Produced with Scholar
Icon for Exploring Poetry

Exploring Poetry

Adapted for Chinese English language learners

Learning Module

Abstract

In this learning module, teachers will facilitate the learning of poetry by conducting a hybrid-collaborative flipped learning environment. That is, students will view short video clips or visual texts before class as a way to increase background knowledge and/or prepare them with the knowledge needed for the activities that will take place in the classroom the following day. Specific new learning principles (ubiquitous learning, active knowledge making, multimodal meaning, collaborative intelligence, metacognition, differentiated learning, etc..) and Sheltered Instruction Observation Protocol (SIOP) methods (scaffolding activities, sentence frames, digital supports, etc..) are embedded in both the learning and instructional panels of this learning module. Through this learning module, English language learners will gain better access to the content and strengthen their skills in all language domains.

Keywords

ubiquitous learning, active knowledge making, multimodal meaning, collaborative intelligence, metacognition, differentiated learning, English language learning, SIOP

AUDIENCE

Grade Levels: 6-7 (WIDA Level 2 Emerging Chinese English language learners)

(Note: Provide sample poems in the first language (L1) if the class has speakers of other mother tongues.)

Technology requirements: a portable device, connection to the Internet, headphones, various apps

In this learning module, we will explore

  • forms of poetry (narrative, free verse, humorous)
  • sounds of poetry (rhythm, rhyme, onomatopoeia, alliteration, repetition)
  • how to recite a poem using multimedia tools

KNOWLEDGE OBJECTIVES

As a result of completing this learning module, students will be able to

CCSS.ELA-LITERACY.RL.7.5

Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning

WIDA ELD Standard 2 (Level 2 Emerging) - Identify and understand how an adapted drama’s or poem's form or structure (e.g., narrative, free verse, humorous, etc...) contributes to its meaning with supports, such as using a graphic organizer (e.g., poem information sheet) and guided questions

CCSS.ELA-LITERACY.RL.7.7

Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

WIDA ELD Standard 2 (Level 2 Emerging) - Identify and understand the similarities and differences between a written story, drama, or poem to its audio, filmed, staged, or multimedia version by using a graphic organizer (eg., Venn diagram) and supporting writing frames

CCSS.ELA-LITERACY.SL.7.5

Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

WIDA ELD Standard 2 (Level 2 Emerging) - Select multimedia and visuals for use in presentations to clarify claims and findings from a list of teacher-selected adapted resources and relevant search engines

What is poetry?

For the Student

Model “Before class” activity in class

Media embedded November 25, 2018

Comment: After watching the video, answer the question below as a comment.
 

What is a characteristic of poetry? Provide an example from the video.

After sharing your thoughts, comment on a peer’s sharing. What do you think of your peer’s sharing? Start with @Name so that your peer knows you are commenting on his or her comment.


[Sentence frames: A characteristic of poetry is ____________. An example shown in the video is ______________________.]

For the Teacher

CCSS Standard - CCSS.ELA-LITERACY.RL.7.5

Language Standard - WIDA ELD Standard 2 (Level 2 Emerging) - Identify and understand how an adapted drama’s or poem's form or structure (e.g., humorous, free verse, narrative, etc...) contributes to its meaning with supports, such as using a graphic organizer (e.g., poem information sheet) and guided questions

Goal - Establishing Prior Knowledge

The goal of this update is to activate prior knowledge about poetry in general.


Teaching Tips

There is no "Before class" activity for the first update because students need to be taught in class how to post their thoughts.

In class - Model how to do the “Before class” component in the class by having students do the following in steps:

  • view the video
  • read the instructions
  • post a comment using the provided sentence frames (language support) and remind students to use the sentence frames to help them with writing comments
  • respond to a comment in a simple complete sentence

What do you already know about poetry?

For the Student

Poetry exists in many cultures. In Chinese culture, there are many famous poems that have cultural significance and have been passed down for many generations. Most Chinese poems are also written in an old writing style. Five famous Chinese poems are as follows:

“静夜思 (JÌNG YÈ SĪ)” - Thoughts in the Silent Night
“咏鹅 (YǑNG É)” – An Ode to the Goose

“悯农 (MǏN NÓNG)” – Toiling Farmers
“春晓 (CHŪNXIǍO)” – Spring Morning
七步诗 (QĪBÙSHĪ)” – Seven Steps Verse

We will look at the first example to examine what you already know about poems:

Before class

Media embedded November 25, 2018

Comment: After watching the video, write about what you already know about this poem.

