The Elements of Poetry

Prepared By:
Content Area:
Grade Level:
Timeline:

Standards: Common Core State

Standards

Monday
Date: April 2nd, 2012
Topic: Introduce Elements of Poetry
Objectives: SWBAT
- Take notes during a lecture to
identify key pieces of information.
- Evaluate their familiarity with the
elements of poetry.
- Assemble the pieces of the blank
poetry portfolio.
Standards: L8-6
Activities:
- Pre-Evaluation: The students
will list the elements of poetry in
descending order according to
their familiarity with each term.
[BLUE]
- Lecture: The instructor will give
a lecture introducing the elements
of poetry, including a brief
explanation of each vocabulary
term. [GOLD]
- Portfolios: The instructor will
introduce the poetry portfolio
while the students assemble the
pieces of blank paper into the
appropriate order/shape.
[ORANGE]

Aaron Francher
English Language Arts
8th Grade
April 2nd, 2012 April 27th, 2012
RL8-5. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its
meaning and style.
RL8-10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 68 text
complexity band independently and proficiently.
W8-4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W8-5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
L8-5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L8-6. 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.
Tuesday
Wednesday
Thursday
Friday
Date: April 3rd, 2012
Topic: Elements of Poetry Cont.
Objectives: SWBAT
- Explain, in their own words, the
differences between 6 types of
poems.
- Categorize 12 poems into the
appropriate poetic form.
- Write three poems, using a
different form for each.
Standards: RL8-5, RL8-10, W8-4
Activities:
- Lecture: The instructor will give
a lecture about the types of poetry
(e.g. sonnet, limerick, free-verse,
etc.). [GOLD]
- Matching Types: The students
will work in pairs to match all of
the given poems with the
appropriate label. [GREEN]
- Free Write: The students will
select three types of poetry and
write one poem for each.
[ORANGE]

Date: April 4th, 2012

Topic: Workshop
Objectives: SWBAT
- In groups of 3-4, make 5
suggestions for improving the
writing of a peer.
- Using the feedback from the
workshop activity, revise a
previously written poem.
Standards: W8-4, W8-5
Activities:
- Writing Workshop: In groups
of three to four, students will
read and comment on each
others writing using a roundrobin peer-editing process.
[BLUE]
- Revising: Using the feedback
given by their peers, students
will work on rewriting one of
their poems. [GREEN]

Date: April 5th, 2012

Topic: Line/Stanza Breaks
Objectives: SWBAT
- Explain, in their own words, the
effect of changing line and stanza
length when writing poetry.
- Make a total of 6 observations
about how a poem and its prose
translation differ in effect.
- Write a 3-5 sentence response to a
given prompt and translate it into
verse.
Standards: RL8-5, RL8-10, W8-4
Activities:
- Lecture: The instructor will give
a lecture, explaining the different
ways to organize poems according
to line and stanza length. [GOLD]
- Reading: The students will read
two poems, and their respective
prose translations, making 3
observations on how they are
different. [GREEN]
- Writing: The students will write
3-5 sentences in response to the
following question: [ORANGE]
What do you do when you get up in
the morning?

- Translate: The students will

translate their previous response
into a 3-5 stanza poem. [GREEN]

Date: April 6th, 2012

Topic: Line/Stanza Breaks
Objectives: SWBAT
- Create a poem by combining a
given set of lines into stanzas 5
different ways.
- In 5-7 sentences, reflect on how
meaning changes with different
structural changes in a poem.
Standards: RL8-5, W8-4
Activities:
- Poetry Tag: Each student will
have a sign that includes one line
of poetry. The students will need
to tag at least four more
students to make one stanza.
Together, they will decide on the
meaning. [ORANGE]
- Poetry Shuffle: In the same
groups, the students will take the
lines of the poem and reorder the
lines/stanzas in at least 5 new
ways. [ORANGE]
- Reflection: How did the change
in structure affect the meaning of
the poem? How does it remain
the same? [GREEN]

Monday
th

Date: April 9 , 2012

Topic: Rhyme Schemes
Objectives: SWBAT
- Explain, in their own words, the
different ways a poet can rhyme
words.
- Identify the rhyme scheme of 5
different poems.
- Reflect on how rhyme affects a
poem.
Standards: RL8-5, RL8-10
Activities:
- Lecture: The instructor will give
a lecture explaining the different
types of rhymes and how to
identify a poems rhyme scheme.
[GOLD]
- Identify: The students will read
five poems and identify the rhyme
scheme for each. [GOLD]
- Reflection: The students will
write 3-5 sentences in response to
the following: [BLUE]
How does rhyme make a poem
sound? Do you think all poems
should rhyme, why or why not?

