Full TUP

THEMATIC UNIT PLAN
Hannah
Abstract
Smith
This Thematic Unit Plan (TUP) includes a poetry unit of ten lesson EDUC
plans142
for
10h grade students. This unit focuses on making poetry accessible to
students as well as diversify the content of the typical American English
classroom.
Diversity through Poetry
Table of Contents
Theme Statement/Rationale....................................................................................... 2
Text
Overview
.4
Objectives-Standards-Strategies
Chart.7
TUP 1: Discussion of
Poetry
12
-
Poetry
Survey
14
TUP 2: Introduction to
Poetry
..16
TUP 3: Formation of
Poems
..19
TUP 4: Visualizing a
Poem
..22
-
Concrete Found
Example
.24
TUP 5: Figurative Language

1
25
TUP 6: Figurative Language
2
27
TUP 7:
Crank
.29
-
Crank
cover
.31
2
-
My Mom Will Tell You

excerpt.
32
TUP 8: Video and

Poetry
..33
TUP 9:
Kodama
35
TUP 10: In Spite of
Everything
.37
-
Post-Unit
Survey
.39
Theme Statement/Rationale
Theme Statement: This Thematic Unit Plan is centered around diversity.
Diversity is explored through a specific genre of literature: poetry. For quite some
time, there has been a pattern of disproportionate attention given to European
ideals and authors. Reading and writing classes within America have been
extremely Eurocentric, and with a specific consideration for the white, American
middle class. Although classics in poetry, such as Henry Wadsworth Longfellow
and Robert Frost, have contributed greatly to the genre, there is more to poetry
than what is currently taught. The text I selected contains work by white Americans
(Collins and Longfellow), but it also contains work by Dominique Cristina, an
American Woman of Color, Hayao Miyazaki, a Japanese writer who is known globally
for his work, and a song from Imagine Dragons, whos lead singer, Dan Reynolds,
has opened up about his experience with depression. This list of text was crafted to
expose students to a variety of people as well as give representation to a diverse
student body and, the fact that these pieces are more diverse is not always stated.
It is their presence that is the most important.
Goal: Through using unconventional mediums (such as song lyrics and film)
alongside traditional mediums (such as printed poetry) this unit is designed to make
poetry less threatening and to help students realize that poetry is an accessible
form of literature.
Standards:
-
RL.910.1: Cite strong and thorough textual evidence to support analysis of

what the text says explicitly as well as inferences drawn from the text.
RL.910.2: Determine a theme or central idea of a text and analyze in detail

its development over the course of the text, including how it emerges and is
shaped and refined by specific details; provide an objective summary of the
text.
RL.910.4: Determine the meaning of words and phrases as they are used in
the text, including figurative and connotative meanings; analyze the
cumulative impact of specific word choices on meaning and tone (e.g., how
the language evokes a sense of time and place; how it sets a formal or
informal tone).
RL.9-10.5: Analyze how an author's choices concerning how to structure a

text, order events within it (e.g., parallel plots), and manipulate time (e.g.,
pacing, flashbacks) create such effects as mystery, tension, or surprise.
4
-
RL.9-10.6: Analyze a particular point of view or cultural experience reflected

in a work of literature from outside the United States, drawing on a wide
reading of world literature
RL.9-10.7: Analyze the representation of a subject or a key scene in two

different artistic mediums, including what is emphasized or absent in each
treatment (e.g., Auden's "Muse des Beaux Arts" and Breughel's Landscape
with the Fall of Icarus)
WHST.9-10.10: Write routinely over extended time frames (time for reflection
and revision) and shorter time frames (a single sitting or a day or two) for a
range of discipline-specific tasks, purposes, and audiences .
Rationale/Benefit for Students: In America, especially in the English

classroom, texts and resources that students are exposed to tend to be extremely
Eurocentric. The English classroom lacks diversity. Due to this hidden curriculum,
some students in the classroom tend to be systematically underrepresented. This
unit is meant to diversify the classroom so that students can widen their learning
experiences to contain more diverse authors with more diverse life experiences.
Representation in the classroom is something that should not be undervalued and it
seems as though it is been neglected in todays classrooms.
Text Overview
Whole-Class Book:
-
Crank by Ellen Hopkins

o Kristina Snow, after going on vacation to see her father, becomes
addicted to crank. This novel, which is completely in poetry,
documents her experience with her addiction and family.
o This book gives students an interesting exposure to poetry. Poetry is
often thought of as being relatively short. However, this is a full length
novel. Also, the author is a single mother. Her life experiences add to
the content of the novel.
o Hopkins, E. (2004). Crank. New York: Simon Pulse.
News Article:
- Imagine Dragons Musician Reveals Battle with Depression by Jeanne
Croteau
o This is a short article that will accompany their exposure to Demons
by Imagine Dragons.
o Students will use it to get more insight on the lead singers battle with
depression. Its to give them more background when interpreting the
song.
o Croteau, J. (2015). Imagine Dragons Musician Reveals Battle with
Depression. Psych Central. Retrieved on April 18, 2016, from
http://blogs.psychcentral.com/celebrity/2015/02/imaginedragons-musician- reveals-battle-with-depression/
Poetry/ Online Texts:

-
Introduction to Poetry by Billy Collins

o This poem is written from the perspective of a teacher. The teacher
reflects on how unhappy he is with how students have been taught to
treat literature (specifically poetry.)
o This poem is meant to be directly from me to the students. It is meant
to help them understand my intentions for this unit. It also is used as a
literal introduction to poetry.
o Collins, B. (n.d.). Introduction to Poetry - Poetry Foundation. Retrieved
April 17, 2016,
from http://www.poetryfoundation.org/poems-andpoets/poems/detail/46712
The Arrow and the Song by Henry Wadsworth Longfellow

o This poem is about someone who loses an arrow after he shoots it into
the air. He parallels this imagery with the idea of singing a song, which
is also lost. He finds both the arrow and the song with a friend.
o This is a rather conventional poem. It is used at the beginning of the
unit so that students can start with something that they would be more
familiar with. It is also used to introduce the basics of poetry format.
6
o
Longfellow, H. W. (n.d.). The Arrow and the Song - Poetry Foundation.

