Overview

Purpose

The purpose of the learning module is to push students to further their understanding of what a poem and a poet is. Students, through readings of reflections and poems, will broaden their understanding of the role of poetry as a tool to express deeper emotions and transform the mundane to profound. The module is intended for a gifted intermediate elementary multi-age 4th and 5th grade class. Students are two to five years ahead of their peers. Through differentiation teacher and assignments that have no one right answer the teacher is able to meet the needs of the wide range of knowledge and skills.

Knowledge Objectives & Outcomes

After completing the module, students' will be able to

understand the essence of free verse and its qualities
break the chains of cliché with the incorporation of symbolism
effectively analyze free verse poetry
understanding literary devices and its effective application in poetry
creating extraordinary out of ordinary and profound from mundane

Essential Question

How can I use poetry as a foundation for creative & expressive thinking?

Learning Targets

I can identify the elements of poetry.
I can analyze a poem for meaning.
I can identify how free verse poetry is different from other forms of poems.
I can understand the nature and purpose of a poem.
I can identify the difference between symbolism and metaphors.
I can create an original poem with strong images and figurative language.

Prior skills:

Students have received instruction in poetry at the beginning of each school year
Students have a strong understanding of how to communicate ideas using a mind map and online mind mapping tools like Coggle
Students have been trained in the RISE Meaningful Feedback Model
Students understand how social condition is an element of setting that should be considered when analyzing a text
Students have learned to use the Claim-Evidence-Reasoning (CER) format to explain their thinking
Students have practiced creating thematic statements in other literary works
Students have a working knowledge of technology tools such as WeVideo, iMovie, and Loom

Learning Design:

The learning module will take approximately three weeks to complete. The teacher can adjust the timeline according to the needs of the students. The module will be delivered through synchronized sessions. The author of the module has taught elements of the module previously.

Pedagogy: The learning module uses the four Knowledge Processes experiencing, conceptualizing, applying, and analyzing developed by the Learning by Design pedagogy. Students learning experiences can cross into several of the Knowledge Processes through the activites in the modules. These processes "represent a range of different ways of making knowledge. They are forms of action, or things you do in order to know" (Kalantziz & Cope, 2020). Students will transform their understanding of how to analyze and write poetry through the activities in the modules. Students will share knowledge through posts and updates in order to learn from each other. Through peer interactions and teacher-guided discussions, Vygotsky's concept of the zone of proximal development (ZPD) is utilized in the design of the module (Vygotsky, 1978).

Structure: The structure below will be used for student lessons and the teacher directions for each session.

Learner's structure:

Learning Target: Directs the student's attention to the goal of the lesson

Think About it: Activates the student's prior knowledge and focus their learning

Explore: Learning Activities to build and apply knowledge and understanding

Communicate: Students reflect and share synthesized learning.

Teacher's structure:

Knowledge Process/Learning Objectives: Each outcome is identified by one of the eight Knowledge Processes. Learning objectives are described using "Students will be able to..."

Teacher Notes: The section will outline the duration, resources, and teaching tips for the instructor.

Learning Standards: List of any applicable Illinois Learning Standards, reporting standards, and International Society for Technology in Education (ISTE).

A Brief Description of the Knowledge Processes:

Experiencing the Known: Activities that bring in the students’ own experiences and existing knowledge.

Experiencing the New: Activities that immerse students in new experiences or information.

Conceptualizing by Naming: Activities that get students to group and classify things, form concepts and define terms.

Conceptualizing with Theory: Activities in which students tie concepts together into generalizations or map the interconnections between concepts.

Applying Appropriately: Activities that require application of knowledge to actual problems and real world situations

Applying Creatively: Activities that require the transfer of knowledge to new situations and different contexts.

Analyzing Functionally: Activities which explore cause, effects, relationships and functions.

Analyzing Critically: Activities which explore motives, purposes and interests.

Update 1: What is Poetry?

(Khan, 2020)

Student

Learning Target

Reflect on the learning target

I can identify the elements of poetry.

Think About It!

Complete the survey

You will take a survey to share your experiences with poetry and share your identity as a writer. Please answer the questions as honestly as you can. There are no right or wrong answers. We will take the survey again at the end of our unit. Click here for the survey.

Ponder

(Khan, 2020)

Take a moment to reflect on the quote above. Turn to share your ideas with your partner.

Explore

Mind Map Creation

Use the online tool Coggle. Create a mind map of your ideas related to poetry. Include how your definition of poetry. In your literacy notebook, you could also include questions or wonderings you have about poetry. We will be returning back to the mind map throughout our unit of study. It will be used to track your learning and reflections. Throughout the Updates will be adding on new and revised learning and thinking related to our study. You can cross off questions or wonderings that you have found answers to when you add them to your mind map.

Pondering Poetry

Read the document below that was adapted from Michael Clay Thompson. When you are done, add what you have learned about poetry to your Coggle.

An Introduction to Poetry

Reflection

Reflect on the learning target by explaining what the elements of poetry are in your literacy journal.

Communicate

Post

Share a poem or a song that has significant meaning for you. Share how the poem or the lyrics of the song helps communicate a deep feeling you have experienced. You can visit Poetry Foundation to search up and read poems.

Update 1: Experience with Poetry

Create an update to share your Coggle. In the update, include your experiences related to poetry.

