Poetry: The Lyrics of Literature

Topic: The Elements and Conventions of Poetry

Grade Level/Span: 8th grade

Language Proficiency: Intermediate

Language Learning Strategies:

Metacognitive: Organizational Planning, Selective Attention/Listening, Monitoring Comprehension

Cognitive: Grouping, Elaboration of Prior Knowledge, Transfer, Imagery Socioaffective: Cooperation, Questioning for Clarification

Overall Lesson Goal: As a result of taking part in a series of activities focusing on vocabulary related to poetry – which support Language Arts in the regular education classroom – students will develop an awareness and understanding of several learning strategies that will assist them in different language learning situations. The students will also participate in both individual and group activities related to these learning strategies to further support their language learning skills. These language learning skills are coupled with important content related material to enable students to use academic language in both the ESL and regular education classrooms. Finally, each activity the student participates in will further support both BICS (Basic Interpersonal Communication Skills) and CALP (Cognitive Academic Language Proficiency).

Content (Language Arts) Objectives/Standards:

GLE 0801.2.1 Demonstrate critical listening skills essential for comprehension, evaluation, problem solving and task completion.

GLE 0801.2.6 Deliver effective oral presentations. GLE 0801.2.7 Participate in work teams and group discussions. 0801.2.1 Follow multi-step instructions to perform single tasks, to answer questions and to

solve problems. 0801.2.9 Listen actively in group discussions by asking clarifying and elaborating questions

and by managing internal barriers and external barriers to aide comprehension. 0801.2.17 Employ presentation skills such as good eye contact, clear enunciation, effective

speaking rate/volume and natural gestures. 0801.2.18 Participate productively in self-directed work teams for a particular purpose. SPI 0801.2.7 Select the most appropriate strategies for participating productively in a team. SPI 0801.2.8 Identify the functions and responsibilities of individuals within an organized

group. GLE 0801.3.1 Write in a variety of modes for different audiences and purposes. 0801.3.1 Write in a variety of modes and genres including description….. 0801.3.3 Create work-related texts such as reports…. 0801.3.7 Organize writing using structures approptiate for the topic and that meet the

needs of the audience. SPI 0801.3.12 Complete a graphic organizer… GLE 0801.4.2 Gather relevant information from a variety of print and electronic sources… 0801.4.2 Take and organize notes on what is known and what needs to be researched about

the topic. 0801.4. 3 Focus on relevant information… 0801.4.12 Present a body of well-developed facts and information pertinent to the topic,

developed as a series of paragraphs which support the topic. GLE 0801.8.1 Read and comprehend a variety of works from different forms of literature. GLE 0801.8.2 Understand the characteristics of various literary genres (e.g poetry…) GLE 0801.8.3 Recognize the conventions of various literary genres. GLE 0801.8.5 Identify and analyze common literary terms. 0801.8.14 Identify sound devices and figurative language and other conventions of verse in

poetry ….. 0801.8.16 Identify and explain the theme of a literary text, distinguish theme from topic. SPI 0801.8.7 Identify and analyze examples of literary elements that shape meaning within

context. SPI 0801.8.8 Analyze figurative language within context. SPI 0801.8.9 Analyze examples of sound devices within context.

TN ESL Objectives/Standards:

L1.3 Follow multiple-step directions. L4 Determine speakers attitude/perspective:

o L4.2 Identify author’s opinion, perspective, point of view, purpose, motivation, stance or position.

L5 Understand key vocabulary/phrases. R2.1 Use one or more of the following strategies to determine meaning of key vocabulary:

contextual clues and illustrations, background or prior knowledge… R3.3 Follow multiple-step directions. R4.1 Identify main idea/theme/problem/plot of a passage. R8.1 Identify analogies, metaphors, symbols,patterns in text such as rhyming and repetition

and other rhetorical devices. W2.4 Develop a central idea (choose a topic: type of poem) and support it with relevant

details. W2.10 Write a descriptive composition that includes a thesis and some points of support. S1 Espablish verbal connection with an interlocutor in order to talk about something. S2 Provide basic information …. S3 Provide detailed information ….

Materials:

Each poem listed under Team Application activity #1 The attached graphic organizers

Instructional Procedures

Set: TTW

Write the word POEM on the board and explain to the students that they will create a word map for the word on the board.

Ask the students to name different types of poems, different parts of poems, different names of poems (such as their favorite poem), different topics of poems and anything else, like other vocabulary, they might think of when reading or hearing the word POEM.

Write down all the words that the students say. Model how to group the words by:

o asking the students which words are types of poems, which are titles of poems, which are parts or descriptions of poems and which are topics of poems

o then circling the different groups and label them

Warm-up: TTW

Introduce the vocabulary words for the lesson by giving the students the two attached Vocabulary graphic organizer handouts (See Pages 4 and 5).