Retrieved April
17, 2016, from
http://www.poetryfoundation.org/poems-andpoets/poems/detail/44624
Time Out by Jana Ghossein

o The author writes about needing a break after fighting so hard.
o This poem, although short, contains the majority of the types of
figurative language that are being focused on. This poem gives them
the opportunity to find examples for themselves. Also, with the poem
being rather short, it may not be as intimidating as others.
o Ghossein, J. (2011, March 19). Time Out (Simile, Metaphor, Alleteration
Poem) Poem.
Retrieved April 17, 2016, from
http://www.poemhunter.com/poem/time-out- simile-metaphoralleteration-poem/
Demons by Imagine Dragons

o This song is about fighting ones inner monsters. It works well
alongside Crank and it also connects to the authors personal life.
o Song lyrics are a form of poetry. This song is meant to help students
realize that poetry can be accessible, thought provoking, and
entertaining.
o I. (n.d.). "Demons" lyrics. Retrieved April 17, 2016, from
http://www.azlyrics.com/lyrics/imaginedragons/demons.html
Kodama by Hayao Miyazaki

o This poem describes a Japanese mythical creature. This poem was
used to describe these creatures specifically for the film Princess
Mononoke.
o Miyazaki wrote this poem and then gave it to the composer who
worked on the film. With only this poem, the composer wrote the
soundtrack. Students will be able to explore their own creativity by
creating their own versions of the creatures and they will only use this
poem as well. Then they will compare their vision to the actual films.
This also gives the students a chance to learn more about Japanese
culture, a topic not touched on very often.
o Miyazaki, H. (n.d.). Poems (by Miyazaki). Retrieved April 17, 2016, from
http://crona225.tripod.com/id22.htm
In Spite of Everything the Stars by Edward Hirsch

o This poem illustrates a city in the dead of night. It describes the
people and what they are thinking about.
o This poem is perfect content for a final project. There is information
about the author available, it has a lot of figurative language, it has a
lot of content for students to use as a basis for their drawings, and the
format follows a traditional poem.
7
o
Hirsch, E. (2014). In Spite of Everything, the Stars. Retrieved April 17,

2016, from http://www.edwardhirsch.com/poetry/in-spite-of-everythingthe-stars/
Video:
-
Demons by Imagine Dragons

o See previous Demons by Imagine Dragons
o I. (2013). Imagine Dragons - Demons (Official). Retrieved April 17,
2016, from https://www.youtube.com/watch?v=mWRsgZuwf_8
Emergence Out of Silence into Shouting by Dominique Christina

o This spoken word poem is about a young woman who, after reflecting
on her life, realizes that she has been taught to be silent and she no
longer refuses to do so.
o This poem is powerful and it gives strength to many people, especially
those who identify as women. This is used to discuss the impact of
film and how videos can affect how poems are received.
o E. (2014). Emergence Out of Silence and Into Shouting - Dominique
Christina. Retrieved
April 17, 2016, from
https://www.youtube.com/watch?v=TX2zqx02Ljk
Kodama Awaken from Princess Mononoke

o This is a scene from Princess Mononoke. It shows the mythical
creatures appear as the lead characters make their way to a body of
water that has healing abilities. It also contains the soundtrack that
the composer created after only reading Hayao Miyazakis poem about
the creatures.
o This allows students to exercise their artistic abilities as well as their
inferential abilities. They will read the same poem, create a visual of
the kodama, watch this scene, and then compare the two.
o Miyazaki, H. (2007, May 30). Kodama awaken - Video Dailymotion.
Retrieved April 17, 2016, from
http://www.dailymotion.com/video/x24d7y_kodama-awaken_shortfilms
Objectives-Standards-Strategies Chart
TUP #
1
Objectives (s)
1.Articulate their
opinions on poetry.
2.Reflect on their
previous experiences
and use them to
suggest ideas based
on what they did or
did not enjoy.
3.Make connections
to poetry they have
read in the past as
well as potential texts
they will read in the
future.
1.State the central
idea of Introduction
to Poetry.
2.Explain their
understanding of
Introduction to
Poetry and then
justify their position.
3.Predict the
importance of the
poems meaning
when it comes to
learning about poetry.
Standard (s)
WHST.9-10.10
Write routinely over
extended time frames
(time for reflection and
revision) and shorter
time frames (a single
sitting or a day or two)
for a range of disciplinespecific tasks, purposes,
and audiences.
Literacy Strategy
Pre-Unit Survey
RL.910.1: Cite strong