  • What is the meaning?
  • Is there a form (structure) or sound that is special about the poem?

After sharing your thoughts, comment on a peer’s sharing. Start with @Name so that the peer knows you are commenting on his or her comment.

[Sentence frames: The meaning of the Chinese poem is _______. When I learned this poem in Chinese, I think the form of the poem is _________________. The sounds of the poem are ____________________________.]

In class

Pair work - A translanguaging activity

  • Search for a Chinese poem that you have learned in the past.
  • Translate the poem into English.
  • Search for an image that relates to the poem.
  • Go to Padlet (https://padlet.com/teacher_mschen/8fcdr93323g8), make a post of the poem with the translations, and upload the picture.
  • Share with the class.

For the Teacher

CCSS Standard - CCSS.ELA-LITERACY.RL.7.5

Language Standard - WIDA ELD Standard 2 (Level 2 Emerging) - Identify and understand how an adapted drama’s or poem's form or structure (e.g., humorous, free verse, narrative,...) contributes to its meaning with supports, such as using a graphic organizer (e.g., poem information sheet) and guided questions

Goal - Establishing Prior Knowledge

The goal of this update is to activate prior knowledge using a Chinese poem for students to explore translanguaging spaces - a bridge between their L1 and L2 - and become metalinguistically aware of a familiar Chinese poem translated into English.


Teaching Tips

Before class

  • Initiate a model post with a sentence starter to show students how to post their thoughts. (Ex. I think the meaning of this poem is…; In Chinese, the poem structure...)

(Note: The selected Chinese poems are familiar to the students.)

In class

  • Preview what is translanguaging:
Media embedded November 25, 2018

 

  • Use the same model Chinese poem with the written translations and post it to Padlet for students to see what the translanguaging activity requires.
  • Go over the instructions step by step.

What are the different forms of poetry?

For the Student

We are going to learn about three basic forms:

  • Humorous - Poems that are funny, clever, and witty.
  • Free Verse - Poems that do not follow any pattern (ex. Catalog poems)
  • Narrative - Poems that tell a story and may follow a pattern (ex. Ballad, epic)

In any of these forms, poets think about how long their lines should be and whether they should group lines into units, called stanzas.

 Before class

Media embedded November 25, 2018

(Note: The video covers four forms of poetry. Only 3 forms-humorous, free verse, and narrative poems-will be covered.)

Comment: After watching the video, comment on which form of poetry interest you. Provide your reasons. After sharing your thoughts, comment on a peer’s sharing. Start with @Name so that the peer knows you are commenting on his or her comment.

[Sentence frame: ________________ (humorous, free verse, narrative) interests me because __________________________________.]

In class

Quizlet vocabulary set for forms of poetry

https://quizlet.com/_5o69mv

Complete the graphic organizer, while the teacher goes over key vocabulary for forms of poetry.

For the Teacher

CCSS Standard - CCSS.ELA-LITERACY.RL.7.5

Language Standard - WIDA ELD Standard 2 (Level 2 Emerging) - Identify and understand how an adapted drama’s or poem's form or structure (e.g., humorous, free verse, narrative,...) contributes to its meaning with supports, such as using a graphic organizer (e.g., poem information sheet) and guided questions

Goal

The goal of this update is to introduce three forms of poetry that will not overwhelm ELLs with the literary content but adequately familiarize them with common types of poetry with scaffolded language supports.

Teaching Tips

Before class

Let students know that the video covers four forms of poetry, but only three basic forms will be covered in this learning module, so they will not be overwhelmed with too much content.

In class

Use the Quizlet set to teach the academic content vocabulary that students will need to understand in order to learn about different forms of poetry. Students will use a mind map graphic organizer to write the words and definitions.

Humorous - “Sick” by Shel Silverstein

For the Student

Before class

You will be reading a sample free verse poem - “Sick” by Shel Silverstein. Before reading, let’s learn about the poet by watching this video.

Media embedded November 25, 2018

Comment: After watching the video, comment on what you learned about what types of poem’s Shel Silverstein wrote. After sharing your thoughts, comment on a peer’s sharing. Start with @Name so that the peer knows you are commenting on his or her comment.

[Sentence frame: Shel Silverstein wrote _________________.]

In class

Activity 1: Vocabulary development

For the vocabulary words you are assigned, look up the following using digital tools:

Provide all the information on your slide(s) in this Googleslide link: "Sick" Vocabulary Activity

Activity 2: How is the poem a free verse?