Monday

Tuesday
th

Date: April 10 , 2012

Topic: Rhyme Schemes
Objectives: SWBAT
- Experiment with rhyme schemes
by writing one poem that rhymes
and another that does not.
- Discuss with a small group to
decide whether a poem should or
should not rhyme.
Standards: RL8-5, W8-4
Activities:
- Writing: The students will write
two poems about the same
subject (the subject is up to the
student). [GREEN]
In one, the students will use the
following rhyme scheme:
AABBCCDDEE
In the other, do not allow any of the
lines to rhyme (as much as
possible)

Wednesday
th

th

Date: April 11 , 2012

Topic: Workshop
Objectives: SWBAT
- In groups of 3-4, make 5
suggestions for improving the
writing of a peer.
- Using the feedback from the
workshop, revise a previously
written poem.
Standards: W8-4, W8-5
Activities:
- Writing Workshop: In groups of
three to four, students will read
and comment on each others
writing using a round-robin peerediting process. [BLUE]
- Revising: Using the feedback
given by their peers, students will
work on rewriting one of their
poems. [GREEN]

Date: April 12 , 2012

Topic: AIMS Reading Prep
Objectives: SWBAT
- Decide which test-taking strategy
will work the best for them.
- Create suggestions for helping to
prepare for test-day.
- Demonstrate comprehension of
vocabulary by taking a vocabulary
quiz.
- Practice for the AIMS-Reading
Test.
Standards: RL8-10
Activities:
- Lecture: The instructor will
review multiple-choice test-taking
tips (which have been previously
covered during the year) and give a
short lecture on tips for preparing
for the AIMS test. [GOLD]
- Discussion: The students will
decide in small groups which testtaking strategy is the best for them
and come up with a list of
suggestions for test-day to share
with the class. [BLUE]
- Vocabulary Test/AIMS Practice:
The students will take an AIMSstyled test with 50% of the exam
being on the poetry terminology
for this unit and 50% being AIMS
practice questions. [GOLD]

Wednesday

Thursday

- Reflection: Which poem do you

think is better? What makes each
poem better, or worse? [BLUE]
- Free Write: Students will write
one more poem, this time utilizing
a rhyme scheme of their choice.
[ORANGE]

Tuesday

Thursday

Friday
th

Date: April 13 , 2012

Topic: AIMS Writing Prep
Objectives: SWBAT
- Take note of strategies for writing
within a time limit.
- Write a 5-paragraph essay in
response to one of three given
prompts.
Standards: W8-4, L8-5
Activities:
- Lecture: The instructor will
review the 5-paragraph essay
format and give a list of tips from
his/her own experience that have
helped when writing within a time
limit. [GOLD]
- Choose Your Own Essay: In a 5
paragraph essay, the students will
be asked to answer one of the
following prompts: [ORANGE]
- Explain what poetry does and
why it affects us the way it does.
- Describe the process you follow
when writing a poem, including
where and how you write as well
as what you do when you get
stuck.
- Argue whether or not a poem
should rhyme and why it is or is
not important.

Friday
th

AIMS TESTING!!!

AIMS TESTING!!!

AIMS TESTING!!!

AIMS TESTING!!!

Date: April 16th, 2012

Topic: Word Choice
Objectives: SWBAT
- Explain, in their own words, the
importance of word choice when
writing poetry.
- Read a poem and identify the key
words in each stanza.
- Decide on the appropriate words
to fill the blanks in a poetry madlib.
Standards: RL8-5, L8-5, L8-6
Activities:

Date: April 17th, 2012

Topic: Word Choice
Objectives: SWBAT
- Decide on the appropriate words
to fill the blanks in a poetry madlib.
- Write 3 poems, focusing on word
choice.
Standards: RL8-10, W8-4, L8-5
Activities:
- More Mad Libs: The students
will insert words into the blanks in
poems with the key words

Date: April 18th, 2012

Topic: Workshop
Objectives: SWBAT
- In groups of 3-4, make 5
suggestions for improving the
writing of a peer.
- Using the feedback from the
workshop activity, revise a
previously written poem.
Standards: W8-4, W8-5
Activities:
- Writing Workshop: In groups of
three to four, students will read

Date: April 19th, 2012

Topic: Imagery
Objectives: SWBAT
- Explain, in their own words, what
common types of imagery are
used in poetry and give examples
of each.
- Identify the imagery used in
William Wordsworths The
Daffodils.
- Identify the imagery encountered
in a walk outside.
Standards: RL8-10, L8-5, L8-6

Date: April 20 , 2012

Topic: Imagery
Objectives: SWBAT
- Read along during an oral reading
of three poems.
- Draw 3 pictures of the images that
came to mind during the reading.
- Write a single poem that
incorporates the 3 images they
drew.
Standards: W8-4
Activities:
- Read-Aloud: The instructor will
read three poems that have
multiple examples of good
imagery. [BLUE]