Do you have a favorite poet or poem?
Have you written poems in school? Outside of school?
Have you studied poetry in school?
Finally, share your thoughts about why we should study poetry.

Reply

Comment on a classmate's update with your thoughts about their ideas they highlighted in their Coggle. Use the RISE Meaningful Feedback Model. Begin your post with @Name, so that your peer knows you are commenting on his or her comment.

Teacher

Knowledge Process/Learning Outcomes

Experiencing the Known: Complete the survey; Ponder
Experiencing the New: Pondering Poetry
Conceptualizing by Naming: Mind Map Creation; Update
Applying Appropriately: Post
Analyzing Critically: Update 1: Experience with Poetry; Reflect on the learning target

Students will be able to identify elements of poetry. Students will create a mind map to help communicate ideas and their understanding of poetry.

Teaching Notes

Duration

The lesson will take one 60 min class period to complete.

Resources

Students will need their literacy journal.

Teacher Tips

Reflect on the learning target:

Begin each lesson with a reflection on the learning target. The targets help students orient themselves to the goals of the lesson. The "I can" statement is a gage for students to reflect on the level of their understanding.

Ponder & Write

Assign students a partner to reflect at the beginning of each of the updates. Reflections questions help students connect their own thinking and experiences to new learning.

Mind Map Creation

If your students are new to mind maps, you may want to review what a mind map is. Further information can be found at this site.

Reflection

Students have a notebook where they are tracking their learning related to the learning target. Have students circle back to the reflection statement from the beginning of the update. They should write their reflections before they create their comment, update, and post their reply.

Standards

Reporting Standards

CCSS.ELA-LITERACY.RI.5.1Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RL.5.2: Determine a theme of a poem from details in the text, including how the speaker in a poem reflects upon a topic.
CCSS.ELA-LITERACY.L.5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
CCSS.ELA-LITERACY.W.5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.L.6.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing

Technology Standards:

ISTE 6b: Students create original works or responsibly repurpose or remix digital resources into new creations.
ISTE 6d: Students publish or present content that customizes the message and medium for their intended audiences.

Update 2: The Superpower of Dissecting

(Khan, 2020)

Student

Learning Target

Reflect on the learning target

I can analyze a poem for meaning.

Think About It!

Ponder

(Khan, 2020)

Think about the quote above. Turn to share your ideas with your partner.

Explore

Dissecting a Poem

(Khan, 2020)

There is more than one way to analyze and dissect a poem. You need to find what works for you! It is important to begin with annotating the text. This is the act of marking up a text to bring attention to words, phrases, and structure that may have some importance to the deeper meaning of the poem.

Although circling, highlighting, and underlining may be a good place to begin, no credit will be given for merely doing that. You need to write down words, phrases, and sentences to bring your own meaning to the poem.

Below is an example of an annotated poem. What can you learn from this person's annotations?

(Poem, 2018)

Get additional tips by watching the following video on How to Analyze a Poem.

Media embedded September 26, 2020

(Howcast, 2010)

(Khan, 2020)

You can use these 7 steps to help you annotate a poem:

Reflect on poem title
Clarify
Summarize & paraphrase
Lit devices
Poetic Form
Interpretation (theme)
Final Touches

When annotating a poem (or any writing) record all your thoughts. "Digging" helps to annotate. Note that there is a reference to tone, language, symbolism, and rhythm among other things. Also, remember to reflect on the author & the social condition to help look beyond the surface of the poem. This will make writing an analysis a snap!

In an analysis, you are identifying the overall message or theme of the poem. You are supporting your claim with evidence from the poem and you explain the connection using your reasoning. The Claim-Evidence-Reasoning (CER) format can be used at the bottom of the poem to summarize your thinking.

Examine another example of an annotated poem below. Notice there is a reference to tone, language, symbolism, and rhythm among other things.

(Nazir, 2011)

Dissecting Together

You will dissect the poem "[To Look At Any Thing]" by John Moffitt with your teacher. Please be ready with the printed copy of the poem passed out in class and different colors for your annotations.

Reflection

Reflect in your literacy journal on the learning target by explaining the strategies you use to analyze a poem for meaning.

Communicate

Post

In your post reflect on what you learned from Example 1 and Example 2 of the annotate poem. What can you use from their method of annotating for your own annotations? Finally, write out the steps you will use to annotate a poem.

Update 2: Annotating Poem

Dissect the poem “Mother to Son” by using a system of analysis that works for you. Make sure you includes annotations based in the 7 steps to Annotating a Poem. Challenge yourself to take the lessons learned from the Updates and apply it to your thinking as you dissect the poem.

Reply

Comment on a classmate's update with your thoughts about their ideas they related to their dissection of the poem. Explain why you agree or disagree with their thinking and analysis. Use the RISE Meaningful Feedback Model. Begin your post with @Name, so that your peer knows you are commenting on his or her comment.

Teacher

Knowledge Process/Learning Outcomes

Experiencing the Known: Ponder
Experiencing the New: Dissecting a Poem
Conceptualizing by Naming: Dissecting Together
Applying Appropriately: Update 2: Annotating Poem
Analyzing Functionally: Post
Analyzing Critically: Reflection

Students will analyze poems for meaning. Students will begin to develop a method they will use to analyze poems.