“Sick” by Shel Silverstein is a humorous poem that follows patterns of rhyme. Let’s listen to it recited.

Media embedded November 25, 2018

Let’s examine how the poem is humorous by highlighting keywords in the poem and adding more notes. A digital copy of the poem has been pushed through in Google Classroom. Open it on your devices and follow along by highlighting and annotating:

 

For the Teacher

CCSS Standard - CCSS.ELA-LITERACY.RL.7.5

Language Standard - WIDA ELD Standard 2 (Level 2 Emerging) - Identify and understand how an adapted drama’s or poem's form or structure (e.g., humorous, free verse, narrative,...) contributes to its meaning with supports, such as using a graphic organizer (e.g., poem information sheet) and guided questions

Goal

The goal of this update is to examine an example of a humorous poem - “Sick” by Shel Silverstein

Teaching Tips

Before class

Have students watch a video about the poet Shel Silverstein. Show students how to turn on the captions in both English and Chinese and adjust the speed of the video so that they can follow along with the video better.

In class

Activity 1: Engage students in a collaborative vocabulary activity as active participants. Instead of giving them a Quizlet set and doing direct teacher-centered instruction, conduct the vocabulary lesson as a whole class collaborative activity, pair work activity, or group activity.

  • Whole - class: one word per person
  • Pair work: two words per pair
  • Group work: 3-4 words per group

Have students look up the following using digital tools:

Have students type all the information in a shared Google Slide link.

Activity 2: Teach students how to highlight keywords in the poem and annotate. A student copy of GoogleDoc with the poem will be given to the students via Google Classroom. Use this teacher copy to guide the students with the skill of highlighting and annotating.

Free Verse - “Fog” by Carl Sandburg

For the Student

Before class

You will be reading a sample free verse poem - “Fog” by Carl Sandburg. Before reading, let’s learn about the poet by watching this video.

Media embedded November 25, 2018

Comment: After watching the video, comment on what you learned about the poet. After sharing your thoughts, comment on a peer’s sharing. Start with @Name so that the peer knows you are commenting on his or her comment.

[Sentence frame: I learned that the poet is ___________. ]

In class

Activity 1: Vocabulary development

For the vocabulary words you are assigned, look up the following using digital tools:

Provide all the information on your slide(s) in this Googleslide link: "Fog" Vocabulary Activity

Activity 2: How is the poem a free verse?

“Fog” by Carl Sandburg is a free verse that does not follow any pattern. Let’s listen to it recited.

Media embedded November 25, 2018

Let’s examine how the poem is a free verse by highlighting key words in the poem and adding more notes. A digital copy of the poem has been pushed through in Google Classroom. Open it on your devices and follow along by highlighting and annotating:

 

For the Teacher

CCSS Standard - CCSS.ELA-LITERACY.RL.7.5

Language Standard - WIDA ELD Standard 2 (Level 2 Emerging) - Identify and understand how an adapted drama’s or poem's form or structure (e.g., humorous, free verse, narrative,...) contributes to its meaning with supports, such as using a graphic organizer (e.g., poem information sheet) and guided questions

Goal

The goal of this update is to examine an example of free verse poems - “Fog” by Carl Sandburg

Teaching Tips

Before class

Have students watch a video about the poet Carl Sandburg. Show students how to turn on the captions in both English and Chinese and adjust the speed of the video so that they can follow along the video better.

In class

Activity 1: Engage students in a collaborative vocabulary activity as active participants. Instead of giving them a Quizlet set and doing direct teacher-centered instruction, conduct the vocabulary lesson as a group work activity.

Group members will work together to look up the following using digital tools:

Have students type all the information in a shared Google Slide link.

Activity 2: Teach students how to highlight keywords in the poem and annotate. A student copy of GoogleDoc with the poem will be given to the students via Google Classroom. Use this teacher copy to guide the students with the skill of highlighting and annotating.

 

Narrative - “Annabel Lee” by Edgar Allan Poe

For the Student

Before class

You will be reading a sample narrative poem - “Annabel Lee” by Edgar Allan Poe. Before reading, let’s learn about the poet’s writing style by watching this video.

Media embedded November 25, 2018

Comment: After watching the video, comment on how Edgar Allan Poe’s writing style makes you feel. Provide your reasons. After sharing your thoughts, comment on a peer’s sharing. Start with @Name so that the peer knows you are commenting on his or her comment.

