Poetry Splash

Unit Plan


TEACHER
Jo Morris and Sarah Bullock
Adapted by Mark Rounds
GRADE
9-10
(College Prep-Honors)
DURATION
3-4 weeks

California Language Arts Content Standards
Standards Addressed in this Unit
Reading
3.0Literary Response and Analysis (Genres and their Characteristics) 9/10
3.7 Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory, and symbolism, and explain their appeal.
Literary Criticism
3.11Evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and theme, using the terminology of literary criticism.
Writing
1.0 Writing Strategies
Organization and Focus
1.2Use precise language, action verbs, sensory details, appropriate modifiers, and the active rather than the passive voice.
Evaluation and Revision
Supporting Standards

Teacher Background Reading

TEACHING AND LEARNING ACTIVITIES

Smiley Select and adapt these learning activities to best meet the needs of your students, and to fit the time available.

Introductory Lesson

Context: reading varied poems

Stimulus 1: Group Experience

Context: Writing a poem individually, using a group experience and ideas.

Stimulus 2: Senses

Context: Writing a poem as a class, then an individual poem. Stimulus 3: For a variety of other excellent approaches see Rite Poem from New Zealand performance poet Keith Thorsen.

Modeling: Rhyme and Rhythm
Context: Exploring how rhyme and rhythm works in Poetic Limericks, then in pairs, writing their own limericks.

Movement

Context: Reading varied poems that have movement images

Poetic Writing

Context: Students working on individual poem.

Collaborative on-line projects related to this unit:

ASSESSMENT

Assessment Rubric

RESOURCES

Print

Electronic

FOLLOW UP

This unit sits alongside close reading and critical appraisal of poems by others (particularly poets with an established critical reputation), with a focus on language, imagery and structure. It would be possible to intersperse the more formal close reading activities with their own creative work.