Teaching Notes

Duration

The lesson will take one 60 min class period to complete.

Resources

Students will need their literacy journal.
Print out a copy of the 7 Steps to Annotating a Poem for each student

7 Steps to Annotating

A printed copy of the poem "[To Look At Any Thing]"

Teacher Tips

Reflect on the learning target:

Begin each lesson with a reflection on the learning target. The targets help students orient themselves to the goals of the lesson. The "I can" statement is a gage for students to reflect on the level of their understanding.

Ponder

Students will confer with their assigned partners to reflect on the ponder question at the beginning of the Updates. Reflections questions help students connect their own thinking and experiences to new learning.

Dissecting Together

The poem “[To Look At Any Thing]” provides a philosophical guide on how to look at the world as a writer and more importantly, a thinker. Emphasize to students that as a poet they will want to stay engaged with the world in order to assess it, evaluate it, and discover their own meaning. This then can become the springboard for their writing. Remind them of the comparison from the first Update between a scientist and a poet.

Prior to analyzing the poem with the class review the analysis of the poem by Owl Cation

Review steps to dissecting a poem. Use “[To Look At Any Thing]” as an example. Take student ideas and record as you model.

Using whiteboard dissect the poem as a class
Model how to use the 7 steps to Annotating a Poem

Reflection

Students have a notebook where they are tracking their learning related to the learning target. Have students circle back to the reflection statement from the beginning of the update. They should write their reflections before they create their comment, update, and post their reply.

Standards

Reporting Standards

CCSS.ELA-LITERACY.RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RL.5.2: Determine a theme of a poem from details in the text, including how the speaker in a poem reflects upon a topic.
CCSS.ELA-LITERACY.L.5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
CCSS.ELA-LITERACY.L.5.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings
CCSS.ELA-LITERACY.W.5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.L.6.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing

Update 3: What Makes a Poem?

(Khan, 2020)

Student

Learning Target

Reflect on the learning target

I can identify how free verse poetry is different from other forms of poem

Think About It!

Ponder

The two lines above are from Muhammad Ali's spoken poems. Take a moment to reflect and think about why Muhammad Ali used poetic lines as a boxer. How have you used words in an inventive way to help you? Turn to share your ideas with your partner.

Explore

TedEd Activity

What exactly makes a poem … a poem? Poets themselves have struggled with this question, often using metaphors to approximate a definition. Is a poem a little machine? A firework? An echo? A dream? Melissa Kovacs shares three recognizable characteristics of most poetry.

Media embedded September 26, 2020

(Ted-Ed & Kovacs, 2017)

Watch TedEd Talk What makes a poem … a poem by Melissa Kovacs
Take the quiz in the "Think" tab.
Read the section under "Dig Deeper"

Eating Poetry

Prior to analyzing the poem Eating Poetry, read about the author Mark Strand.

Use what you learned about Strand to guide your analysis of his poem. Print a copy of the poem to annotate. Use the 7 steps to Annotating a Poem to guide your annotations prior to your written analysis. Challenge yourself to take the lessons learned from the Updates and apply it to your thinking as you dissect the poem. Write a claim with evidence and reasoning about the overall message or theme of the poem.

Update Mind Map

Use what you learned from this Update to revise and update your Mind Map with new information. Think about how the librarian and the narrator's view of poetry is different.

Reflection

Reflect on the learning target by explaining how free verse poetry is different from other forms of poems in your literacy journal.

Communicate

Post

Share your thoughts on the Ted-Ed open discussion question in a post

Song lyrics, speeches, and even tweets can share characteristics with poetry. Can there ever be considered poems? Why or why not?

Update 3:

Comparing Images

Watch the following video below and explain how your images in your mind matched or did not match the creator of the video. Be sure to refer to the tone created by the choice in music, lighting, and camera angles.

Media embedded September 26, 2020

(Harmon, 2008)

Additionally, in your post you can include your Thoughts on Poetry using the questions below.

What is poetry?
What makes poetry unique?
Why do poems look different from other kinds of writing?
Where do poets get their ideas and inspirations from?
How do poets choose their words?

Reply

Comment on a classmate's update with your thoughts related to their ideas. Use the RISE Meaningful Feedback Model. Begin your post with @Name, so that your peer knows you are commenting on his or her comment.

Teacher

Knowledge Process/Learning Outcomes

Experiencing the Known: Ponder
Experiencing the New: TedEd Activity
Conceptualizing by Naming: Update 3: Thoughts on Poetry
Conceptualizing with Theory: Update Mind Map
Applying Appropriately: Post; Eating Poetry
Analyzing Critically: Update 3: Comparing Images; Reflection

Students will identify how free verse poetry is different from other forms of poetry. Students will continue practicing how to analyze poems using annotations and statements about the overall meaning of the poem. Students will continue updating their mind map to help communicate ideas and their understanding of poetry.

Teaching Notes

Duration

The lesson will take one 60 min class period to complete.

Resources

Students will need their literacy journal.

Teacher Tips

Reflect on the learning target:

Begin each lesson with a reflection on the learning target. The targets help students orient themselves to the goals of the lesson. The "I can" statement is a gage for students to reflect on the level of their understanding.

Ponder

Students will confer with their assigned partners to reflect on the ponder question at the beginning of the Updates. Reflections questions help students connect their own thinking and experiences to new learning.