[Sentence frame: Poe’s writing style makes me feel _________ because __________________________________ (Provide one or two examples from the video. ]

In class

Activity 1: Vocabulary development

For the vocabulary words you are assigned, look up the following using digital tools:

Provide all the information on your slide(s) in this Googleslide link: "Annabel Lee" Vocabulary Activity

Activity 2: How is the poem a narrative?

“Annabel Lee” is in some ways a simple ballad that can be recited or sung. Let’s listen to it recited with background music.

Media embedded November 25, 2018

Let’s examine how the poem is a narrative by highlighting key words in the poem and adding more notes. A digital copy of the poem has been pushed through in Google Classroom. Open it on your devices and follow along by highlighting and annotating:

 

For the Teacher

CCSS Standard - CCSS.ELA-LITERACY.RL.7.5

Language Standard - WIDA ELD Standard 2 (Level 2 Emerging) - Identify and understand how an adapted drama’s or poem's form or structure (e.g., humorous, free verse, narrative,...) contributes to its meaning with supports, such as using a graphic organizer (e.g., poem information sheet) and guided questions

Goal

The goal of this update is to examine an example of narrative poems - “Annabel Lee” by Edgar Allan Poe.

Teaching Tips

Before class

Have students watch a video about the poet Edgar Allan Poe. Show students how to turn on the captions in both English and Chinese and adjust the speed of the video so that they can follow along with the video better.

In class

Activity 1: Engage students in a collaborative vocabulary activity as active participants. Instead of giving them a Quizlet set and doing direct teacher-centered instruction, conduct the vocabulary lesson as a whole class collaborative activity, pair work activity, or group activity.

  • Whole - class: one word per person
  • Pair work: two words per pair
  • Group work: 3-4 words per group

Have students look up the following using digital tools:

Have students type all the information in a shared Google Slide link.

Activity 2: Teach students how to highlight keywords in the poem and annotate. A student copy of GoogleDoc with the poem will be given to the students via Google Classroom. Use this teacher copy to guide the students with the skill of highlighting and annotating.

 

What are the different sounds of poetry?

For the Student

Poets create different sounds in poetry using the following ways:

  • Rhythm
  • Rhyme
  • Onomatopoeia
  • Alliteration
  • Repetition

Before class

https://slideplayer.com/slide/240610/

Comment: After viewing the video slideshow on different sounds of poetry and taking the interactive quiz, select 3 sounds in poetry and discuss why you think they are important in poetry.

After sharing your thoughts, comment on a peer’s sharing. Start with @Name so that the peer knows you are commenting on his or her comment.

[Sentence frames: Three sounds in poetry that I think are important in poetry include ___________, ___________, and ___________. ___________ shows _________________ _______ makes the poem sound _______________. Lastly, ____________ creates _______________________.]

In class

Quizlet vocabulary set for forms of poetry

https://quizlet.com/_5o6aly

Complete the graphic organizer, while the teacher goes over key vocabulary for sounds of poetry.

For the Teacher

CCSS Standard - CCSS.ELA-LITERACY.RL.7.5

Language Standard - WIDA ELD Standard 2 (Level 2 Emerging) - Identify and understand how an adapted drama’s or poem's form or structure (e.g., humorous, free verse, narrative,...) contributes to its meaning with supports, such as using a graphic organizer (e.g., poem information sheet) and guided questions

 

Goal - The goal of this update is to introduce the different sounds in poetry.

Teaching Tips

Before class

Have students view the video slideshow before class, so that they would receive some input of the vocabulary terms that will be taught in class and be able to follow along better in class.

In class

Use the Quizlet set to teach the academic content vocabulary that students will need to understand in order to learn about different forms of poetry. Students will use a mind map graphic organizer to write the words and definitions.

 

Identifying different sounds in poetry to convey tone and meaning

For the Student

Let’s examine how the following sounds are used in poetry.

  • Rhyme
  • Rhythm
  • Onomatopoeia
  • Alliteration
  • Repetition

Before class

Media embedded November 25, 2018

(Note: Watch the video up to 2:40.)

Comment: After viewing the video, select a sound of poetry from the video. Describe the example given in the video in your own words.

After sharing your thoughts, comment on a peer’s sharing. Start with @Name so that the peer knows you are commenting on his or her comment.

