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Unit Plan
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\n\"Early\n\n
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\nSanta Ana Unified School District\n
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\nEarly American Poets\n

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\n\nFor Teachers\n\n11th - 12th\n\nStandards\n
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\nThe poems of Walt Whitman and Emily Dickinson are the focus of a unit that asks readers to consider how an artist's life and changes in society influences his or her work. After careful study of Whitman's and Dickinson's perspectives on...\n
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Lesson Plan
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\n\"Walt\n\n
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\nHoughton Mifflin Harcourt\n
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\nWalt Whitman: From Song of Myself\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nLooking for a resource that models how to read and analyze a poem? Check out this packet that uses sections of Walt Whitman's \"Song of Myself\" to demonstrate how to paraphrase, note literary elements, and identify the poet's inferences.\n
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Worksheet
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\n\"Whitman\n\n
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\nELI Publishing\n
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\nWhitman and the American ‘Romantic’ Nature\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nPupils read a short biography of Walt Whitman and a portion of Whitman's epic poem \"Song of Myself.\" Readers then respond to a series of comprehension questions.\n
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Activity
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\n\"The\n\n
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\nDigital Public Library of America\n
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\nThe Poetry of Emily Dickinson\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nAre you contemplating a poetry study featuring Emily Dickinson? Finding good primary sources to accompany the study can be a challenge—never fear, help is here! Check out this primary source set that includes manuscripts of several of...\n
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Unit Plan
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\n\"Pondering\n\n
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\nUniversity of British Columbia\n
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\nPondering Poetry and Playing with Words\n

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\n\nFor Teachers\n\n9th\n
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\nFirst-year High school scholars explore the world of poetry with an 11-lesson unit that examines a range of poetry forms and tries their hand at crafting their own poems. Young poets then collect their work in a portfolio that they...\n
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Lesson Plan
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\n\"Teach\n\n
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\nAcademy of American Poets\n
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\nTeach This Poem: “As I Walk These Broad Majestic Days” by Walt Whitman\n

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\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
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\nWalt Whitman's poem \"As I Walk These Broad Majestic Days\" offers scholars an opportunity to practice their noticing skills. They first examine a postcard of the Newport News Shipyard listing things they notice about the image and how...\n
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Unit Plan
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\n\"Introduction\n\n
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\nTrinity University\n
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\nIntroduction to Poetry\n

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\n\nFor Teachers\n\n4th\n
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\nIntroduce fourth graders to poetry with a three-week unit that has them examine the structural elements of poetry, analyze poems, and craft their own original poems rich in sensory details and other poetic devices. Young scholars study...\n
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Lesson Plan
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\n\"Ballad\n\n
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\nCurated OER\n
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\nBallad\n

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\n\nFor Teachers\n\n7th\n\nStandards\n
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\nYoung balladeers analyze examples of ballads and generate a list of common traits (story, quatrains, rhyme schemes, refrains, etc.), then identify these traits in Robert W. Service's \"The Cremation of Sam McGee\" and a ballad written by...\n
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Lesson Plan
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\n\"Poetry:\n\n
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\nCurated OER\n
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\nPoetry: Using Prosodic Devices\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nYoung scholars examine poetry examples in free verse focusing on their prosodic elements. After critiquing works by several authors, they write their own poems utilizing such devices as alliteration, repetition, rhyme, and stanzas.\n
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Lesson Plan
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\n\"Rhythm\n\n
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\nCurated OER\n
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\nRhythm & Improv: Jazz & Poetry\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents analyze the elements of poetry and jazz. In this critical thinking skills lesson, students take a closer look at the rhyme, rhythm, alliteration, form, free verse, lyricism, and imagery that exist is jazz as well as poetry. \n
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Lesson Plan
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\n\"Insight\n\n
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\nCurated OER\n
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\nInsight Arts\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nPupils view a mural and identify, describe, and discuss what they see. They are introduced to and demonstrate the functions of key structural elements of poetry by writing a poem about themselves that highlights their interests and...\n
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Lesson Plan
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\n\"Out\n\n
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\nBrigham Young University\n
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\nOut of the Dust: Cubing Strategy\n