Eating Poetry

Read an analysis of the poem online to help guide students' annotations.

Reflection

Students have a notebook where they are tracking their learning related to the learning target. Have students circle back to the reflection statement from the beginning of the update. They should write their reflections before they create their comment, update, and post their reply.

Standards

Reporting Standards

CCSS.ELA-LITERACY.RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RL.5.2: Determine a theme of a poem from details in the text, including how the speaker in a poem reflects upon a topic.
CCSS.ELA-LITERACY.L.5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
CCSS.ELA-LITERACY.W.5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.L.6.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing

Update 4: Reflecting on Poetry

Student

Learning Target

Reflect on the learning target

I can understand the nature and purpose of a poem.

Think About It!

Ponder

How can words be more powerful than a weapon?

Turn to share your ideas with your partner.

Explore

Poetry. A New Mindset

Poetry. A New Mindset

As a group, discuss the reflections written by a teacher on poetry. Use a shared Google Document to document the group's ideas and reflection. Include questions your group is still pondering. All group members agree with text enter before submitting it to your teacher.

FlipGrid Thoughts

Use the class FlipGrid code to record how your thinking about poetry is growing with your learning from prior Updates. Include what you are still pondering and how you shift your mindset to be able to write poetry and be a lyrical warrior.

The Road Not Taken

Prior to analyzing the poem The Road Not Taken, read about the author Robert Frost

Use what you learned about Frost to guide your analysis of his poem. Print a copy of the poem to annotate. Use the 7 steps to Annotating a Poem to guide your annotations prior to your written analysis. Challenge yourself to take the lessons learned from the Updates and apply it to your thinking as you dissect the poem. Write a claim with evidence and reasoning about the overall message or theme of the poem.

Update Mind Map

Use what you learned from this Update to revise and update your Mind Map with new information. Think about how the poem by Frost deepens your understanding of what poets do with words.

Reflection

Reflect on the learning target by explaining the nature and purpose of poetry in your literacy journal.

Communicate

Post

In your post expand on your reflection describing your thoughts on what the nature and purpose of a poem is. Include the impact poetry can have on society.

Update 4: Writing a Poem

In the reflection on Poetry. A New Mindset, the author says, "Poetry involves manifesting new perspectives, ideas, and patterns to the world—things that the world has never seen. Things the world has never considered. Write your first poem using what you have learned thus far from this class and your past experiences with poems. Pick a topic that will help you express a new perspective, idea, or pattern. Post your poem with a reflection on how it has expressed something new.

Reply

Comment on a classmate's update with your thoughts about their ideas. Explain why you agree or disagree with their thinking and analysis. Use the RISE Meaningful Feedback Model. Begin your post with @Name, so that your peer knows you are commenting on his or her comment.

Teachers

Knowledge Process/Learning Outcomes

Experiencing the Known: Ponder
Experiencing the New: Poetry. A New Mindset
Conceptualizing by Naming: Annotating Poem
Conceptualizing with Theory: Update Mind Map; FlipGrid Thoughts
Applying Appropriately: The Road Not Taken
Applying Creatively: Update 4: Writing a Poem
Analyzing Critically: Reflect on the learning target; Post

Students will expand their understanding of the nature and purpose of a poem. Students will continue updating their mind map to help communicate ideas and their understanding of poetry.

Teaching Notes

Duration

The lesson will take one 60 min class period to complete.

Resources

Students will need their literacy journal.
Copy of the poem to annotate

Tips

Reflect on the learning target:

Begin each lesson with a reflection on the learning target. The targets help students orient themselves to the goals of the lesson. The "I can" statement is a gage for students to reflect on the level of their understanding.

Ponder

Students will confer with their assigned partners to reflect on the ponder question at the beginning of the Updates. Reflections questions help students connect their own thinking and experiences to new learning.

Poetry. A New Mindset

Explain to students that they will be involved in the study of free verse. Introduce them to the text Poetry. A New Mindset. Share that this was written by a teacher to help students to create a new framework for seeing poetry. Provide students time to read & process together with the text.

The Road Not Taken

Read an analysis of the poem online to help guide students' annotations.

Reflection

Students have a notebook where they are tracking their learning related to the learning target. Have students circle back to the reflection statement from the beginning of the update. They should write their reflections before they create their comment, update, and post their reply.

Standards

Reporting Standards

CCSS.ELA-LITERACY.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RL.5.2: Determine a theme of a poem from details in the text, including how the speaker in a poem reflects upon a topic.
CCSS.ELA-LITERACY.L.5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
CCSS.ELA-LITERACY.RI.5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
CCSS.ELA-LITERACY.L.5.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings
CCSS.ELA-LITERACY.W.5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.L.6.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing

Update 5: Poetry's Lyrical Weapons

(Khan, 2020)

Student

Learning Target

Reflect on the learning target

I can identify the difference between symbolism and metaphors.

Think About It!

Ponder on Padlet

Log into the class Padlet and post a few lines about what fall is. You may start your post with the sentence starter "Fall is…"

Explore

Word Cloud

Visit menti.com using the class code. Take a few minutes to brainstorm a list of creative language techniques used in writing poetry:

Symbols vs Metaphors

Watch the video below to explore the differences between symbols and metaphors.

