Through the study of poetic elements and various types of poems, students will analyze poetry, analyze figurative and connotative language, and create their own poem.
Poetry, Analysis, Poetic Forms, Figurative Language, Poetic Elements, Reading, Creative Writing
Introduction/Background:
This learning module is designed using the Learning by Design principles.
Cope, Bill and Mary Kalantzis (eds). 2015. A Pedagogy of Multiliteracies: Learning By Design. Palgrave: London.
This module on analyzing, reading, and creating poetry is a platform "where learners are actively engaged as knowledge producers and in which teachers have assumed a transformed professional role as designers of hybrid online and face-to-face learning environments" (Cope & Kalantzis, 2015). The resources and materials used in this learning module are specifically chosen to help create and foster a community of practice. According to Etienne Wenger, learning is very much a social process that should be done in a community. "Across a world wide web … people congregate in virtual spaces and develop shared ways of pursuing their common interests. Communities of practice are an integral part of our daily lives" (Wenger, 1998). Thus is the purpose of this learning module; to create a community of learners in which students engage together to produce knowledge in both online format and in-person, face-to-face format.
This module will also utilize the Flipgrid app. Flipgrid is a social platform where teachers can create discussion grids and students can respond to and comment on these grids by recording and posting their response. Not only can students comment on teacher updates and threads, but they can comment on other students' responses.
These modules are to be completed in 2 to 3 weeks, with at least 3 to 5 days given for the assessment portion. This module is intended for 9th grade English. Additional accomodations and modifications may be given for students who need extended time or differenitation of activities. In this module students will read and analyze poetry, make connections to the poetry they read and their own lives, identify figurative language, and undersatnd and analyze the sturcture of poetry.
Student Comment Requirements:
Students will be required to comment on each teacher update in the learning module. Students will post these comments in video format through Flipgrid. Students are required to post 1 comment on each teacher update, for a total of 6 comments for the entire learning module. Students are also required to comment on 2 other peer comments for a total of 12 comments for the entire learning module.
Student Update Requirements:
Students are required to create 6 updates, 1 for each teacher update. Each student update prompt will be posted at the end of each teacher update. Each student update needs to be typed, in 12 point font, Times New Roman, and written in complete sentences free of spelling and grammatical errors. The student updates should be a minimum of 200 words long. The updates may include a media element, such as a picture or video if prompt requires one.
Evaluation:
Instead of a test or quiz, students' learning and knowledge will be assessed via a creative project. Students will create a poem using a set structure and including figurative language.
Materials:
Prerequisites/Prior Knowledge:
Before students begin the learning module, they need to:
Limitations:
Learning Module Learning Objetives:
Learning Module Update 1: to understand the structure of a poem and be able to identify the elements of a poem.
Learning Module Update 2: to define figurative language and identify the different types of figurative language.
Learning Module Update 3: to identify and analyze a sonnet.
Learning Module Update 4: to identify and analyze a ballad.
Learning Module Update 5: to identify and analyze an elegy and analyze the representation of a subject or a key scene in two different artistic mediums.
Learning Module Update 6: to create a poem using a set structure and including figurative language.
Learning Module CC State Standards:
SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.W.9-10.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
CCSS.ELA-LITERACY.RL.9-10.4: Determine the meaning of words and phrases as they to identify and analyze a ballad.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).
CCSS.ELA-LITERACY.RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
CCSS.ELA-LITERACY.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 "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus).
CCSS.ELA-LITERACY.W.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10 here.)
This learning module consists of 6 teacher updates. Each update will require you to make a comment using Flipgrid, comment on other students' work, and create your own updates. In this learning module, you will explore the following questions:
Before we begin this learning journey, please take the Pre-Assessment Survey.
Update 1 Learning Objective: to understand the structure of a poem and be able to identify the elements of a poem.
Have you ever read a poem? If so, you may have noticed that a poem's structure differs greatly from that of a short story or novel. Poems are written in verse, have a specific metrical rhythm, and convey or express feelings and ideas.
First, watch the video clip below that explains what poetry is.
Kovacs, M. (Director). (2017, March 20). What makes a poem … a poem? [Video file]. Retrieved from https://www.youtube.com/watch?v=JwhouCNq-Fc
Flipgrid Comment: Think, Pair, Share- Log in to your Flipgrid account and find my video for Update #1. Record and post your comment to Update #1 on Flipgrid- After watching this introductory clip think about, discuss with your partner, and answer the following questions as a comment-
Note: After you have posted your comment, comment on 2 other peer comments. When you comment think about the following:
Next, watch the clip below. The animation shows you the structure and elements of a poem. Pay close attention to how a poem is structured and what elements a poem needs to have. Create your update notes for this video in your notebook. Notes can be in bullet points.
