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UTL 640E, Haug Pflugerville High School/PISD Date of lesson: April 15, 2014

Molly Whiting AP English IV/12th grade Lesson Plan #6/Teach #9

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Poems about Poetry

Objectives: Working in small groups, students will create a found poem that includes at least one excerpted line from another poem and one line of original work per student in the group in order to practice close reading and analysis of poetic conventions. Enduring Understanding/Essential Questions: Since poems are typically compressed in length, poets construct their works with great attention to elements such as word sounds, rhythm, and sensory language in order to create the convey meaning to the reader. Factual: What literary devices and conventions do poets use? Conceptual: How do these devices and conventions convey meaning in the selected poems? How do students use these devices and conventions in creating their own poetry? Philosophical: What makes a good poem?

Resources/Materials: A. To Do Before: a. Read poems multiple times for familiarity. b. Make handouts for students. B. Needed on the Day of Lesson: a. Handouts for students b. Notecards TEKS: From 110.34 English Language Arts and Reading, English IV (2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: (A) compare and contrast works of literature that express a universal theme; (3) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to evaluate the changes in sound, form, figurative language, graphics, and dramatic structure in poetry across literary time periods. (7) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to analyze how the author's patterns of imagery, literary allusions, and conceits reveal theme, set tone, and create meaning in metaphors, passages, and literary works. (12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact mean-

UTL 640E, Haug Molly Whiting Pflugerville High School/PISD AP English IV/12th grade Date of lesson: April 15, 2014 Lesson Plan #6/Teach #9 ing. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: (A) evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts; (14) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing. Students are expected to: (B) write a poem that reflects an awareness of poetic conventions and traditions within different forms (e.g., sonnets, ballads, free verse); and (24) Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A) listen responsively to a speaker by framing inquiries that reflect an understanding of the content and by identifying the positions taken and the evidence in support of those positions; and (25) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to formulate sound arguments by using elements of classical speeches (e.g., introduction, first and second transitions, body, and conclusion), the art of persuasion, rhetorical devices, eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively. (26) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams, offering ideas or judgments that are purposeful in moving the team towards goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision-making, and evaluating the work of the group based on agreed-upon criteria. Steps in Lesson: A. Engagement15 minutes Open with a question: What makes a poem good? Have students free-write in their journals in response to this question. (3 minutes) Think/Pair/Share: Students turn to a neighbor and share their response. Then ask if any students will share their response with the whole class. (5 minutes) Play clip from the movie The Dead Poets Society: v=aS1esgRV4Rc. (3 min 30 sec) Discuss students reactions to the clip. Does this change their perspective on good poetry? (3 minutes) B. Stated Objective1 minute Today, we will look at several poems that are about the idea of poetry, and what a good poem should do. As we read, I want you to be thinking about the SOLLIDD analysis

UTL 640E, Haug Molly Whiting Pflugerville High School/PISD AP English IV/12th grade Date of lesson: April 15, 2014 Lesson Plan #6/Teach #9 technique and how elements of the poems like organization, syntax, and literary devices are used to convey meaning. Afterwards, you will break into groups and use these texts, along with your original ideas, to write a poem of your own. C. Active Learning53 minutes Modeling/Checking for Understanding: As a class, read aloud the selected poems. (8 minutes) - Ars Poetica by Archibald MacLeish - Poetry by Marianne Moore - ?Poetry by Pablo Neruda - A High-Toned Old Christian Woman by Wallace Stevens Guided Practice: Have students review the poems silently and make some notes about what stands out to them. Are these good poems? What do they notice about the structure, literary devices, use of word sounds, juxtaposition of ideas and imagery, etc. in the poems? (5 minutes) Now distribute three notecards to each student. On the first two, ask students to pick two lines or phrases from any of the four poems that they feel are particularly good lines. On the third notecard, direct students to write their own line or phrase about poetry, beginning with the stem Poetry is (10 minutes) Independent Practice: Break students into their multiple choice groups. Give instructions for groups to create their found poem, and let them create! (15 minutes) - Each student must contribute at least two of their notecards (one with their original writing and one with a quotation.) They may use all three notecards if they wish. - Paying attention to the characteristics of good poetry they have been discussing, students will rearrange the notecards, omitting or adding words or phrases as necessary, until they feel they have constructed a finished product. - Groups should also give their poem an original title. - Each group should appoint one person to read their poem and one person to comment on the process of constructing it. What insights did they gain into poetry through this activity? Was it easy or difficult? Was their disagreement in their groups about what constitutes a good poem? Regroup to whole class discussion. Have the groups read their poems and discuss the writing/constructing process. (15 minutes) D. Closure4 minutes Pass out one more notecard to each students to use as an exit-ticket. Instruct students to write down one thing they learned through the lesson today, or one question/thing they are still wondering about. Collect notecards and thank students for their participation and attention! Modifications/Differentiation: Follow the IEPs

Evaluation Strategies: Throughout the lesson, I will ask questions to informally check for understanding.

UTL 640E, Haug Molly Whiting Pflugerville High School/PISD AP English IV/12th grade Date of lesson: April 15, 2014 Lesson Plan #6/Teach #9 At the end of lesson, groups will present their found poem to the rest of the class. Afterward, I will collect their poems and review them to determine how successful they were in obtaining the instructional objectives. I will also collect the exit-tickets to assess the students take-away from the lesson.

Notes/Recommendations: The engagement set was extremely successful in this lesson; students had a lot of ideas about what constitutes good poetry, and several students even enthusiastically debated the issue without any need for me to facilitate the discussion. The choice of texts to look at was largely successful (they especially enjoyed the MacLeish poem), but the Stevens poem was perhaps a little too challenging and caused students to disengage during that discussion. While there was some initial resistance to the found poem activity in the form of groaning when I announced they were going to try their hand at writing poetry, once they broke into their groups they seems to enjoy the activity, and the poems they constructed demonstrated that they were paying attention to the elements of poetry that we had discussed.

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