Media embedded September 26, 2020

(Kleber, 2016)

Read further the difference between symbol and metaphor at Difference/Betwee.com

William Tell: The Real Story

Stories have many symbols that point to bigger meanings. For example, if we look at an apple in different stories it symbolizes different ideas.

(District 203, 2018)

Watch the video below about the tale of William Tell. What might the apple represent? Place your ideas in menti.com using the class code.

Media embedded September 26, 2020

(SWI swissinfo.ch - English, 2010)

(District 203, 2018)

Lyrical Weapons Explained

Use the video to review various literary devices

Media embedded September 26, 2020

(Libert Learning, 2017)

Time Stamps:

Alliteration - 0:33
Assonance - 4:31
Enjambment - 8:20
Hyperbole - 10:30
Idiom - 11:58
Imagery - 16:21
Metaphor - 17:56
Onomatopoia - 21:46
Personification - 22:34
Repetition - 23:43
Rhyme - 25:04
Simile - 17:56

Harlem: A Dream Deferred

Prior to analyzing the poem Harlem: A Dream Deferred, read about the author Langston Hughes.

Use what you learned about Hughes to guide your analysis of his poem. Print a copy of the poem to annotate. Use the 7 steps to Annotating a Poem to guide your annotations prior to your written analysis. Challenge yourself to take the lessons learned from the Updates and apply it to your thinking as you dissect the poem. Write a claim with evidence and reasoning about the overall message or theme of the poem.

Update Mind Map

Use what you learned from this Update to revise and update your Mind Map with new information. Think about why symbolism is important in poetry.

Reflection

Reflect on the learning target by explaining the difference between symbolism and metaphors in your literacy journal.

Communicate

Post

In your post share your reflection on the differences between symbolism and metaphors. Give additional examples of symbolism in popular stories.

Update: Annotating Poem

Analyzing the poem Harlem: A Dream Deferred. In your update address the following points:

Identify how Hughes uses imagery for all five senses in his poem. • Sight:• Taste:• Touch:• Smell:• Sound
How does the sum total of all of the imagery add up to answering the question put forth by the speaker in line one, "What happens to a dream deferred?''
What is the unspoken message the speaker is telling the reader about going after their own dreams?

Reply

Comment on a classmate's update with your thoughts about their ideas they related to their dissection of the poem. Explain why you agree or disagree with their thinking and analysis. Use the RISE Meaningful Feedback Model. Begin your post with @Name, so that your peer knows you are commenting on his or her comment.

Teacher

Knowledge Process/Learning Outcomes

Experiencing the Known: Ponder; Word Cloud; Lyrical Weapons Explained
Experiencing the New: Lyrical Weapons Explained
Conceptualizing by Naming: Post; Symbols vs Metaphors
Conceptualizing with Theory: Update Mind Map
Applying Appropriately: Harlem: A Dream Deferred
Applying Creatively: William Tell: The Real Story
Analyzing Critically: Update: Annotating Poem; Reflection

Students will identify the difference between symbolism and metaphors. Students will continue updating their mind map to help communicate ideas and their understanding of poetry.

Teaching Notes

Duration

The lesson will take two 60 min class periods to complete.

Resources

Students will need their literacy journal.
Copy of the poem to annotate

Teacher Tips

Reflect on the learning target:

Begin each lesson with a reflection on the learning target. The targets help students orient themselves to the goals of the lesson. The "I can" statement is a gauge for students to reflect on the level of their understanding.

Ponder with Padlet

Prior to the lesson set up a Padlet account and create a Padlet with the title Fall using the wall arrangement. View the video below for a quick tutorial on Padlet.

Media embedded September 26, 2020

(Permiakov, 2020)

Students will brainstorm ideas about Fall that you will use to create a poem about War. This will model for students how ordinary ideas about a season like fall can be used to symbolize what war is like. Below are examples of past class ideas posted on Padlet.

(Khan, 2020)

Word Cloud

This activity can help you gauge students' knowledge of literary techniques students can identify from past learning. Prior to class, set up a Mentimeter account. Add a new presentation titled Poetry's Lyrical Weapons. Pick Word Cloud from the program question type. Allow for up to 10 entries per participant. Share the code to the Word Cloud.

Possible list for brainstorming ideas:

Rhyming, Onamonapia, Similes, Metaphors, Diction-Word Choice by author, Personification, Repetitive Words, Alliteration, Assonance

William Tell: The Real Story

Conduct a class discussion on what an apple meant in the various stories in the graphic.

Snow White = evil intentions
Adam & Eve= temptation
Isaac Newton=discovery

Prior to the class set up a Mentimeter word cloud with three entries per participant. Share the code with students. Have students post their ideas about what the apple in William Tell might symbolize.

Harlem: A Dream Deferred

Read an analysis of the poem online to help guide students' annotations.

Standards

Reporting Standards

CCSS.ELA-LITERACY.RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RL.5.2: Determine a theme of a poem from details in the text, including how the speaker in a poem reflects upon a topic.
CCSS.ELA-LITERACY.L.5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
CCSS.ELA-LITERACY.RI.5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
CCSS.ELA-LITERACY.L.5.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings
CCSS.ELA-LITERACY.W.5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.L.6.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing

Update 6: Battling with Lyrical Weapons

(Khan, 2020)

Student

Learning Target

Reflect on the learning target

I can create extraordinary out of the ordinary and profound from the mundane.

