Mon

Introduce Unit Popcorn read Introduction to Poetry by Billy Collins Have each student write a one-word response to the poem on the board and discuss the answers. Pass out study guide to be used or biographical in o and de initions or strategies Have students turn to the page in their study guide with the vocab words. Using a slide show) go through the vocab words) providing an e*ample or each one. Point out that metaphor) simile) personi ication) and allusion were not included as part o the slide show because we will be going into urther detail on those our strategies throughout the wee+. ,or the remainder o the hour ollowing completion o the slide show) have students ind or create their own

Tue
!eb"uest #ab $ime %llow students to choose their own groups o &-'. $he poet o choice is irst-comeirst-serve to tell the teacher which they choose.

Wed
!eb"uest #ab $ime

Thu
Presentations Presentations

Fri

Over the Weekend

Individual poem written on the poet assigned or !eb"uest due (onday

(etaphors and -imiles Provide students with basic de initions o metaphor and simile. Using a slide show) have students determine whether a line shown is metaphor or simile. ,or each one) a ter students determine which term the line is) as+ them what associations they thin+ o with the image o the metaphor.simile. ,or the last part o class) students wor+ in pairs to come up with a list o metaphors and similes. %dvise to put at

Personi ication Please see lesson plan or details on what will be happening on this day.

%llusion Using a slide show) provide students with the de inition o allusion) stating that allusion is when a writer re erences a person) place) or event that happened. $his can be real or imaginary and may re er to anything) including mythology) history) other pieces o writing such as -ha+espeare or airy tales) or even movies and pop culture. Provide e*ample sentences that contain allusions. Have students identi y what the allusion is) where it comes rom) and what it

"uic+ /eview or irst hal o hour "ui0 on -trategies

1o homewor+2

e*amples or each strategy on their list that was covered on the slide show. Point out that there will be a 3ui0 on the strategies on ,riday. $he more e*amples they can come up with or each vocabulary word) the better prepared they will be or the 3ui0. %nne Bradstreet Biography (odel mar+ing up poem) $he %uthor to Her Boo+ to show class what is e*pected when mar+ing up poems throughout the unit. 5*plain to students that they should be loo+ing or the writing strategies that were discussed in class last wee+ and in their vocabulary study guides 6metaphor) simile) imagery) allusion) personi ication) etc.7 but that they can pic+ out other things such as word usage) rhyme) meter) etc. %nything they ind interesting or thin+ may be important to understanding the poem

least one or two o their e*amples on their study guide $hey should shoot or ive or each. !herever they4re at) they will turn in their wor+ at the end o class on a separate sheet o paper than their study guides.

means.

5dgar %llan Poe %s students come into class) chec+ to see that they have done some mar+ing up o the poem. Biography /ead aloud %nnabel #ee and discuss what students ound interesting about the poem and why they thin+ Poe wrote it. 5ncourage them to loo+ at the rhyme scheme and repetition) especially

!alt !hitman Biography 8iscussion 9h Captain2 (y Captain2) I Hear %merica -inging and % noiseless patient spider 5*plain to students tomorrow4s poem) $he #ove -ong o :. %l red Pru roc+) is much longer than any other single piece they will read during this unit. It could be 6and has been7 analy0ed over the course o an entire semester in an upper-level college class. %dvise to start reading by loo+ing at the orest) not the trees) and to try not to get too bogged down by the piece.

$.-. 5liot Biography $he #ove -ong o :. %l red Pru roc+ -tart up ront by as+ing students to ta+e out a piece o paper and write down what they thin+ the poem was about. %dvise that i there were students that didn4t read it or didn4t inish) be honest. 5*plain that this is a very dense poem and not everything will be able to be covered rom the poem. /ead part o the poem as a class with each student ta+ing a line up through the second tal+ing o (ichelangelo.

5mily 8ic+inson %s students come into class) chec+ to see that they have done some mar+ing up o the poem Instead o providing a recap o 8ic+inson4s biography) watch :ohn ;reen4s <ou$ube Crash Course on 5mily 8ic+inson= http=..youtu.be./'!wh9d+>5g % narrow ellow in the grass Because I could not stop or 8eath Have students brea+ into groups o &-' with the people they sit by to tal+ about what connections they can ind between what :ohn ;reen tal+ed about in the video and what poems were read or the day. !hen they have thought o something) write that on the board. 9nce it4s on the board) no other group can have that same item? they must igure out something else. 9nce the groups all have something) tal+ about what was put on the board and

-tudents read and mar+ up one o the ollowing poems and write a paragraph about their reaction to the poem they were assigned to= #H= I) $oo) -ing %merica #H= 1ight ,uneral in Harlem (%= I @now !hy the Caged Bird -ings (%= -till I /ise