Ask the students if any of the vocabulary words appear in the word map on the board and under which categories/labels these words appear.

Ask the students to look over the vocabulary, definitions and examples on the graphic organizers and ask any questions they might have.

Mini-Lesson: TTW

Describe Language Learning Strategies in order to assist students with subsequent lessons. Explain that the students will complete the first graphic organizer concerning mood, tone,

theme, the speaker and imagery on their own while listening to the teacher read a poem aloud.

Explain that the students will complete the second graphic organizer in pairs as a scavenger hunt.

Explain that the students will complete a third graphic organizer in groups as a small research project and presentation.

Individual Application of Language Learning Strategies: TSW

Review the vocabulary words on the first graphic organizer by writing down examples for mood and tone.

Listen to the teacher read the poem “The Shark” by E.J. Pratt aloud to the class. Complete the first part of the graphic organizer individually. Listen to the teacher read the poem a second time and complete the second part of the

graphic organizer individually. Participate in a class discussion of the poem and individual answers to the first part of the

graphic organizer. Share their pictures with the class and participate in a class discussion of the imagery in the

poem.

Team Application of Language Learning Strategies: TSW

Activity #1: In teams of two, TSW:o Review the vocabulary words on the second graphic organizer (Page 5).o Move quietly clockwise around the room to look at the different poems posted on the

walls: After School by Katherine Foreman Sonnet #130 by William Shakespeare Put Something In by Shell Sylverstein Flint by Christina Rossetti The Tyger by William Blake Refrain by Allen Ginsberg A Negro Love Song by Paul Lawrence Dunbar

o Discuss each poem quietly in pairs and locate examples of each vocabulary word in the poems.

o Return to their desks once they have completed the graphic organizer.o Participate in a class discussion of each poem focusing on the elements that are

present in each poem while also discussing the theme, topic, imagery, mood and tone of each poem.

Activity # 2: In teams of three, TSW:

o Retrieve the third graphic organizer from the teacher.o Choose a type of poem to research: Acrostic, Haiku, Ballad, Sonnet (Shakespeare and

Petrarch), Ode, Limerick, Epic, Free Verse, Kyrielle etc.o Choose tasks for each team member: writer, lead researcher and lead presenter.o Use the third graphic organizer provided to find and record information on the chosen

type of poem. They must also find an example to include as part of their report. Each group member will fill out the graphic organizer. The lead researcher will be in control of the computer and mouse while the

other two group members are helping to guide the research.o Use the information gathered to construct a short report.

The lead writer will transcribe the information they have gathered into a fluid report with the oral support of the other group members.

o Develop three questions to ask their fellow classmates about their example poem. Each group member is responsible for a discussion question related to their

example poem such as “What is the mood or tone of the poem?” “What images are present in the poem?” “What is the topic of the poem?” Etc.

o Present the report and example poem to the class. The lead presenter will be the main speaker when giving the report; however,

each group member must speak once during the presentation. So, one of the other group members may give the type of poem the chose, another one may give the title of their example poem or the two that are not the lead presenter may take turns reading the poem they selected. Etc.

Closure: TTW Invite the students to extend upon the work they have done by writing their own poem about

themselves using the graphic organizer on page 10 of this lesson. (This is an optional assignment for extra credit that may be completed at home and turned in at a later date)

Evaluation/Assessment of Application and Effectiveness of Language Learning Strategies: Grouping and Elaboration of Prior Knowledge – informal Discussion of topic – formal and informal Selective Listening – formal Monitoring Comprehension – formal Questioning for Clarification – formal and informal Transfer – formal Imagery - formal Organization Planning – formal Cooperation – formal and informal

Name ______________________________________ Date _____________________Title of the Poem _______________________________ __ Author __________________________

PART I: Please think about examples for tone and mood before listening to the poem. Then, while listening to the poem fill in the boxes for each of the four vocabulary words regarding the poem you are listening to.

Vocabulary Word

Definition Example From the poem

Speaker The voice of the poem. This is usually not the poet’s voice.

In the poem by Emily Dickinson known as “Anarrow fellow in the grass,” the speaker is a young boy.

Tone The feelings the speaker has about the subject of the poem.

Mood The feelings the reader has when reading the poem.

Theme A generalization about life. Love is the greatest gift of all. OR Death is inevitable.

PART II: Now, as you listen to the poem a second time, draw an image that comes to mind (imagery) in the space below.