and thorough textual
evidence to support
analysis of what the text
says explicitly as well as
inferences drawn from
the text.
Shared Reading
RL.910.2: Determine a
theme or central idea of
a text and analyze in
detail its development
over the course of the
text, including how it
emerges and is shaped
and refined by specific
details; provide an
objective summary of
the text.
RL.910.4: Determine
the meaning of words
and phrases as they are
used in the text,
including figurative and
connotative meanings;
Metacognition/reflec
tion practice
Class discussion
Group work
Prediction-making
exercise
9
analyze the cumulative
impact of specific word
choices on meaning and
tone (e.g., how the
language evokes a
sense of time and place;
how it sets a formal or
informal tone).
3
1.Identify poetry
terminology when
looking at a poem.
2.Analyze a poem to
provide examples of
the terminology.
3. Create a visual
representation of how
the terms relate to
one another.
1.Design a visual
based off of a poem.
2. Cite specific
locations within the
poem that support
the analysis.
3. Participate in a
reflective exercise.
RL.910.4: Determine
used in the text,
tone (e.g., how the
language evokes a
informal tone).
RL.9-10.5: Analyze how
an author's choices
concerning how to
structure a text, order
events within it (e.g.,
parallel plots), and
manipulate time (e.g.,
pacing, flashbacks)
create such effects as
mystery, tension, or
surprise.
evidence to support
the text.
Summarize the day

before
The Arrow and the
Song discussion
Graphic Organizer
Group work
Concrete-Found
poem
Choice
Group discussionreflective exercise
10
1.Identify examples
of similies,
metaphors,
onomatopias,
personifications, and
alliterations within
the context of a
sentence or passage.
2.Create an example
of a given figurative
language form.
1.Utilize and cite

textual evidence to
discuss the
connection between
the central idea(s) of
a music video and of
the lyrics.
2. Identify similies,
metaphors,
onomatopias,
personifications, and
alliterations in their
chosen songs as well
as Demons.
3. Make connections

details; provide an
the text.
evidence to support
the text.
RL.910.4: Determine
used in the text,
tone (e.g., how the
language evokes a
informal tone).
evidence to support
the text.
RL.910.4: Determine
used in the text,
GIST
Mini-whiteboard
game
Question creation
In-class writing
Song activity
11
with poetry, in the
form of lyrics,
through various
media (print and
film.)
tone (e.g., how the

language evokes a
informal tone).
RL.9-10.7: Analyze the
representation of a
subject or a key scene in
two different artistic
mediums, including
what is emphasized or
absent in each
treatment (e.g., Auden's
"Muse des Beaux Arts"
and Breughel's
Landscape with the Fall
of Icarus)
1.Explain how Cranks

structure enhances
the depth of its
meaning.
2. State the central
idea of Crank through
analyzing the
summary.
details; provide an
the text.
Predicting before
reading
Think-Aloud
Strategy
My Mom Will Tell
You analysis

an author's choices
concerning how to
pacing, flashbacks)
surprise.
8
1.Make connections
between Dominique
Christinas personal
life and the content

representation of a
Mini research
project
Group discussion
12
of her poem.
2.Articulate how the
medium of the poem
(read versus viewed)
impacts how the
poem is perceived.
1.Utilize Kodama to
create a visual
representation of the
mythical creature.
2. Cite textual
evidence for
interpretation and
how inference was
used when creating
an illustration.
3. Understand
connections and
differences between
the written
description and the
movies
interpretation of the
kodama.
10
1.Cite textual
evidence for
interpretation and for
how inference was
used when creating
an illustration.
mediums, including
absent in each
and Breughel's
of Icarus)
evidence to support
the text.
Debriefing exercise
Reflection
Kodama drawing
activity
Note taking
Class discussion
RL.9-10.6: Analyze a
particular point of view
or cultural experience
reflected in a work of
literature from outside
the United States,
drawing on a wide
reading of world
literature
representation of a
mediums, including
absent in each
and Breughel's
of Icarus
evidence to support
the text.
Mini-research
project
Drawing exercise
Pre-Unit Survey-
13
2.Analyze how the
structure of In Spite
of Everything the
Stars connects to
the content of the
poem.
3.Identify an example
of a similie,
metaphor,
onomatopia,
personification, or
alliteration within the
context of In Spite of
Everything the Stars.
reflection
details; provide an
the text.
an author's choices
concerning how to
pacing, flashbacks)
surprise.
WHST.9-10.10: Write
routinely over extended
time frames (time for
reflection and revision)
and shorter time frames
(a single sitting or a day
or two) for a range of
discipline-specific tasks,
purposes, and
audiences.
14
TUP1: Discussion of Poetry

Student Name: Hannah Smith
Title of Lesson: Discussion of Poetry
Total Lesson Time: 60 minutes
Grade(s): 10th Grade
Subject Area: English
Curriculum Standard(s)
WHST.9-10.10
Write routinely over extended time frames (time for reflection and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
Learning Objectives (Benchmark) and Assessment:
Learning Objective(s)
Assessment(s)
Student will be able to:
1. Articulate their opinions on poetry.
1. Pre-Unit Survey
2. Reflect on their previous experiences and
use them to suggest ideas based on what
they did or did not enjoy.
2. Pre-Unit Survey
3. Make connections to poetry they have

read in the past as well as potential texts
they will read in the future.
3. Pre-Unit Survey and discussion
Materials Needed:
Copies of the Pre-Unit Survey
Lesson Procedures:
Time
1. Anticipatory: Conclude the previous unit. Wrap

up by answering any questions they may have.
10
min
2. Introduction: Introduce the new unit: poetry.