In class 

Teacher scaffolding

Familiar text “Annabel Lee” by Edgar Allan Poe

Identifying sounds in "Annabel Lee"

Pair work practice

Practice with unfamiliar texts

 

Identifying sounds in “I’m Nobody”

“The Runaway” by Robert Frost

Identifying sounds in “The Runaway”

For the Teacher

CCSS Standards
CCSS.ELA-LITERACY.RL.7.5
CCSS.ELA-LITERACY.L.7.5.A
CCSS.ELA-LITERACY.L.7.5.C

Language Standards

  • WIDA ELD Standard 2 (Level 2 Emerging) - Identify and understand how an adapted drama’s or poem's form or structure (e.g., humorous, free verse, narrative,...) contributes to its meaning with supports, such as using a graphic organizer (e.g., poem information sheet) and guided questions
  • WIDA ELD Standard 2 (Level 2 Emerging) - Identify basic figures of speech (eg., simile, hyperbole, onomatopoeia,...) in the context of literary works using multimodal supports.
  • WIDA ELD Standard 2 (Level 2 Emerging) - Distinguish among the connotations (positive, negative, neutral associations) of a basic range of familiar words with similar denotations (definitions) (e.g., proud, fat, saving, silent, house) with the use of supports, such as a three-column connotation associations graphic organizer

Goal - The goal of this update is to identify different sounds in poetry, and how they convey tone and meaning.

Teaching Tips

Before class

To familiarize students with how to identify sounds in poetry, students will watch a video that explains the different sounds in further detail. Remind students to turn on captions in English and/or Chinese and adjust the speed to ensure understanding.

In class

Teacher scaffolding

  • Model how to identify sounds of poetry by using digital poetry analysis worksheets to highlight and annotate examples of sounds used in poetry. “Annabel Lee” will be used again, as students are familiar with the text from a previous update.

Pair work practice

  • Students will practice in pairs on how to identify sounds of poetry in unfamiliar texts “I’m Nobody!” by Emily Dickinson and “The Runaway” by Robert Frost.

 

Compare and contrast poem to audio or multimedia version

For the Student

Before class

Read the poem silently to yourself.

Comment: After reading the poem silently to yourself, comment on what you think the poem means.

After sharing your thoughts, comment on a peer’s sharing. Start with @Name so that the peer knows you are commenting on his or her comment.

[Sentence frame: I think the poem means _____________________________________.]

In class

What major advantages does a hearing a poem like Robert Frost’s “The Road Not Taken" read aloud have over reading it silently on the page?

Media embedded November 25, 2018

Consider the following when writing your response:

  • Rhyme
  • Rhythm
  • Onomatopoeia
  • Alliteration
  • Repetition

mood, tone, imagery

[Paragraph frame: Major advantages of hearing the poem "_________________" by ___________ include ___________________, _____________________, and ___________________. For the first advantage, ______________________________________________________________. However, when the poem is read silently, _________________________________________. Secondly, listening to the multimedia version of the poem _________________________________. This is not possible _________________________________________________________. Lastly, ____________________________________________________________. Printed text makes ____________________________________________. In conclusion, _____________________.]

For the Teacher

CCSS Standard - CCSS.ELA-LITERACY.RL.7.7

Language Standard - WIDA ELD Standard 2 (Level 2 Emerging) - Identify and understand the similarities and differences between a written story, drama, or poem to its audio, filmed, staged, or multimedia version by using a graphic organizer (eg., Venn diagram) and supporting writing frames

 

Goal - The goal of this update is to compare a written form of the poem to its multimedia version.

Teaching Tips

Before class

Remind students to read the poem silently to themselves and look up any words they do not understand using tools such as the following:


 In class

Provide a paragraph frame for students to identify and understand the similarities and differences between a written poem and its multimedia version.

 

Project - Making Multimedia Poetry

For the Student

Project requirements

1) Select a poem from the following resources. 

Suggestion: Search for narratives, free-verse, or humorous poems.

2) Obtain teacher's approval to ensure that the selected poem will not be too easy or difficult.

3) Practice reciting the poem by paying attention to the sounds of poetry.

  • Highlight any rhyming, rhythm, alliteration, onomatopoeia, and repetition used in the poem.
  • Search YouTube or Google for audio/multimedia versions of the poem to listen to how the poem is recited.
  • Use a text-to-speech tool (https://ttsreader.com/) for additional support with pronunciation.

4) Search for images that are relevant to the poem. You may also draw or paint pictures and then scan them as digital files for the poem. To enhance your images, you may need to use Canva or online Photoshop editor. (Video tutorials will be provided.)