Name __________________________________ Date _____________________

Partner’s Name _______________________________________

Directions: Please move quietly around the room in your pairs to look at the different poems I have posted. See if you can find examples of the different vocabulary words related to poetry. Some of the poems may have examples of more than one. Write the title of the poem in the blank provided.

Vocabulary Word

Definition Example Where did you find it?Title of Poem

Rhyme Two or more words that have the same ending sound and are in different lines.

I smashed the hatWith my bat

Alliteration Two words that have the same starting sound and are in the same line.

The slimey snake slithered.

Assonance Two words with similar vowel sounds that are in the same line.

The owl flew out of the room.

Metaphor A directly stated comparison.

Her eyes were bright blue.

Personification Giving human characteristics to non-living objects.

The teeth of the comb pulled my hair.

Simile A comparison using the words ‘like’ or ‘as’

Her eyes were as blue as the sky. OR Her eyes were blue like the sky.

Refrain A few lines that are repeated almost exactly two or more times in a poem.

The chorus of a song.

Stanza A paragraph in poetry. There should be a skipped line both before and after.

NO EXAMPLE NECESSARY.

Couplet Two lines in a row that rhyme.

(1) So long as men can breathe, or eyes can see,

(2) So long lives this, and this gives life to thee.

Symbol An object that means more than just its definition.

The dove is a bird but it also means peace. OR The heart is an organ in the human body but can also symbolize love.

Name and Job______________________________________ Date _____________________

Group Members and Jobs ______________________________________________________________

and _____________________________________________________________________

Type of Poem __________________________________

Please begin your research by logging onto the computer and searching the following websites: http://www.world-class-poetry.com/types-of-poetry.htmlhttp://thewordshop.tripod.com/forms.html http://www.types-of-poetry.org.uk/http://www.shadowpoetry.com/resources/wip/types.html For each of the website, please select your chosen poem type from the list provided and fill in the information below. If your type is not there, then try another. No one site has all the information, so use all of them if you can.HISTORICAL BACKGROUND:

What country is your type of poem originally from? _________________________________________

Is there a specific time period that your type of poem was used or created in? If so, what period? (You

may give years such as 1700s or general time periods such as the Renaissance, the Victorian era, etc.)

_____________________________________________________________________________________

Are there any specific people who are famous for writing this type of poetry? ______YES/NO_______

If so, who are they? ____________________________________________________________________

_____________________________________________________________________________________

Is there an interesting story connected to your type of poem or an interesting purpose? If so, please

explain. ______________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

DESCRIPTION:

Is this type of poetry used for specific topics or themes (Love, Sorrow, Humor, etc)? What are they?

_____________________________________________________________________________________

What are the specific characteristics of your type of poem? (Remember our vocabulary words when

you answer this section: Does it contain couplets, rhymes/a rhyme scheme, a refrain, imagery, etc? Is

there a specific number of lines or syllables?) _______________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Once you have finished filling out all the information you could find from the first website, please feel

free to conduct your own search to find out more information on your poem type or a good example

poem to use for your presentation.

Please write down your example poem on this page below the box or on the back of the page. Each

group member should develop a discussion question based on your chosen example poem. Please

include the three discussion questions in the box below.

Discussion Question 1: __________________________________________________________________

_____________________________________________________________________________________

Discussion Question 2: __________________________________________________________________

_____________________________________________________________________________________

Discussion Question 3: __________________________________________________________________

_____________________________________________________________________________________

Title of Example Poem: _______________________________________________________________

Author _______________________________________________________

I Am PoemI am ______________________________________________________________(Two special characteristics)I wonder ___________________________________________________________(Something you are curious about)I hear _____________________________________________________________(An imaginary sound)I see ______________________________________________________________(An imaginary sight)I want _____________________________________________________________(A desire you have)I am ______________________________________________________________(The first line of the poem repeated)I pretend ____________________________________________________________(Something you pretend to do)I feel _____________________________________________________________(A feeling about something imaginary)I touch _____________________________________________________________(An imaginary touch)I worry _____________________________________________________________(Something that bothers you)I cry _____________________________________________________________(Something that makes you sad)I am _____________________________________________________________(The first line of the poem repeated)I understand _______________________________________________________(Something you know is true)I say _____________________________________________________________(Something you believe in)I dream _____________________________________________________________(Something you dream about)I try _____________________________________________________________(Something you make an effort on)I hope _____________________________________________________________(Something you hope for)I am _____________________________________________________________(The first line of the poem repeated)

References

Poetry Vocabulary. (2004). Retrieved from Beacon Learning Center:

http://www.beaconlearningcenter.com/documents/2041_01.pdf

I Am Poem Template. (n.d.). Retreived from

http://freeology.com/formsforteachers/pdf/iampoem.pdf