10
Also introduce the students to the Pre-Unit
min
Survey. Let them know that this survey is to get
an idea of how they feel about poetry, if they
have worked with poetry in the past, and what
their beliefs about poetry are.
Differentiation (Adaptations for

Diverse Learners, ELL, Gifted)
15
3. Modeling: Show the Pre-Unit Survey on an

overhead projector and answer one of the
questions. Show how you would like the
questions to be answered (ex: Question: Do
you have a favorite poet? If so who and why?
Answer: I really like Roberson Jeffers. He
writes a lot of creepy stuff and some people
think he haunts his old house. He wrote a poem
about haunting his house when he was alive!
10
min
4.Guided Practice: Allow the students to work on

their surveys. Walk around the class and answer
any questions the students may have.
10
min
Invite them to share their answers if they would

like to. Have a class discussion about previous
experiences.
15
min
5. Group Closing: Ask to collect what the students

have written down for their Pre-Unit Survey. If
anyone is not done with the survey, allow them
to take it home and then bring it back the next
day of class. Explain what you are planning to
do with these: they will be used to inform how
the unit will progress. You will use the
information to adjust the unit and include
topics/projects that are relevant to their
interests.
10
min
6. Informal/formal assessment: Gather the surveys

and look at them so that you can make
adjustments to the unit to involve student input.
1 min
-Have computers available in

the classroom as well so
students can type their answers
if they would rather do that over
writing them.
16
Poetry Survey
Name:______________________
Class:_________________
Date:________________
1) Have you read poetry before? If so, was it for school or on your own?
2) List three poems you remember reading. Did you like them? Why or why not?
3) Did you like the experience? Why or why not?
4) Do you have a favorite poet? If so, who?
5) How much time do you spend reading in a week?
6) How much time do you spend listening to music in a week?
7) Who is your favorite music artist?
8) What are some of your favorite movies or television shows?
9) What do you like to do in your free time?
17
10)
What would you like to see in this poetry unit? What would make it
more interesting for you?
18
TUP 2: Introduction to Poetry

Title of Lesson: Introduction to Poetry
Grade(s): 10th
RL.910.1: Cite strong and thorough textual evidence to support analysis
of what the text says explicitly as well as inferences drawn from the text.
RL.910.2: Determine a theme or central idea of a text and analyze in
detail its development over the course of the text, including how it
emerges and is shaped and refined by specific details; provide an
objective summary of the text.
RL.910.4: Determine the meaning of words and phrases as they are used
in the text, including figurative and connotative meanings; analyze the
cumulative impact of specific word choices on meaning and tone (e.g.,
how the language evokes a sense of time and place; how it sets a formal
or informal tone).
1. State the central idea of Introduction to
Poetry.
2. Explain their understanding of Introduction to
Poetry and then justify their position.
Assessment(s)
1. Informal assessment: listen in on group

discussions
2. Predictions are written down and collected
at the end of the lesson
3. Predict the importance of the poems meaning

when it comes to learning about poetry.
Materials Needed:
Copies of Introduction to Poetry by Billy Collins
Expo markers
Elmo projector
Lesson Procedures:
Time
1.Anticipatory: Give the students a quick reminder

of what they did the day before. They participated
5 min

-Provide blank copies of the
prompt questions from the
19
in a casual discussion about their prior experiences

with poetry. Ask for a quick refresher on what was
discussed.
2. Introduction: Give a quick summary of how the
survey from the previous lesson was
interpreted. At this point, establish how you
want to approach the poetry unit. Its meant to
be a way to open up materials that can provide
validating experiences and allow students to
find meaning. It is also meant to expose them
to a variety of artists with different ethnicities
and struggles.
3. Modeling: Begin exploring the poem
Introduction of Poetry. This will be a Shared
Reading experience. The first half of the poem
(Lines 1-8) will be worked through with you
guiding the interpretation. Although it uses
fairly accessible language, ask if there are any
unclear words. Then, ask questions like How
do you understand the relationship between the
person reading the poem and the person writing
the poem? and What parts in the poem lead
you to that answer? This part of the lesson is
meant to give the students an idea of how to
approach the rest of their analysis.
4. Guided Practice: Break the students off into pairs
so that they can do a similar process with the
second half of the poem (Lines 9-16.) Walk
around and listen to the conversations. Ask
questions and ask if there are questions.
(Informal assessment)
Have the class come back together and ask each
group to explain their understanding of the rest
of the poem. Remember to ask about textual
evidence for their decisions. Also ask for them
to think about how this poem relates to this
poetry unit. Ask them to write their predictions
down so that they can be collected.
5. Group Closing: Explain that this poem is a way
of translating your intention for this unit: Poems
are not meant to be deconstructed to the point
5 min
discussion for students to look

at. This can be a way of
refreshing their memories.
Also, while students are saying
what they remember, write it on
the board so everyone can see.
-Use the projector to present
evidence from student surveys.
Allow them to see the feedback
and not just take it in verbally.
20
min
10
min
10
min
10
min
-Before diving into the text, be

sure that all of the students are
on the same page when it comes
to the language being used.
Allow time for the students to
solidify the basic information
before beginning to analyze it.
-Allow group work. This is

meant to diffuse the sense of
responsibility in a positive way.
Students can express their
opinions to their peers before
being put on the spot. They can
also collaborate and expand
their own ideas.
20
that they lose their meaning. Although

understanding is important, and understanding
requires analysis, the purpose isnt to get a
correct answer: its to explore. Ask if there are
any questions.
6. Informal/formal assessment: Collect predictions.
1 min
21
TUP 3: Formation of Poems

