Day 1:
Poetry Pre-Assessment – Students will complete a brief 20 question, multiple-choice assessment to give an indication of the current level of understanding for poetry-related terminology.
Students will copy “Keep a Poem in Your Pocket” on the template provided in class.
Online Treasure Hunt – Through the WebQuest page, students are linked to 3 specific websites with a question to answer based on the content of each page. Students will complete their answer on notebook paper.
Copy the Poetry Vocabulary slides (3)
Day 2:
Introduce the expectations and requirements for the Digital Poetry Portfolio
Poetry Vocabulary – Presentation
Diamante Poems – Presentation
Make a list of antonyms by students. Eliminate any pairs of words that are not TRUE antonyms for students to pick from.
Class example – Pick an antonym and complete the Diamante Practice with class
Students will write three Diamante poems – Only one will be showcased in their Digital Poetry Portfolio
Day 3:
Haiku Poems – Presentation
Read examples of Haiku Poems
Syllable Counter – Snaps, chin-drop, and dots between letters in the dictionary
Students will brainstorm about different objects (nouns) found in nature to write about.
Students will write 3 Haiku poems – Only one will be showcased in their Digital Poetry Portfolio
Day 4:
Lantern Poems – Presentation
Write a short, 4 sentence story about a pet – Each sentence must have exactly 11 syllables.
Once the story is written, students will break the sentences into line requirements by syllables. Some sentences/words may need to be changed slightly to meet requirements.
Students will then transfer their Lantern Poem to a “Lantern Wind Spinner” template, color, and cut out. Using the digital camera, students will have their picture taken holding their Lantern Wind Spinner. These images will be added to a shared Google folder for students to add this image to their Digital Poetry Portfolio
Students will add their Lantern Poem to their Digital Poetry Portfolio, with their picture from class and a picture of their pet (or a similar pet image).
Day 5:
Rhyme Scheme – Presentation
Read the poem, “Useless Things” ***By the way, Ludo is a board game with tokens and dice that is played like Parcheesi
Cut out Rhyming Wheel to use with future poems (Template)
Day 6:
Hyperbole Presentation - Notes and examples
Review Rhyme Scheme and Rhyming Wheel
Students will write 2 original Hyperbole poems following the format of rhyme scheme and syllables provided in class.
Students will pick 1 of their original poems to showcase in the Digital Poetry Portfolio
Day 7:
Limerick Presentation - Notes and examples
Review Rhyme Scheme
Students will write 2 original Limerick poems following the format of rhyme scheme and syllables provided in class
Students will pick 1 of their original poems to showcase in the Digital Poetry Portfolio
Day 8:
Quatrain Presentation - Notes and examples
Review Rhyme Scheme
Students will write 2 original quatrain poems following the format of rhyme scheme and syllables provided in class.
Students will pick 1 of their original poems to showcase in the Digital Poetry Portfolio
Cinquain Presentation - Notes and examples
Students will write 2 original cinquain poems following the format of syllables and line requirements provided in class.
Students will pick 1 of their original poems to showcase in the Digital Poetry Portfolio
Day 9:
Alliteration video clip – “V for Vendetta” (V’s speech) https://youtu.be/qI1dHYpcMwE
Students will make a list 20 words that start with the first letter of their first name.
Students will write a 50 word story using all 20 words
Acrostic Poem – Notes and examples
Students will write an Acrostic poem about themselves using their first, middle, and last name. Each line must have at least 5 words.
Students will add their Acrostic poem to their Digital Poetry Portfolio
Day 10:
Concrete Poem Presentation - Notes and examples
Students will write a Concrete poem around the outside of an image. Students can complete this assignment with Google Drawing or hand-draw the picture and have a photograph taken to upload to slide.
Students will add the image of their Concrete poem to their Digital Poetry Portfolio
Day 12:
Students will copy the list of Preposition Words
Using one of the images provided, students will write a Preposition Poem. Each line must begin with a Preposition.
Students will add the image and their Preposition Poem to the Digital Poetry Portfolio
Day 13:
Poet Slide – Students will complete an informational slide about an assigned Poet.
Students will include the birth, death, and famous published works. Students will also include an image (with URL) of the poet, his/her most famous poem in a text box on the slide
Day 14:
Students will have the remainder of the class period to finish the slides for their Digital Poetry Portfolio
Day 15:
“Active Reading Strategies for Reading a Poem”
Students will apply the strategies in EOG-type Poems with multiple-choice questions
When students complete the poems and corresponding questions, they will read their library books
Day 16:
EOG Test-Prep and Review - Focus on Poems
Students will read several poems and answer EOG-type questions
Day 17:
Students will present their digital Poetry Portfolio to classmates. Students will show their favorite original poem, share information about their assigned poet, and read a published poem written by their assigned poet.
Day 18:
Poetry Unit TEST
RESOURCES:
Put a Poem in your Pocket TEMPLATE
Reading Literature 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.
Reading Literature 7.5 - Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
Language 7.5 -Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Language 7.6 -Acquire and use accurately grade appropriate general academic and domain specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Writing 7.4 -Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Writing 7.6 -Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.