Elements of Poetry [Video file]. (2018, September 3). Retrieved from www.youtube.com/watch?v=9vSYNa2UNH4
Make an Update: Pick 4 of the 6 basic elements of poetry. Define each element in your own words and then provide an example of each element you have chosen. The example can be original and one you create or it can be an example you find online such as an image or media file. Post your update to CG Scholar.
Elements of Poetry
Purpose:
This activity is designed to introduce students to the structure and elements of poetry. Initial activities have a focus on discussion, collaboration, and production of writing.
Teaching Tips:
This Learning Module was designed using the Learning by Design model. After watching the first clip, allow students time to share with their partners what they believe poetry is. You may also instruct students to share their previous experiences with poems and poetry.
For their comment, students should record their comment and post it to Flipgrid, a free app, under the prompt for Update #1. Flipgrid, as Madeline Craig explains in her chapter "Engaging Flipgrid: Three Levels of Immersion", fosters student discussion, engagement, and collaboration and helps teachers with technology integration especially in a hybrid course that uses both technology and in-person activites. Students will also make 2 comments on their peers' comments on Flipgrid. If students do not have access to the internet, they may write their comments, post them on a bulletin board in the classroom, and then write their comments to their peers on Post-It-Notes.
CC SS Focus:
SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.W.9-10.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
Update 2 Learning Objective: to define figurative language and identify the different types of figurative language.
Today we will take a look at what figuartive language is and why it is so important in poetry. Take a look at the image below. This slide defines figurative language for you. Poetry is filled with figurative language that authors use to convey emotion and feeling. Make a note of this information in your notebook.
Figurative Language. (2013, June 29). In C. F. Manego (Author). Retrieved from image.slidesharecdn.com/figurativelanguage-130629202222-phpapp02/95/figurative-language-2-638.jpg?cb=1372537375
Next, watch the video clip below. This clip shows you some of the examples of figurative language that is present in poetry. These are the types of figurative language that we will analyze while reading poetry. Please take notes on this video in your notebook. Notes may be written in bullet points.
Stetson (Director). (2015, March 16). Poetic Devices Defined [Video file]. Retrieved from www.youtube.com/watch?v=qn4P3tvKNAg
Flipgrid Comment: Log in to your Flipgrid account and find my video for Update #2. Record and post your comment to Update #2 on Flipgrid- After watching the video clip above, answer the following question as a comment-
Note: After you have posted your comment, comment on 2 other peer comments. When you comment think about the following:
Make an Update: Pick 5 poetic devices from the video above. Provide your own original and creative examples for each of the 5 poetic devices you have chosen. Post your update to CG Scholar.
Figurative Language
Purpose:
This activity is designed to introduce students to figurative language. Initial activities have a focus on using media and technology, and producing writing in the form of an update.
Teaching Tips:
The student update for this section of the learning module can also be done as a collaborative or think, pair share activity. Students can come up with a group example of the 5 types of figurative language they have chosen and can create a group update rather than an individual update.
To further help students wiith examples of figurative language, you may use the Pen and the Pad's examples. You may even provide students with the link or post examples on Flipgrid or Google Classroom.
CC SS Focus:
CCSS.ELA-LITERACY.W.9-10.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
CCSS.ELA-LITERACY.RL.9-10.4: 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).
Update 3 Learning Objective: to identify and analyze a sonnet.
There are many different types of poems. In elementary school, you may have heard of haiku poetry, limericks, and concrete poetry. Today we will take a look at sonnets. Sonnets are poems of 14 lines that usually have a formal rhyme scheme. We will be taking a look at a Shakesperean sonnet. Please watch the following video clip that explains the structure of a Shakespearean sonnet. In your notebook, in bullet points, record the elements and structure of a sonnet as you watch the video.
Green, J. (Director). (2016, July 27). Shakespeare's Sonnets: Crash Course Literature 304 [Video file]. Retrieved from www.youtube.com/watch?v=bDpW1sHrBaU
Flipgrid Comment: Log in to your Flipgrid account and find my video for Update #3. Record and post your comment to Update #3 on Flipgrid- After watching the video clip above, answer the following questions as a comment-
Note: After you have posted your comment, comment on 2 other peer comments. When you comment think about the following:
Once you are finished commenting on the Crash Course video, please read Shakespeare's Sonnet 18.