Title of Lesson: Formation of Poems
RL.910.4: Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact of specific word
choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it
sets a formal or informal tone).
RL.9-10.5: Analyze how an author's choices concerning how to structure a text, order events
within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects
as mystery, tension, or surprise.
1 Identify poetry terminology when looking
1
at a poem.
2 Analyze a poem to provide examples of the 2
terminology.
3. Create a visual representation of how the
3
terms relate to one another.
Assessment(s)
The Arrow and the Song discussion
The Arrow and the Song discussion
Graphic organizer
Materials Needed:
- Copies of The Arrow and the Song by Henry Wadsworth Longfellow
- Envelopes that contain slips of paper with the vocabulary terms on them
- Poster board for the groups to create their graphic organizer
- Markers
Lesson Procedures:
Time
1. Anticipatory: As a group, ask the students to

quickly summarize what was done the day
before (Introduction to Poetry by Billy
Collins.)
5 min
2. Introduction: Introduce them to The Arrow and

the Song by Henry Wadsworth Longfellow.
Explain that its a rather conventional poem,
5 min

22
probably similar to ones they have read before,

by that they need to know the basics before
moving on to more unconventional poems.
3. Modeling: Discuss format of poems, using The
Arrow and the Song. Introduce terms and their
definitions. Then use the poem as a visual for
them. While working through the poem, ask for
their examples of the terms within the poem (to
gauge for understanding.) The terms include:
poem, line, stanza, couplet, and rhyme scheme.
(Examples:
-Poem: The Arrow and the Song
-Line: I breathed a song into the air.
-Stanza: I breathed a song into the air,
It fell to earth, I knew not where;
For who has sight so keen and strong,
That it can follow the flight of song?
-Couplet: For, so swiftly it flew, the sight
Could not follow it in its flight
-Rhyme Scheme: First verse (AABB)
15
min
4. Guided Practice: The students will be using a

graphic organizer to create a visual for showing
how the terms work in relation to one another.
One way to think about this could be from
biggest to smallest word-wise (poem-line.)
Malleable papers with the terms on them are
given to the students so that they can organize
thoughts. Again, the words are line, couplet,
stanza, poem, rhyme scheme.
20
min
Have groups pair up and share their mindset for

organizing the terms the way they did.
Encourage them to discuss any differences they
had: why did they? What about their
similarities?
10
min
-Malleable terms for kinesthetic

learners and for anyone who
would find them useful.
5. Group Closing: Come back together as a group

1 min
and clarify any questions the students may have.
6. Informal/formal assessment: The students will
write one stanza and label, within their stanza, a
rhyme scheme, a line, and a couplet.
-Students can create their own

graphic organizer using blank
poster board paper or they can
just a blank, premade one.
5 min
-Think-Pair-Share activity.
Students can work with a
variety of levels of people. This
differentiation gives students
who are less comfortable
speaking in large groups a
chance to participate those who
a chance to do so.
23
24
TUP 4: Visualizing a Poem

Title of Lesson: Visualizing a Poem
RL.910.1: Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
RL.910.2: Determine a theme or central idea of a text and analyze in detail its development
over the course of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.
1. Design a visual based off of a poem.
1
2. Cite specific locations within the poem that
support the analysis.
2
3. Participate in a reflective exercise.
3
Assessment(s)
Concrete Found Poem
Concrete Found Poem
Group closing discussion
Materials Needed:
- Computers so the students can look up a poem of their choice.
- Teacher example of a concrete found poem.
- Markers, colored pencils, and blank sheets of paper.
Lesson Procedures:
Time
1. Anticipatory: Remind the students about the Pre- 1 min

Unit Survey they took. Talk about how you
wanted to vary the ways they worked with
poems. Let them know that they are going to be
able to do some drawing.
2. Introduction: Let the students know that they will 5 min
be creating a concrete found poem. Explain to
the students what a concrete poem is and what a
found poem is. Ask for a volunteer to guess
what those who types of poems mixed together
may look like.

-Instead of just reading a poem
and using citations to reference
to the text, the students get to
draw and utilize their art skills
to interpret the poem.
25
3. Modeling: The teacher will read a short poem to

the students. After reading this poem, the
teacher will provide an example of a concrete
found poem that was based off of the poem that
was just read. Point out how the words were
used to create an image that represented the
theme of the poem.
15
min
-Show this image on an

overhead projector so that it is
big enough for everyone to see.
4. Guided Practice: The students will be able to

pick from one of three poems to do their
concrete found poem on. They will then read
their chosen poems in groups and have a
discussion about the poem. The teacher should
observe and contribute to the discussions when
necessary.
15
min
-Choice.
After the groups have talked, they will break up

so that each student can create their own,
individual concrete found poem.
15
min
5. Group Closing: Tell the students that if they have

not finished the activity, they can take it home
to complete it as homework. End class with a
discussion that focuses on themselves. Was this
a helpful activity? What did they gain from it?
Any concerns while working on the
assignment? Did they find themselves enjoying
the poem more than they thought they would?
-Practice with a reflective

process. This is an opportunity
for students to think about how
they learn. Metacognition.
6. Informal/formal assessment: Collect the concrete

found poems that are completed.
References Used:
Pryle, M. (2015, July 12. 5 Reader Activities to Invite Higher Thinking. Retrieved February
d 22, 2016. h
26
27
TUP 5: Figurative Language 1