Think About It!

Ponder

(Khan, 2020)

What does mundane mean?
How would a poet look at mundane moments?

Take a moment to reflect and think about the quotes and questions above. Turn to share your ideas with your partner.

Explore

Magnify the Moment

Great philosophers and students of life can see the depth of apparently pointless and irrelevant moments in life moments. They can find profound meaning in them and express them in unique ways. They are able to create NEW perspectives from the mundane.

When going into battle you have proper weapons and preparation. In the same way, the poet does not begin to write without lyrical weapons. In the Padlet activity, we brainstormed ideas related to Fall. Your teacher can take those ideas and create a poem from a different perspective. Fall becomes a symbolic element in the poem's deeper meaning.

Mundane to Extraordinary

Read about the seemingly mundane & notice how the authors have brought it to life. These are examples of just regular daily events that many would deem as irrelevant except for deep thinkers. They are able to find deeper value and meaning in them. What lines can you identify where the author has transformed the ordinary into the extraordinary?

Beginning of the Road by Adonis translated by Samuel Hazo
On City Streets by Margaret E. Bruner
August From My Desk by Roland Flint
A Bird came down the Walk by Emily Dickinson
A Drop fell on the Apple Tree by Emily Dickinson
Constantly Risking Absurdity by Lawrence Ferlinghetti

Poems about Everyday Things

Meeting on the Battlefield

You have been prepared for meeting the mundane on the battlefield of a blank page. You will use all of the lyrical weapons you have in your arsenal to transform the mundane into the extraordinary. Read the poem below to see how Anders, a 5th-grade student from a few years back used their lyrical weapons to write a poem about Spring. One could argue that there are 6 identifiable metaphors in his poem. Can you identify them?

(District 203, 2020)

Task: Writing Poems

Write a poem titled Art
Write a poem titled Jungle
Write a poem titled Waterfall

Rename the Battlefield Poems document with the name of each of the poem's title and your name. You will do this three times for each of the different poems. Don't move onto the next poem until you have conferenced with a peer reviewer and completed yourself review. Use all of the lyrical weapons you have in your arsenal to transform the mundane into the extraordinary. Write a poem following the guidelines. Once you are done, analyze your poem.

Self and Peer Review

Use the Battlefield Poem Rubric to self reflect on your poem. Share this document and the Poem Rubric you have filled out with your peer reviewer. Once your peer reviewer has provided feedback, complete the bottom portion of the rubric and turn this document and the rubric to your teacher.

Peer Reviewer: Remember to always balance your feedback with a compliment and a constructive suggestion. Also, be polite when asking for any clarification.

Reflection

Reflect on the learning target by explaining how you have been able to use your writing to create something extraordinary out of ordinary and profound from mundane in your literacy journal.

Communicate

Post

Pick one of the three poems you wrote in this Update. Revise the poem based on the feedback you received. Post your revised poem with a written analysis of your poem.

Update:

Share an image of your mind map. Compare your mind map from the first Update with what it has developed into now. Reflect on your growth as a learner through this unit of study on poetry

Reply

Comment on a classmate's update with your thoughts about their ideas they related to their dissection of the poem. Explain why you agree or disagree with their thinking and analysis. Use the RISE Meaningful Feedback Model. Begin your post with @Name, so that your peer knows you are commenting on his or her comment.

Teacher

Knowledge Process/Learning Outcomes

Experiencing the Known: Ponder
Experiencing the New: Magnify the Moment; Mundane to Extraordinary
Conceptualizing with Theory: Updating Mind Map
Applying Appropriately: Post
Applying Creatively: Meeting on the Battlefield
Analyzing Critically: Peer Reviewer; Reflection

Students will be able to take a seemingly mundane topic and using literary devices to write poems. Students will also provide feedback to peers about their writing while self-reflecting on their own writing. They will further revise a poem in a post. Students will continue updating their mind map to help communicate ideas and their understanding of poetry.

Teaching Notes

Duration

The lesson will take three 60 min class periods to complete.

Resources

Students will need their literacy journal.

Teacher Tips:

Reflect on the learning target:

Begin each lesson with a reflection on the learning target. The targets help students orient themselves to the goals of the lesson. The "I can" statement is a gage for students to reflect on the level of their understanding.

Ponder

Students will confer with their assigned partners to reflect on the ponder question at the beginning of the Updates. Reflections questions help students connect their own thinking and experiences to new learning.

Magnify the Moment

Discuss/review what symbolism and/or metaphor is and its importance in poetry and establishing deeper meaning. Review how poetry can be about apparently pointless and irrelevant moments yet great meaning can be found in them with a new perspective. Take students' ideas from the previous Padlet activity and construct a poem for the student modeling how to construct a poem using symbolic ideas. Reference their names in the poems to show how their lines can be transformed In the poem below the leaves symbolize soldiers. In the beginning, they are full of life but facing their enemy and the battle causes them to be drained. The poem ends with sleep which could symbolize death.