Schneck, M. (2019). When is the first day of summer? Retrieved from https://image.pennlive.com/home/penn-media/width620/img/wildaboutpa/photo/24616400-standard.jpg (Originally photographed 2019, June 14)
Make an Update: In groups of 3 or 4, using Sonnet 18, complete the Sonnet Analysis table. You do not need to post anything to CG Scholar this time.
Analyzing a Sonnet
Purpose:
This activity is designed to introduce students to the structure of a sonnet and have students analyze Shakespeare's sonnet #18. Initial activities have a focus on collaboration, analysis, and providing evidence to support one's claims.
Teaching Tips:
Have students, in their groups, take turns reading each line of the sonnet out loud at least 2 times before they analyze the sonnet.
The student update is in the form of a Google Doc this time, so students will not need to post their update to CG Scholar. Students will be working in groups of 3 to 4 to analyze Sonnet #18. It would be beneficial to assign roles for students so that no one person is doing all the work and to make sure everyone is engaged and participating in a community of learners. To help with this, take a look at the Collaborative Learning Guide which gives a list of possible student roles as well as group management tips. It is also beneficial to provide students with the second page of the guide as it shows students tips on how to discuss in a group.
CC SS Focus:
SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.4: 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).
Update 4 Learning Objective: to identify and analyze a ballad.
Before you view the video clip:
Flipgrid Comment: Log in to your Flipgrid account and find my video for Update #4. Record and post your comment to Update #4 on Flipgrid- Before your view the video clip below, answer the following questions as a comment in the form of a KWL chart structure-
(Feel free to click on them and listen. Think about what you notice about these songs? What do they have in common? What are they about?)
2. W- What knew information do you need to learn or want to know about ballads?
Note: After you have posted your comment, comment on 2 other peer comments. When you comment think about the following:
Watch the video clip below to learn more about what ballad poetry is. Please take notes on this video in your notebook. This will be the L part of your KWL chart.
C, M. (Director). (2019, April 27). Poetry- Ballads [Video file]. Retrieved from https://www.youtube.com/watch?v=E6Z1zPytZgI
Read the "The Ballad of the Landlord" by Langston Hughes. You may also listen to the poem being read below as you follow along.
McIlwain, C. (Director). (2020, January 24). "The Ballad of the Landlord" by Langston Hughes [Video file]. Retrieved from https://www.youtube.com/watch?v=vF2dlVzkP0I
Make an Update: Analyze Hughes's ballad by answering the questions listed below. Use evidence from the poem to support your answers. Post your update in CG Scholar. Don't forget to cite your quotes using MLA format.
1. Who is the speaker of the ballad?
2. What story is the speaker telling his audience? Is this a story of injustice? If yes, how so?
3. How can you connect Hughes's ballad to the situation in our country today? What aspects of Hughes's ballad can still be seen in our world?
Analyzing a Ballad
Purpose:
This activity is designed to introduce students to the structure of a ballad and have students analyze Langston Hughes's "The Ballad of the Landlord." Initial activities have a focus on analysis, making connections, and providing and citing evidence to support one's claims.
Teaching Tips:
Before srudents watch the video about the structure of a ballad, students need to comment about their previous knowledge on ballads in the form of a KWL chart. The comment will only focus on the K and W parts of the KWL chart structure. Have students post these on Flipgrid and commet on 2 other peer comments.
Students may either read the ballad aloud, read it silently, or listen to the audio. If students need accomadations, they may also have the ballad read to them by the teacher or by another peer.
CC SS Focus:
CCSS.ELA-LITERACY.RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Update 5 Learning Objective: to identify and analyze an elegy and analyze the representation of a subject or a key scene in two different artistic mediums.
Now that we have learned about and analyzed a sonnet and a ballad, our third and final type of poetry we will explore together is the elegy. An elegy is a poem that converys emotions of sadness, grief, and loss. View the video below on the structure of an elegy. Take bullet point notes on the video in your notebook.
Peeters, Y. (Director). (2014, December 7). Elegy [Video file]. Retrieved from https://www.youtube.com/watch?v=Vvp-6kNZV54
Once you are finished watching the video lesson and taking notes, please read "Elegy Written in a Country Churchyard" by Thomas Gray. Then, listen to the poem by clicking on the video below. You should have heard/read the poem 2 times.