Title of Lesson: Figurative Language 1
RL.910.4: Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the cumulative impact of specific word choices
on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a
formal or informal tone).
Assessment(s)
1. Identify examples of similies, metaphors,
1.Mini-whiteboard game
onomatopias, personifications, and
alliterations within the context of a sentence
or passage.
2.Create an example of a given figurative
2. Mini-whiteboard game
language form.
Materials Needed:
Whiteboards
Expo markers
Overhead projector
Article: http://blogs.psychcentral.com/celebrity/2015/02/imagine-dragons-musician-revealsbattle-with-depression/
Lesson Procedures:
Time

1. Anticipatory: The students will work

10
individually to create a GIST of what was
min
discussed in the previous lesson. They will then
share their GISTs in small groups, condense all
of their ideas, and then read them out-loud to
the class. This is a form of review.
2. Introduction: Bring The Arrow and the Song
5 min
Print off copies of the poem so
28
up on the projector. Refresh students on the

form of poems by discussing how The Arrow
and the Song is set up. As a group, the teacher
and the students will review format.
that students can mark them

with their notes as well as read
them in print versus onscreen.
3. Modeling: Through using Time Out, give a

quick lecture on figurative language. Talk
about simile, metaphor, onomatopia,
personification, and alliteration. At the end of
the lecture, provide students with a list of the
discussed examples of figurative language as
well as other types (just to illustrate that there
are many types of figurative language.)
10
min
Rather than just have

definitions of the forms of
figurative language, images will
be included to illustrate
examples.
4. Guided Practice: The students will now be split

up into groups. Each group will be given one
whiteboard. For this game, the miniwhiteboard game, the students will work
through a series of questions that include a
word, like metaphor, where they will then
have to work as a group to create an example of
the word. Or the students will be given a
sentence that contains a form of figurative
language and they must identify which one it is.
It is an expectation that whichever student the
teacher calls on can answer the question for the
group.
25
min
Not every student needs to

write down the answer. Since
there is only one whiteboard,
the group can choose who they
want to have participate in this
manner.
5. Group Closing: Wrap up the mini-whiteboard

10
game by asking if there are any points or topics min
that need to be clarified. Ask them to take some
time to create an example of figurative language
that can be used for a review at the beginning of
the next class period. Pass out copies of an
article for the next class period as homework.
6. Informal/formal assessment: Mini-whiteboard
game.
29
TUP 6: Figurative Language 2

Title of Lesson: Figurative Language 2
RL.910.4: Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the cumulative impact of specific word choices
on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a
formal or informal tone).
RL.9-10.7: Analyze the representation of a subject or a key scene in two different artistic
mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Muse des
Beaux Arts" and Breughel's Landscape with the Fall of Icarus)
Assessment(s)
1. Utilize and cite textual evidence to discuss
1. In-class writing
the connection between the central idea(s)
of a music video and of the lyrics.
2. Identify similies, metaphors, onomatopias,
2. Lecture participation and song activity
personifications, and alliterations in their
chosen songs as well as Demons.
3. Make connections with poetry, in the form
3. In-class writing
of lyrics, through various media (print and
film.)
Materials Needed:
Internet
Extra paper if needed
Copies of Demons by Imagine Dragons
https://www.youtube.com/watch?v=mWRsgZuwf_8
Article: http://blogs.psychcentral.com/celebrity/2015/02/imagine-dragons-musician-revealsbattle-with-depression/
Lesson Procedures:
Time
30

1. Anticipatory: Students will review similies,
metaphors, onomatopias, personifications, and
alliterations by using the questions they created
at the end of the last class period.
10
min
2. Introduction: Remind the students that they had

homework to read an article about the lead
singer of Imagine Dragons struggle with
depression. Cue them to keep an eye out and
look for how his struggle may connect with the
song they will be listening to. Let them know
that songs, particularly lyrics, are a form of
poetry. Set up the activity by explaining how
they will look and listen for types of figurative
language while they listen to Demons by
Imagine Dragons.
5 min
3. Modeling: After listening to Demons, work

with the students to discuss and identify the
examples of figurative language within the
lyrics.
13
min
4. Guided Practice: Ask students to do the same

activity with their chosen song that they were
asked to bring in. They will analyze their
songs individually. Then they will discuss an
example from their songs in small groups.
10
min
5. Group Closing: After this, collect their

individual lyrics to use for assessment. Watch
the Demons music video and have the
students complete an in-class writing
assignment: How did the music video
accompany the lyrics? What text from the
lyrics support the images in the music video?
Did the images reflect the figurative language?
How?
21
min
6. Informal/formal assessment: Collect in-class

writing.
1 min
Students will be given copies of

the lyrics. They will be able to
listen to the song and read the
lyrics at the same time.
31
TUP 7: Crank
Title of Lesson: Crank
RL.910.2: Determine a theme or central idea of a text and analyze in detail its development
over the course of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.
RL.9-10.5: Analyze how an author's choices concerning how to structure a text, order events
within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects
as mystery, tension, or surprise.
Assessment(s)
1. Explain how Cranks structure enhances the 1. My Mom Will Tell You activity
depth of its meaning.
2. State the central idea of Crank through
2. Think Aloud
analyzing the summary.
Materials Needed:
Blank paper
Markers, colored pencils
Crank by Ellen Hopkins
Lesson Procedures:
Time
1. Anticipatory: Quickly review examples of

typical format for poems. Have examples on
the board (ex: ABAB is a) and have them
answer them.
5 min
2. Introduction: Let the students know that they will 5 min

be dealing with an unconventional structure for
poems: a full length novel. Have them
brainstorm what it may mean for a novel to be
completely written in poetry.

