feel like a waste of space You don't have to feel like a waste of space
25 You’re original, cannot be replaced (simile: you=waste of space)
26 If you only knew what the future holds You're original, cannot be replaced
27 After a hurricane comes a rainbow If you only knew what the future holds
(personification: future holds)
After a hurricane comes a rainbow
(irony: hurricane/rainbow)

28 Maybe you're the reason why all the doors are Maybe you're the reason why all the doors are
closed closed
29 So you can open one that leads you to the So you can open one that leads you to the perfect
perfect road road
30 Like a lightning bolt, your heart will blow (personification: door leads you - door is
31 And when it's time, you'll know implied with the word “one”)
32 You just gotta ignite the light (assonance: closed, road)
33 And let it shine Like a lightning bolt, your heart will blow
34 Just own the night (hyperbole: heart will blow; personification:
35 Like the Fourth of July heart will blow)
(Repeat Chorus) And when it's time, you'll know
(true rhyme: blow=know)
You just gotta ignite the light
And let it shine
Just own the night
Like the Fourth of July
(true rhyme: light=night)

36 Boom, boom, boom Boom, boom, boom

37 Even brighter than the moon, moon, moon (onomatopoeia: boom, boom, boom)
38 It's always been inside of you, you, you Even brighter than the moon, moon, moon
39 And now it's time to let it through It's always been inside of you, you, you
And now it's time to let it through
(true rhyme: you=through)
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3. Assignment Guide

Poetry & Performance Assignment Guide

Students will create a poem in any of the forms that we have discussed in class (spoken word,
lyrical, ballad, haiku, free verse, or sonnet.) The student is allowed to pick any topic that they would like to
write about as long as the topic is school appropriate.
Your assignment is not only to write and revise a poem, but also to perform it in front of the class.
Make the audience, in this case your classmates and me, feel what you are saying. By that, I mean, put your
heart into this poem, and make me feel your passion when you read it to the class. Use drama to your
advantage, and like we discussed in class, try to memorize your poem. Use eye contact, projection,
enunciation, facial expressions, and gestures to make your performance enjoyable and animated.

List of POSSIBLE topics:

- Emotions - love, fear, happy, sad, etc.
- Historical Happenings / Current Events / Societal Problems
- Seasons
- Family
- School
- Memories
- Colors
- Animals, ETC!!!!

Deadlines:
2/10/15 - 1st draft and/or initial detailed ideas
2/12/ 15 - 2nd draft of poem
2/16/15 - Peer Review due
2/18/15 - Final draft of poem due TYPED & 1st day of presentations
2/20/15 - 2nd day of presentations
2/24/15 - Reflection of Experience due

Rubric: / 100 points.

/30 pts. Form - Follow the form that you choose. Do you follow the conventions of your form?
/10 pts. Creativity - Make sure that your poem is engaging. Is your poem innovative?
/30 pts. Presentation - You present your poem in creative and convincing ways including eye contact, vocal
inflections, etc. Are people drawn to your poem when you perform it?
/10 pts. Effort - You assignment looks like you put a lot of time into it. Did you put your all into the
assignment?
/20 pts. Secondary Activities (Brainstorming, participating in peer reviews, etc.) Did you turn in all the
assignments during the lesson? Did you participate during the unit?

*** In order to make grading more fair, students who follow a freer form (spoken word, free verse, etc.)
will be graded more detailed on performance. Students who create a poem like a sonnet or ballad will be
graded more detailed on form.

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 Grading Rubric
Student Name: Presentation Date:

(Teacher will include notes on the actual typed manuscript as well.)

Overall Comments:

Overall Grade: /100

FORM
30 POINTS 25 POINTS 20 POINTS 15 POINTS

The poem follows the The poem follows the The poem follows the The form is not
form perfectly or almost form in the most form in some of the most evident.
perfectly. important ways but in important ways but in
some ways does not most ways does not
follow the form. follow the form.

Notes: Notes: Notes:

Notes:

CREATIVITY
10 POINTS 8 POINTS 7 POINTS 5 POINTS

The poem is evidently The poem is evidently The poem is somewhat The poem is not
extremely creative. It creative. It shows that creative. It shows that creative. It does not
shows that you put a lot you put time and you put some time and look like you put a lot
of time and consideration consideration in your consideration in your time and consideration
in your project. project. project. in your project.

Notes: Notes: Notes: Notes:

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PERFORMANCE
30 POINTS 25 POINTS 20 POINTS 15 POINTS

Passion, drama, Passion, drama, Passion, drama, Passion, drama,

memorization of poem, memorization of poem, memorization of poem, memorization of poem,
eye contact, projection, eye contact, projection, eye contact, projection, eye contact, projection,
facial expressions, facial expressions, facial expressions, facial expressions,
gestures are all clearly gestures are all mostly gestures are sometimes gestures are not
evidence in your clearly evidence in your evident in your evident in your
performance throughout performance throughout performance. performance.
the whole performance. the most or part of your
performance.

Notes: Notes: Notes:

Notes:

EFFORT
10 POINTS 8 POINTS 7 POINTS 5 POINTS

The poem shows that you The poem shows that you The poem shows that The poem does not
put a lot of time and put time and you put some time and look show that you put
consideration in your consideration in your consideration in your time and consideration
project. project. project. in your project.

Notes: Notes: Notes: Notes:

SECONDARY
20 POINTS 15 POINTS 10 POINTS 5-0 POINTS

You completed all You completed all but You completed most of You completed barely
secondary exercises and one secondary exercise the secondary exercises any or none of the
participated in class. and participated in class. and participated in class. secondary exercises.

Notes: Notes: Notes: Notes:

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