Gracyk, T. (Director). (2013, June 8). Elegy Written in a Country Churchyard [Video file]. Retrieved from https://www.youtube.com/watch?v=VbYcPW2MwAI
Flipgrid Comment: Log in to your Flipgrid account and find my video for Update #5. Record and post your comment to Update #5 on Flipgrid- After reading and listening to Gray's elegy, answer the following questions as a comment-
Note: After you have posted your comment, comment on 2 other peer comments. When you comment think about the following:
Make an Update: Gray's elegy paints a vivd and idealized picture of the pastoral setting. In your update, find 2 paintings or pictures that resemble this ideal pastoral setting that is described in the elegy. Using evidence from the poem, specifically descriptions of setting, analyze the representation of the setting and explain how your pictures relate to Gray's elegy. Post your update to CG Scholar.
Analyzing an Elegy
Purpose:
This activity is designed to introduce students to the structure of an elegy and have students analyze Thomas Gray's "Elegy Written in a Country Churchyard". Initial activities have a focus on analysis, making connections, analyzing the representation of a subject in different artistic mediums, and providing evidence to support one's claims.
Teaching Tips:
To modify the comment assignment for this update, or to add a second element to the student comment, you may have stduents actually draw the picture they have imagined and post it to Google Classroom. Then, you can have students view their peers' pictures and comment on them as well.
To help with the student update and provide extra resources and guidance, have students search the following key words to find art representations of the poem: pastoral elegy, pastoral, churchyard elegy, "Elegy Written in a Country Churchyard."
CC SS Focus:
CCSS.ELA-LITERACY.RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
CCSS.ELA-LITERACY.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 "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus).
Learning intention: to understand the structure of a poem and be able to identify the elements of a poem.
Learning Module Final Assessment
Update 6 Learning Objective: to create a poem using a set structure and including figurative language.
Now that we have explored the sturcture of different types of poems and we have taken a look at figurative language, it is time for you to create and write your own poem. This assessment is meant to be a creative way for you to show me what you have learned.
Before you begin/ Brainstorming:
Flipgrid Comment: Log in to your Flipgrid account and find my video for Update #6. Record and post your comment to Update #6 on Flipgrid- Before you begin writing and creating your own poem, answer the following questions as a comment-
Note: After you have posted your comment, comment on 2 other peer comments. When you comment think about the following:
Poetry Assessment Project Directions:
Take a look at the following videos to help you with the writing process:
Poems, A. (Director). (2018, December 24). How to Write a Shakespearean Sonnet- Top Tips [Video file]. Retrieved from www.youtube.com/watch?v=VCherWQ0KMI
Mysterbee06 (Director). (2012, May 2). How to Write a Ballad [Video file]. Retrieved from www.youtube.com/watch?v=dCZ-7UP4iG8
Minnigerode, L. (Director). (2009, January 13). Writing Lessons: How to Write an Elegy [Video file]. Retrieved from https://www.youtube.com/watch?v=cESxOduxOQ4
Once you have finished writing your poem, you will need to submit the Rough Draft of your work. Before you submit your Rough Draft, take a look at the rubric and make sure your poem is not missing any of the components listed in the directions.
To submit your Rough Draft: Take a look at Figure 3. Once your Rough Draft is done and you have checked the directions a second time and the rubric, you must click on the Submit for Review button that is at the bottom left hand side of your Rough Draft in CG Scholar to submit your work.
Submit for Review. (2020). Retrieved from https://cgscholar.com/creator/works/109210/versions/216161/edit
Peer Review: Once you have submitted your poem for review, you will receive 2 other poems to peer review. This will be done randomly and you will receive a notification from CG Scholar to review your peer's work. Use the rubric to mark where on the point scale each poem falls under. Once you are done, share the filled out rubric from Google Docs with me and your peer.
Final Step: When you have received your peer reviews back, take a look at the rubrics and the comments your peers made. Edit and revise your poem and submit it once again for a final review. Just click on Submit for Review like you did with your Rough Draft.
Writing a Poem
Purpose-
This project is designed to have students use what they have learned about poetry and figurative language to create and write an original poem that contains examples of figurative language, a set srtucture, rhyme scheme, and rhythm.
Teaching Tips-
Have students pick which type of poem they would like to write. Students will then draft and write their poem. Go over the rubric and the directions with students. Have them write down the requirements for their specific poem. Once students have drafted their poems, they will submit them for review. Students will then peer review 2 other poems using the rubric. When students receive their peer review back, they need to edit and revise their work. Only then can they submit their work as a final draft.
CC SS Focus-
CCSS.ELA-LITERACY.W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-LITERACY.W.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10 here.)