32
3. Modeling: Introduce the book: Crank by Ellen

Hopkins. This will be a shared reading
exercise. Discuss the cover of the book first.
The word crank isnt a font, but it looks like a
powder. Turn it around and look at the back.
Read the summary. Use this context to assume
that it is a type of drug. Then read the poem.
Explain that this must be how the novel is
written. Talk about the spacing. Ask why the
words are separated the way they are. Is there a
reason? Would the poem have a different
meaning if they were structured differently?
Talk about how the top parts of each section can
be a separate poem.
10
min
4. Guided Practice: Students will then turn to My

Mom Will Tell You. This is a chapter within
the novel. Due to the shared reading, students
will be armed with the background knowledge
required to analyze this poem. Read through it
as a class, then allow the students to work in
pairs. For this activity they will be asked to
explain how the structure of the poem adds to
its meaning. So, they must first identify the
meaning and then cite their evidence. Walk
around and make sure the pairs are on the right
track.
Questions to ask:
- Why are some parts on the left and
some parts are on the right?
- Why are there italics?
- What does this mean in regard to
the poem as a whole?
- Have you tried to read the right
part separately? Is the poem
different if you do?
30
min
5. Group Closing: Hand out copies of In Spite of

Everything the Stars. Ask them to read it and
then analyze how the structure associates with
what the words are. Ask them to prepare
answers for class.
10
min
33
34
35
TUP 8: Video and Poetry

Title of Lesson: Video and Poetry
Beaux Arts" and Breughel's Landscape with the Fall of Icarus)
1 Make connections between Dominique
1
Christinas personal life and the content of
her poem.
2
Articulate how the medium of the poem

(read versus viewed) impacts how the
poem is perceived.
Assessment(s)
Mini research project/reflection at the
end
2. Debriefing exercise
Materials Needed:
Internet
Extra paper and pencils
Lesson Procedures:
Time
1. Anticipatory: Remind students of the lesson

when they watched the music video for
Demons by Imagine Dragons. Ask them
about what they learned about video and how it
can be utilized when looking at writing.
5 min
2. Introduction: Introduce the students to the

practice of spoken word. Spoken word is a
form of poetry that is made intentionally to be
read out-loud. They are meant to be performed.
5 min
3. Modeling: Tell the students that they will be
20

36
watching Emergence Out of Silence into

Shouting by Dominique Christina. The
students will conduct a mini research project to
gather information about the author. They will
work to find out who she is and what her
motivations are. Then, once the class reaches a
consensus, watch the video of her performing
her spoken word poem.
min
4. Guided Practice: Play the video twice so that

20
students can get a solid understanding of the
min
poem. Debrief the video as a class.
Questions to ask:
- How did her performance add
to your understanding of the
poem?
- Did the meaning change or
become more powerful?
- Does this relate to the music
video for Demons? How is it
similar? How is it different?
- How does your research on
Dominique Christina connect to
the content in her poem?
- How can you draw on real life
experiences when writing or
reading written works? How
did Christina? How did
Imagine Dragons?
5. Group Closing: Ask them to reflect on how
learning about the authors lives affected their
understanding of the poem/song. Also ask them
to think about how video added to the poems as
well.
10
min
Provide students with copies of

the poem so that they can watch
the video and have the poem in
front of them at the same time.
Allow students to write down
their answers as well as voice
them in the group discussion.
This way there is evidence of
learning, but not everyone had
to speak.
37
TUP 9: Kodama
Title of Lesson: Kodama
RL.9-10.6: Analyze a particular point of view or cultural experience reflected in a work of
literature from outside the United States, drawing on a wide reading of world literature
Beaux Arts" and Breughel's Landscape with the Fall of Icarus
Assessment(s)
1. Utilize Kodama to create a visual
1. Kodama drawing activity
representation of the mythical creature.
2. Cite textual evidence for interpretation and
2. Group discussion
how inference was used when creating an
illustration.
3. Understand connections and differences
3.Group discussion and note taking
between the written description and the
movies interpretation of the kodama.
Materials Needed:
Internet
Paper and colored pencils
Lesson Procedures:
Time
1. Anticipatory: Remind students that diversity has

been a part of this unit. Discuss Imagine
Dragons, Dominique Christina, and the other
authors (who may follow a more Eurocentric
focus.) Talk about how literature from other
countries are important.
5 min

38
2. Introduction: Give background information

about the Japanese mythology of the kodama.
Introduce the poem Kodama by Hayao
Miyazaki. Let the students know that Miyazaki
is a well known director who released the film
Princess Mononoke. In this poem, he described
the kodama, which appeared in this film. He
sent this poem to the composer who wrote the
soundtrack based off of this poem.
10
min
3. Modeling: Read Kodama as a class. Pass out

paper and coloring utensils.
5 min
4. Guided Practice: Instruct the students that they

will be using this poem to create an image of
the kodama. Like the composer, they will only
use the poem to inspire their understanding of
the mythical creature. Have them cite textual
evidence that inspired their interpretations.
15
min
After the students are given time to create their

illustrations, watch the scene from the movie.
This will allow them to hear the song that the
composer wrote using the poem as well as let
them compare their illustration to Miyazakis.
Discuss similarities and differences in
interpretations as a class. Have them write
down their final thoughts.
15
min
5. Group Closing: Collect the illustrations of the

kodama and their notes from the group
discussion. Hang them up in the classroom.
10
min
Give students copies of

Kodama.
39
TUP 10: In Spite of Everything

Title of Lesson: In Spite of Everything
RL.910.1: Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.
RL.910.2: Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is shaped
and refined by specific details; provide an objective summary of the text.
RL.9-10.5: Analyze how an author's choices concerning how to structure a text,
order events within it (e.g., parallel plots), and manipulate time (e.g., pacing,
flashbacks) create such effects as mystery, tension, or surprise.
WHST.9-10.10: Write routinely over extended time frames (time for reflection and
revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.