- Lecture: The instructor will

explain a number of ways to
approach using word choice when
writing poetry. [GOLD]
- Reading: The students will read a
poem and identify the key words
in each stanza with or without the
aid of their small groups.
[GREEN]
- Poetry Mad Libs: The students
will insert words into the blanks in
poems with the key words
removed. They will then explain
what the poem means and share
out with their small groups.
[GREEN]

removed. They will then explain

what the poem means and share
out with their small groups.
[GREEN]
- Free Write: The students will
write 2 poems, on any subject, but
with an emphasis on careful word
choice. [ORANGE]

and comment on each others

writing using a round-robin peerediting process. [BLUE]
- Revising: Using the feedback
given by their peers, students will
work on rewriting one of their
poems. [GREEN]

Activities:
- Lecture: The instructor will
explain the types of images
(visual, auditory, and olfactory)
that are commonly used in poetry.
[GOLD]
- Reading: Students will read the
poem The Daffodils by William
Wordsworth and identify the
images in the poem. [GREEN]
- Nature Walk: The students will
take a walk outside and answer the
following questions: [GREEN]

- Captured Images: The students

will draw 3 pictures that capture
the images that came to mind
during the reading of the previous
poems. [BLUE]
- Writing: The students will write a
poem that includes a figurative
description of all three of the
images they drew. [ORANGE]

What do you notice? Identify the

sounds, smells, and sights you
encounter on your walk.

Monday

Tuesday

Wednesday

Thursday

Friday

Date: April 23rd, 2012

Topic: Meter/Feet
Objectives: SWBAT
- Explain, in their own words, how
using metric patterns and syllabic
feet help in pacing a poem.
- Work in groups to identify the
metric patterns in 3 different
poems.
Standards: RL8-10, L8-5, L8-6
Activities:
- Lecture: The instructor will give
a lecture on the different methods
of pacing a poem using metric
patterns and syllabic feet.
[GOLD]
- Sound It Out: The students will
read the lyrics to two songs,
identifying the metric pattern as a
class. They will then listen to the
song and compare the beats.
[ORANGE]
- Identify: The students will
identify the metric patterns in 3
different poems in their groups
and then check their work as a
class. [GOLD]

Date: April 24th, 2012

Topic: Meter/Feet
Objectives: SWBAT
- Practice identifying the metric
pattern in 4 different poems.
- Write 4 different 5 stanza poems
using the four basic metric
patterns (Iambic, Trochaic,
Anapestic, and Dactylic).
Standards: RL8-5, RL8-10, W8-4
Activities:
- Practice: The students will
identify the metric patterns in four
different poems and then check
their work in their small groups.
[GOLD]
- Writing: The students will write a
4 different 5 stanza poems using
the following metric patterns. The
subject of the poem is up to the
students: [ORANGE]

Date: April 25th, 2012

Topic: Workshop
Objectives: SWBAT
- In groups of 3-4, make 5
suggestions for improving the
writing of a peer.
- Using the feedback from the
workshop activity, revise a
previously written poem.
Standards: W8-4, W8-5
Activities:
- Writing Workshop: In groups of
three to four, students will read
and comment on each others
writing using a round-robin peerediting process. [BLUE]
- Revising: Using the feedback
given by their peers, students will
work on rewriting one of their
poems. [GREEN]

Date: April 26th, 2012

Topic: Elements Review
Objectives: SWBAT
- In groups of 3-4, decide the best
answer to a series of questions in a
Jeopardy-style review game.
- Evaluate their own performance
and confidence on a post-unit
survey.
Standards: L8-5, L8-6
Activities:
- Jeopardy Review: The students
will work in teams to answer
questions regarding the
vocabulary and concepts from the
entire unit in a jeopardy-style
review game. [ORANGE]
- Debrief: The students will
evaluate their own confidence in
how well they understand the
material from the unit on a postunit survey and class discussion
[BLUE]

Date: April 27th, 2012

Topic: Poetry Portfolios
Objectives: SWBAT
- Complete a checklist of necessary
parts of the Poetry Porfolio
Assignment.
- Read a poem of their choosing to
the class.
Standards: L8-6
Activities:
- Portfolio Checklist: Students will
complete a checklist to ensure
they have included all necessary
parts of the Poetry Portfolio
Assignment. [GOLD]
- Poetry Reading: Students will be
asked to share their favorite poem,
be it one they wrote or one they
read, in a read-aloud to the class.
[BLUE]

1. u u u u u
2. u u u u u u
3. u u u u u
4. u u u u u u u