Colorful (Shekinah) leaves

sway with glee through the air (Julia)

the surupy sweet, smell (Estella)

in the tree of life (Deb)

colors blossoming (Daniel)

a warm breeze through a portal (Om)

The enemy of the sun arrives (Ethan G)

air crisp and cold (zaki)

The wind sighs (Ethan N)

leaves flutter to the ground(Yves)

crunching under my feet (CJ)

transforming into a pathway

a door into another world

unlike our own (Ivy)

in a color of fire (shreya)

surrounding you (Magaranth)

scraps of gold and ruby

with amethysts (Chloe,)

beauty turning brown (Nilani)

trees are bare spindles (Yves)

afraid to show its face (Chloe P.)

colorless (Jake) dreary (Prakruthi)

transformed from

Summer,

Fall,

Winter. (Ben)

Ready to sleep (Owen)

Meeting on the Battlefield

Assign a peer reviewer to each student. Students can submit a copy of their work in Google document to be reviewed by their peers. The peer would use the commenting option to provide feedback and rubric.

Reflection

Students have a notebook where they are tracking their learning related to the learning target. Have students circle back to the reflection statement from the beginning of the update. They should write their reflections before they create their comment, update, and post their reply.

Standards

Reporting Standards

CCSS.ELA-LITERACY.RI.5.: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.L.5.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings
CCSS.ELA-LITERACY.W.5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.L.6.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing

Technology Standards:

ISTE 6b: Students create original works or responsibly repurpose or remix digital resources into new creations.
ISTE 6c: Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
ISTE 6d: Students publish or present content that customizes the message and medium for their intended audiences.

Update 7: Final Battle

(Khan, 2020)

Student

Learning Target

Reflect on the learning target

I can write poetry using it as a foundation for my creativity & expressive thinking.

Think About It!

Ponder

(Khan, 2020)

Take a moment to reflect and think about the quote above. Turn to share your ideas with your partner.

Explore

Final Poem

Create a FINAL poem showcasing your skill of creative and figurative language and your ability to think in a profound and philosophical manner. Read the requirements for this assignment carefully in the Final Battle Written Checklist document. Review the Free Verse Poem Rubric.

Peer Reviewer

Remember to always balance your feedback with a compliment and a constructive suggestion. Also, be polite when asking for any clarification. Use the checklist and the rubric to help guide your feedback.

Final Digital Poem

Bring your final poem to life by creating a video. Follow the requirements in the Final Battle Digital Checklist.

Complete the Survey

You will take a post-survey. Please answer the questions as honestly as you can. There are no right or wrong answers. Click here for the survey.

Reflection

Reflect on the learning target in your literacy journal by explaining how you have been able to use your use poetry as a foundation for your creativity & expressive thinking.

Communicate

Post

Review your mind map and other works. Compare your final poem with the poem you wrote in Update 4. Post a reflection on how you have grown as a poet providing evidence from your review. Share how you have used poetry as a foundation for creative & expressive thinking. Provide evidence from your work.

Update: Victory on the Battlefield

Post your final revised poem with your video. Provide an analysis of your poem.

Reply

Comment on a classmate's update with your thoughts about their ideas they related to their dissection of the poem. Explain why you agree or disagree with their thinking and analysis. Use the RISE Meaningful Feedback Model. Begin your post with @Name, so that your peer knows you are commenting on his or her comment.

Teacher

Knowledge Process/Learning Outcomes

Experiencing the Known: Ponder
Conceptualizing by Naming: Final Poem Checklist
Conceptualizing with Theory: Updating Mind Map
Applying Appropriately: Final Poem
Applying Creatively: Final Digital Poem
Analyzing Critically: Update Victory on the Battlefield; Post; Peer Reviewer; Reflection

Students will write poems using what they have learned about using language to communicate creativity and expressive thinking. Students will also provide feedback to peers about their writing while self-reflecting on their own writing. They will further revise a poem in a post.

Teaching Notes

Duration

The lesson will take five 60 min class periods to complete.

Resources

Students will need their literacy journal.

Teacher Tips:

Reflect on the learning target:

Begin each lesson with a reflection on the learning target. The targets help students orient themselves to the goals of the lesson. The "I can" statement is a gage for students to reflect on the level of their understanding.

Ponder

Students will confer with their assigned partners to reflect on the ponder question at the beginning of the Updates. Reflections questions help students connect their own thinking and experiences to new learning.

Final Poem

Discuss the importance of poetry to find a deeper meaning or express deep emotion.

Peer Reviewer

Assign a peer reviewer to each student. Students can submit a copy of their work in a Google document to be reviewed by their peers. The peer would use the commenting option to provide feedback and rubric.

Reflection

Students have a notebook where they are tracking their learning related to the learning target. Have students circle back to the reflection statement from the beginning of the update. They should write their reflections before they create their comment, update, and post their reply.

Post

In the post students will reflect on the essential question of the unit.

Standards

Reporting Standards:

CCSS.ELA-LITERACY.SL.5.5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
CCSS.ELA-LITERACY.L.5.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings
CCSS.ELA-LITERACY.W.5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.L.5.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing

Technology Standards:

ISTE 6b: Students create original works or responsibly repurpose or remix digital resources into new creations.
ISTE 6c: Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
ISTE 6d: Students publish or present content that customizes the message and medium for their intended audiences.