5) Search for free music that will go with the poem. You may also use music-making apps to make your own music (ex. Garageband).

6) Recite the poem by recording it as a video with background images from Step 4). 

(Suggestion: Include the text of the poem in the video.)

 

Example

 
 
 
 
Media embedded November 25, 2018

 

 Rubric

For the Teacher

Standard - CCSS.ELA-LITERACY.SL.7.5

Language Standard - WIDA ELD Standard 2 (Level 2 Emerging) - Select multimedia and visuals for use in presentations to clarify claims and findings from a list of teacher-selected adapted resources and relevant search engines

Goal - The goal of this project is to engage students to apply appropriately and creatively in showing their understanding of the forms and sounds in poetry by reciting a poem via the channel of making a multimedia. 

Teaching Tips

  • Use text to speech tools to practice pronunciation (https://ttsreader.com/) before recording.
  • Encourage students to draw their own pictures or use illustrator tools, such as Canva, to design an image.
  • Encourage students to compose their own music using GarageBand.
  • Show the sample video - "Annabel Lee" - to students. 
  • At the end of the project, the teacher can choose to evaluate students using one or more of the following methods: the teacher evaluates students individually using the rubric, the teacher engages in peer to peer evaluation, self-evaluation

Suggested video making tools:

  • MAC - iMovie, Quicktime, Final Cut Pro
  • PC - Screencastomatic
  • iPad - Explain Everything

(Provide necessary video tutorials.)

Knowledge Survey

For the Student

Take a knowledge survey to reflect on your learning for this learning module.

For the Teacher

Reference

Annabel Lee [Online Image]. Retrieved from https://owlcation.com/humanities/Analysis-of-Poem-Annabel-Lee-by-Edgar-Allan-Poe

Audio Productions. (2012, December 12). POEM ~ Annabel Lee by Edgar Allan Poe freesound [Video file]. Retrieved from https://www.youtube.com/watch?v=rf7aBCrfOQE

Burr, E. (2017, May 26). What is translanguaging, really? [Video file]. Retrieved from https://www.youtube.com/watch?v=iNOtmn2UTzI

Eros, A. (2017, February 9). Sick by Shel Silverstein [Video file]. Retrieved from https://www.youtube.com/watch?v=oH8L3hopbcI

Fog [Online Image]. Retrieved November 24, 2018 from https://www.pinterest.com/pin/13299761375081895/?lp=true

Learn Chinese Now. (2013, July 23). Chinese poem: "Thinking on a Quiet Night" 靜夜思 | Learn Chinese Now [Video file]. Retrieved from https://www.youtube.com/watch?v=82jcwYdKPTY

Menendez, R. (2015, January 6). Four types of poetry [Video file]. Retrieved from https://www.youtube.com/watch?v=Pi8cUcviHT8

NightBlossom ASMR. (2017, February 1). ASMR Poetry Reading - Annabel Lee - Edgar Allen Poe [Video file]. Retrieved from https://www.youtube.com/watch?v=CqnYTSGyvdI

PoetryZone. (2016, October 5). "FOG" by Carl Sandburg | Poetry reading [Video file]. Retrieved from https://www.youtube.com/watch?v=LvMUwWgcByY

TED-Ed. (2018, September 18). Why should you read Edgar Allan Poe? [Video file]. Retrieved from https://www.youtube.com/watch?v=8lgg-pVjOok

TED-Ed. (2016, June 2). The pleasure of poetic pattern - David Silverstein [Video file] Retrieved from https://www.youtube.com/watch?v=URuMb15CWJs

QuestioVerum2010. (2012, November 7). The Road Not Taken, by Robert Frost (HD)[Video file]. Retrieved from https://www.youtube.com/watch?v=KUaQgRiJukA

Sick [Online Image]. Retrieved November 24, 2018 from http://bookmebiteme.com/2017/08/25/reading-shel-silversteins-sick/

Viste, D. (2016, April 21). Shel Silverstein author study [Video file]. Retrieved from https://www.youtube.com/watch?v=H2Wz02_eb24&t=13s

Will, E. (2014, March 6). Carl Sandburg bio [Video file]. Retrieved from https://www.youtube.com/watch?v=HLHeQMrSNi4

Worsley, A. (2017, February 3). Poetry introduction [Video file]. Retrieved from https://www.youtube.com/watch?v=JmkgAWAGtbE