1 Cite textual evidence for interpretation and 1
for how inference was used when creating
an illustration.
2
2
Analyze how the structure of In Spite of

Everything the Stars connects to the
content of the poem.
Assessment(s)
Final Project
Final Project
Final Project
4. Pre-Unit Survey, reflection
Identify an example of a similie, metaphor,

onomatopia, personification, or alliteration
within the context of In Spite of
Everything the Stars.
Materials Needed:
Blank paper
Markers, colored pencils
Students previous assignments that have been collected
40
Lesson Procedures:
Time
1. Anticipatory: Remind students that they were

5 min
asked to read In Spite of Everything the Stars,
Let them know that they will be using this poem
to demonstrate/identify all of the components of
poetry that we have been working on
throughout this unit.
2. Introduction: Go over what this unit has covered.
Format, figurative language, importance of
authors backgrounds, and creating visuals.
5 min
3. Modeling: Let students know that they can look/

get their previous work from the unit to use as
references for this final assignment.
1 min
4. Guided Practice: The students will be asked to do 30

the following tasks with In Spite of Everything min
the Stars:
Tasks:
- Do some research on Edward
Hirsch. Apply what they find
to the novel.
- Draw the house and cite
textual evidence for their
artistic interpretations.
- Discuss how the format adds
to the meaning of the poem.
- Identify an example of
figurative language and state
which type of figurative
language it is.
5. Group Closing: Let the students know that this
is the end of the poetry unit. Have them fill out
the pre-unit survey again, with additional
questions. Use this to get feedback from the
students about what they did and did not like as
well as see if their views of poetry are positive
ones.
10
min

41
Poetry Survey
Name:______________________
Class:_________________
Date:________________
1)
What was your favorite piece of poetry that you read during this assignment?
2)
Why was this your favorite poem?
3)
What else would you have like to have seen us do with this poem? In this
unit?
4)
If you had a favorite poet before this unit, is it still the same person? If you
did not, did one of
these poets stand out for you?
5)
Are you more interested in reading poetry after this unit?
6)
Do you consider song lyrics to be a form of poetry? Why or why not?
7)
What would you like to see in this poetry unit for future students?

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THEMATIC UNIT PLAN

Diversity through Poetry

TUP 5: Figurative Language

My Mom Will Tell You

TUP 8: Video and

RL.910.1: Cite strong and thorough textual evidence to support analysis of

RL.910.2: Determine a theme or central idea of a text and analyze in detail

RL.9-10.5: Analyze how an author's choices concerning how to structure a

RL.9-10.6: Analyze a particular point of view or cultural experience reflected

RL.9-10.7: Analyze the representation of a subject or a key scene in two

Rationale/Benefit for Students: In America, especially in the English

Crank by Ellen Hopkins

Poetry/ Online Texts:

Introduction to Poetry by Billy Collins

The Arrow and the Song by Henry Wadsworth Longfellow

Longfellow, H. W. (n.d.). The Arrow and the Song - Poetry Foundation.

Time Out by Jana Ghossein

Demons by Imagine Dragons

Kodama by Hayao Miyazaki

In Spite of Everything the Stars by Edward Hirsch

Hirsch, E. (2014). In Spite of Everything, the Stars. Retrieved April 17,

Demons by Imagine Dragons

Emergence Out of Silence into Shouting by Dominique Christina

Kodama Awaken from Princess Mononoke

RL.910.1: Cite strong

Summarize the day

1.Utilize and cite

detail its development

tone (e.g., how the

1.Explain how Cranks

RL.9-10.5: Analyze how

RL.9-10.7: Analyze the

TUP1: Discussion of Poetry

Total Lesson Time: 60 minutes

Grade(s): 10th Grade

Subject Area: English

3. Make connections to poetry they have

3. Pre-Unit Survey and discussion

1. Anticipatory: Conclude the previous unit. Wrap

2. Introduction: Introduce the new unit: poetry.

Differentiation (Adaptations for

3. Modeling: Show the Pre-Unit Survey on an

4.Guided Practice: Allow the students to work on

Invite them to share their answers if they would

5. Group Closing: Ask to collect what the students

6. Informal/formal assessment: Gather the surveys

-Have computers available in

3) Did you like the experience? Why or why not?

4) Do you have a favorite poet? If so, who?

5) How much time do you spend reading in a week?

6) How much time do you spend listening to music in a week?

7) Who is your favorite music artist?

8) What are some of your favorite movies or television shows?

9) What do you like to do in your free time?

TUP 2: Introduction to Poetry

Total Lesson Time: 60 minutes

Subject Area: English

1. Informal assessment: listen in on group

3. Predict the importance of the poems meaning

1.Anticipatory: Give the students a quick reminder

Differentiation (Adaptations for

in a casual discussion about their prior experiences

discussion for students to look

-Before diving into the text, be