what other connections they may have missed. ,ollowing the discussion on 8ic+inson) brea+ students up into our groups) assigning each group a poem by either #angston Hughes or (aya %ngelou to be ready to discuss in groups on (onday #angston Hughes A (aya %ngelou $urn in homewor+ assigned on ,riday 6written paragraph about poem assigned7 Biographies Brea+ students up into the our groups they were assigned to. Have them come to a consensus about what the poem means and what is important to ta+e away rom the poems. % ter that) students will Bigsaw into groups so that each poem is represented in each group. -tudents will then share with their classmates what their poem was about) what their group thought it meant) and why it4s important. ,or homewor+) read the three poems that weren4t assigned previously. (ar+ing up the poems is not % rican %merican poetry Provide a brie history o the times that both poets were writing in= Harlem /enaissance and Civil /ights movement 8iscussion about the #H and (% poems rom previously. 8iscussion should be about their similarities and di erences) what the poems might have meant to the movements that they were writing in) why it4s important to read and consider % rican %merican poets and poetry) what other % rican %merican poets) writers) artists) etc. were active during these periods. -ylvia Plath %s students come into class) chec+ to see that they have done some mar+ing up o the poem. Biography 8addy (orning -ong /obert ,rost Biography -topping by !oods on a -nowy 5vening $he /oad 1ot $a+en Pass out a Cenn 8iagram) instructing students to spend the irst part o the hour illing in the similarities and di erences between the two poems read or the day. % ter students have had time to ill that out) pull up a Cenn 8iagram on the board and ill in rom answers rom students) discussing as a class what topics come up. e.e. cummings Biography anyone lived in a pretty how town somewhere i have never travelled $al+ about the creative decision cummings made. !hy doesn4t he use grammar and punctuation the way people are taught in schoolsD Pass out r-p-o-p-h-e-s-s-a-g-r and challenge students to try reading it aloud. -tudents ta+e out a sheet o paper and answer this 3uestion= Is this poetryD !hy or why notD ,inish o the day with a short <ou$ube video= http=..youtu.be.u@'9c<PvPvI 1o Homewor+2

re3uired but students are more than welcome to mar+ them up i they eel it would be help ul.

1ative %merican Poetry= how does poetry show the 1% culture and what poets are out thereD %s homewor+) students read % (ap to the 1e*t !orld and write a paragraph or two e*plaining how they interpret the poem rom the perspective o the 1ative %merican e*perience.

-herman %le*ie Biography /ead How to !rite the ;reat %merican Indian 1ovel as a class Please see lesson plan or details about what occurs on this class day.

8epending on availability) bring in a local poet to do a reading and answer 3uestions about his or her poetry. Be orehand) assign a selection o poems o the poet or the class to read. Homewor+ due or the day that the poet is present is to have a 3uestion they wish to as+ the poet. $hey will not be re3uired to as+ the 3uestion) but there will be points awarded or those who do as+ it.

/eview or Big $est -plit the class into two groups based on seating or teams. Have a des+ or podium at the ront with an obBect on it) pre erably small and so t. $he teacher will read a line rom one o the poems assigned throughout the unit. !hoever grabs the obBect irst gets to answer who is the author and name o the poem. I they get it right) they get a point. I they get it wrong) the student on the other team can answer. I the second student still gets it wrong) the line is put bac+ in the running or 3uestions to be answered. 5ach team gets three as+ the audience opportunities to as+ their team or the answer. !hen all o the poets and title are answered correctly) do the same activity with short answers on what the line means to the rest o the poem. $he same can also be done or biographical in ormation on the

Big $est2 $est will include= Basic in ormation about the authors) primarily the times in which they were writing 6not dates but what was happening in the world) or them) during their lives7 Identi ying passages rom poems) naming author and poem title) along with short answer why the passage is important to the larger wor+

1o homewor+2

poets.

Introduce inal essay proBect Hand out rubric $hin+ Pair -hare ideas or paper ,or ne*t day) have a list o three poems that you might want to do the paper about Practice editing Provide students with e*amples o essays or students to try editing. -tart with going through an introduction as a class and assessing strengths and wea+nesses) slowly wor+ing up to them wor+ing in pairs or alone to edit a paper /ough 8ra t is due $9(9//9!

Intros -hoo+s -theses Have a student come up with a thesis statement or each o the poems on their list. $hey4ll hand them in at the end o the hour and get them bac+ ne*t day with eedbac+ !or+shopping Peer review o rough dra t -tudents need to have at least two peers edit their wor+. I students want) they can mar+ grammar and spelling errors but the re3uired parts are to identi y the hoo+) thesis) and transitions. -tudents also need to note whether or not all 3uotes are cited properly. % ter reading through the peer4s rough dra t) they should give the writer one speci ic thing that was good in the paper and one thing that the student can wor+ on.

$ransitions and Citations -tudents practice transitions and embedding 3uotes Homewor+= Choose and poem and write a thesis.topic sentence

-ubmit poem choice and thesis.topic sentence !or+ time or rough dra t

,loater day i something goes longer than e*pected over the course o the unit. I not) they will have additional rough dra t lab time

!or+ on rough dra t o essay

#ab time to wor+ on inal essay -tudents will have the option to re3uest oneon-one time tal+ing about the state o their essay and get teacher eedbac+ be ore they turn it in. I there are people who want eedbac+ but don4t get a chance) they can tal+ be ore.a ter school or during lunch hour. Paper is due ,/I8%<

,loater day i something goes longer than e*pected over the course o the unit) this will act as an e*tra day that can it in. I not) this will be an additional lab day and opportunity or con erencing.

,inal 8ra t o Close /eading 5ssay is due

%dvise that every paper will have good things and bad things and that everyone is e*pected to provide both. -aying there was nothing that needs to be wor+ed on will not be an accepted answer.