CCSS.ELA-LITERACY.W.9-10.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
Sources:
Anness, P. (Director). (2014, December 1). Elton John- Candle in the Wind/Goodbye England's Rose [Video file]. Retrieved from www.youtube.com/watch?v=1o9rLDCfO6o
Byarjs (Director). (2011, March 9). Eric Clapton- Tears in Heaven [Video file]. Retrieved from https://www.youtube.com/watch?v=_82Dtdjf8mQ
C, M. (Director). (2019, April 27). Poetry- Ballads [Video file]. Retrieved from https://www.youtube.com/watch?v=E6Z1zPytZgI
Collaborative Learning Guide [PDF]. (n.d.). Illinois State Board of Education.
Cope, Bill and Mary Kalantzis (eds). 2015. A Pedagogy of Multiliteracies: Learning By Design. Palgrave: London.
Craig, M. (2020). Engaging Flipgrid: Three Levels of Immersion. In Alqurashi, E. (Eds.), Handbook of Research on Fostering Student Engagement With Instructional Technology in Higher Education (pp. 185-210). IGI Global. http://doi:10.4018/978-1-7998-0119-1.ch011
Deonal (Director). (2015, May 31). Can't Help Falling in Love Lyric Video [Video file]. Retrieved from https://www.youtube.com/watch?v=2YFYRYUoCPQ
Elements of Poetry [Video file]. (2018, September 3). Retrieved from www.youtube.com/watch?v=9vSYNa2UNH4
Figurative Language. (2013, June 29). In C. F. Manego (Author). Retrieved from image.slidesharecdn.com/figurativelanguage-130629202222-phpapp02/95/figurative-language-2-638.jpg?cb=1372537375
Flipgrid. (n.d.). Retrieved August 10, 2020, from https://info.flipgrid.com/
Gracyk, T. (Director). (2013, June 8). Elegy Written in a Country Churchyard [Video file]. Retrieved from https://www.youtube.com/watch?v=VbYcPW2MwAI
Gray, T. (n.d.). Elegy Written in a Country Churchyard by Thomas Gray. Retrieved August 10, 2020, from http://www.poetryfoundation.org/poems/44299/elegy-written-in-a-country-churchyard
Green, J. (Director). (2016, July 27). Shakespeare's Sonnets: Crash Course Literature 304 [Video file]. Retrieved from www.youtube.com/watch?v=bDpW1sHrBaU
Harder, K. (2019, January 10). Forms of Figurative Language. Retrieved August 10, 2020, from https://penandthepad.com/forms-figurative-language-8029918.html
Kovacs, M. (Director). (2017, March 20). What makes a poem … a poem? [Video file]. Retrieved from https://www.youtube.com/watch?v=JwhouCNq-Fc
Livehigh80 (Director). (2009, January 31). Journey- Faithfully lyrics [Video file]. Retrieved from https://www.youtube.com/watch?v=rj__jhmPMgI
McIlwain, C. (Director). (2020, January 24). "The Ballad of the Landlord" by Langston Hughes [Video file]. Retrieved from https://www.youtube.com/watch?v=vF2dlVzkP0I
Minnigerode, L. (Director). (2009, January 13). Writing Lessons: How to Write an Elegy [Video file]. Retrieved from https://www.youtube.com/watch?v=cESxOduxOQ4
Mysterbee06 (Director). (2012, May 2). How to Write a Ballad [Video file]. Retrieved from www.youtube.com/watch?v=dCZ-7UP4iG8
NSYNC (Director). (2009, October 24). God Must Have Spent A Little More Time on You [Video file]. Retrieved from www.youtube.com/watch?v=-fxh7jAJR8U
Peeters, Y. (Director). (2014, December 7). Elegy [Video file]. Retrieved from https://www.youtube.com/watch?v=Vvp-6kNZV54
Poems, A. (Director). (2018, December 24). How to Write a Shakespearean Sonnet- Top Tips [Video file]. Retrieved from www.youtube.com/watch?v=VCherWQ0KMI
Schneck, M. (2019). When is the first day of summer? Retrieved from https://image.pennlive.com/home/penn-media/width620/img/wildaboutpa/photo/24616400-standard.jpg (Originally photographed 2019, June 14)
Shakespeare, W. (n.d.). Sonnet 18. Retrieved August 10, 2020, from http://www.commonlit.org/en/texts/sonnet-18
Stetson (Director). (2015, March 16). Poetic Devices Defined [Video file]. Retrieved from www.youtube.com/watch?v=qn4P3tvKNAg
Submit for Review. (2020). Retrieved from https://cgscholar.com/creator/works/109210/versions/216161/edit
The Ballad Of The Landlord by Langston Hughes. (n.d.). Retrieved August 10, 2020, from https://allpoetry.com/The-Ballad-Of-The-Landlord
Wenger, Etienne. 1998. Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge University Press. pp. 4, 6, 86, 102, 134, 136–7.