References

Anderson, K. (2018, January 29). Claim, Evidence, Reasoning (CER): A Writing Strategy to Help Make Connections With Science Concepts and Labs. Model Teaching. https://www.modelteaching.com/education-articles/writing-instruction/claim-evidence-reasoning-cer

Coggle. (n.d.). Coggle - Simple Collaborative Mind Maps. Simple Collaborative Mind Maps. Retrieved September 17, 2020, from https://coggle.it/

Difference Between Symbol and Metaphor. (2012, July 11). Compare the Difference Between Similar Terms. https://www.differencebetween.com/difference-between-symbol-and-vs-metaphor/

District 203. (2018). Unit 1 Poetry. Unpublished Work.

Eating Poetry by Mark Strand. (1991, October 17). Poetry Foundation. https://www.poetryfoundation.org/poems/52959/eating-poetry

Harlem by Langston Hughes. (1990, October 17). Poetry Foundation. https://www.poetryfoundation.org/poems/46548/harlem

Harmon, R. (2008, April 20). Eating Poetry [Video]. YouTube. https://www.youtube.com/watch?v=EL-6Z4GfCok&feature=emb_title

Howcast. (2010, July 15). How to Analyze a Poem [Video]. YouTube. https://www.youtube.com/watch?v=L45u0yoGTtw&feature=emb_title

Kalantzis, M., & Cope, B. (2020). The Knowledge Processes - New Learning Online. Work & Days. https://newlearningonline.com/learning-by-design/the-knowledge-processes

Kleber, J. (2016, October 16). Symbols vs Metaphors [Video]. YouTube. https://www.youtube.com/watch?v=P3WgZGO__Qg

Khan, N. (2020). Battling a Blank Page [Image]. Unpublished Work. The University of Illinois at Urbana Champaign.

Langston Hughes. (n.d.). Poetry Foundation. Retrieved September 17, 2020, from https://www.poetryfoundation.org/poets/langston-hughes

Libert Learning. (2017, April 3). Poetic Devices [Video]. YouTube. https://www.youtube.com/watch?v=8nkWCDS7lqQ

Mark Strand. (n.d.). Poetry Foundation. Retrieved September 17, 2020, from https://www.poetryfoundation.org/poets/mark-strand

Mentimeter. (n.d.). Create live word clouds. Retrieved September 17, 2020, from https://www.mentimeter.com/features/word-cloud

MindMapping.com. (2020). MindMapping.com. https://www.mindmapping.com/mind-map

Nazir. (2011, January 29). Annotated Poem [Photograph]. Mrs. Nazir’s Rhyme and Reason. https://nijheer.files.wordpress.com/2011/01/diggingannotated0001.jpg

Padlet. (n.d.). Padlet: You are beautiful. Retrieved September 17, 2020, from https://padlet.com/

Permiakov, E. (2020, March 27). Padlet Tutorial - How to Get Started Guide 2020 [Video]. YouTube. https://www.youtube.com/watch?v=OPkq5q8nRbM

Poem. (2018, March 30). [Photograph]. Nanopdf.Com. https://nanopdf.com/download/poem_pdf

Poetry Foundation. (n.d.). Poetry Foundation. Retrieved September 17, 2020, from https://www.poetryfoundation.org/

Robert Frost. (n.d.). Poetry Foundation. Retrieved September 17, 2020, from https://www.poetryfoundation.org/poets/robert-frost

Spacey, A. (2020a, March 9). Analysis of Poem “Eating Poetry” by Mark Strand. Owlcation - Education. https://owlcation.com/humanities/Analysis-of-Poem-Eating-Poetry-by-Mark-Strand

Spacey, A. (2020b, September 3). Analysis of Poem “The Road Not Taken” by Robert Frost. Owlcation - Education. https://owlcation.com/humanities/Analysis-of-Poem-The-Road-Not-Taken-by-Robert-Frost

Spacey, A. (2020c, September 4). Analysis of Poem “Harlem What Happens to a Dream Deferred?” by Langston Hughes. Owlcation - Education. https://owlcation.com/humanities/Analysis-of-Poem-Harlem-What-Happens-to-a-Dream-Deferred-by-Langston-Hughes

SWI swissinfo.ch - English. (2010, December 13). William Tell: the real story [Video]. YouTube. https://www.youtube.com/watch?v=nUH0r6VHUS4

Teaching and Learning in Higher Education. (n.d.). RISE Meaningful Feedback Model. Retrieved September 17, 2020, from https://www.queensu.ca/teachingandlearning/modules/assessments/17_s2_09_rise_meaningful_feedback_model.html

Ted-Ed, & Kovacs, M (2017, March 20). What makes a poem … a poem? - Melissa Kovacs [Video]. YouTube. https://www.youtube.com/watch?v=JwhouCNq-Fc&feature=emb_title

The Road Not Taken by Robert Frost. (n.d.). Poetry Foundation. Retrieved September 17, 2020, from https://www.poetryfoundation.org/poems/44272/the-road-not-taken

Vygotskiĭ, L. S., & Cole, M. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.

Battling a Blank Page

Analyzing and Writing Poems

Learning Module

Abstract

Keywords

Overview

Update 1: What is Poetry?

Student

Teacher

Update 2: The Superpower of Dissecting

Student

Teacher

Update 3: What Makes a Poem?

Student

Teacher

Update 4: Reflecting on Poetry

Student

Teachers

Update 5: Poetry's Lyrical Weapons

Student

Teacher

Update 6: Battling with Lyrical Weapons

Student

Teacher

Update 7: Final Battle

Student

Teacher

References