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\n\nFor Teachers\n\n3rd - 7th\n
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\nImagine using a six-sided cube to encourage readers to analyze a topic in greater depth. Create a cube, label each of the six sides with one of Bloom's comprehension levels, and you're ready to launch a discussion of a text....\n
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Lesson Plan
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\n\"Frances\n\n
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\nCrafting Freedom\n
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\nFrances Ellen Watkins Harper: Lover of Literacy\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nThis, the sixth in a series of 10 related resources, examines the life and works of Frances Ellen Watkins Harper, an African American author, born in 1825, who advocated literacy for both free and enslaved African Americans.\n
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Lesson Plan
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\n\"Lesson\n\n
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\nCurated OER\n
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\nLesson Plan for Waiting to Waltz: A Childhood by Cynthia Rylant\n

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\n\nFor Teachers\n\n6th\n
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\nSixth graders examine the elements of writing poetry. In this creative writing lesson, 6th graders discuss a book of poetry in the setting of Appalachia. Students incorporate childhood experiences into the development of visual and...\n
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Lesson Plan
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\n\"Out\n\n
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\nCurated OER\n
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\nOut of the Dust 4\n

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\n\nFor Teachers\n\n8th\n
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\nEighth graders read the novel, \"Out of the Dust,\" and create a free-verse poem about a treasure of their own. They use the attached checklist to evaluate their own poem.\n
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Lesson Plan
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\n\"We're\n\n
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\nCurated OER\n
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\nWe're Going to the Zoo!\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nYoung scholars write and publish a poem as part of a class poetry collection after analyzing the poetic structures of haiku, limericks, sound poems and free verse. After viewing a multimedia demonstration of the poetic structures, and...\n
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Lesson Plan
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\n\"Poetry\n\n
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\nCurated OER\n
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\nPoetry Anthology of Basic Forms\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nStudents explore the format of the following poetic forms: acrostic, haiku, cinquain, diamente, and free-verse.They create a handbook or anthology of these poetic forms, with at least one sample of original work in each format.\n
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\n\"Out\n\n
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\nCurated OER\n
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\nOut of the Dust (High School)\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders read Hesse's \"Out of the Dust\". They respond to questions about the novel and write a free-verse poem modeled after the author's.\n
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Lesson Plan
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\n\"So\n\n
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\nCurated OER\n
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\nSo You Want to Be A Poet?\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders study different types of poetry and then write examples in this unit. They write, among others, free verse, Diamante, Clerihew, and color poems.\n
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Handout
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\n\"Poetry:\n\n
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\nOffice of Migrant Education\n
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\nPoetry: Form, Syllables, Mood, and Tone\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nLooking for a resource to introduce homeschoolers and other out-of-class learners to the elements of poetry? Check out this packet that defines and illustrates important poetry terms.\n
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Lesson Plan
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\n\"Exploring\n\n
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\nCurated OER\n
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\nExploring the Life of a Slave\n

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\n\nFor Teachers\n\n11th\n
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\nEleventh graders explore importance of abolitionists who worked to advance freedoms of black Americans prior to/during Reconstruction era, read and identify key concepts in Frederick Douglass's narrative, recognize how Douglass's slave...\n
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Lesson Plan
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\n\"It's\n\n
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\nCurated OER\n
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\nIt's A Free Country, Isn't It?\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHigh schoolers examine immigration into the United States. They identify the rights and responsbilities of being a citizen of this country. They create a new verse to be included in the National Anthem.\n
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Lesson Plan
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\n\"Grouping\n\n
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\nGrouping Buttons\n

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\nLooking for a good lesson on counting and sorting? This lesson is worth a look! In this classification lesson, learners sort buttons by color, shape, shiny verses not shiny, or number of holes.\n
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Lesson Plan
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\n\""Because\n\n
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\nPrestwick House\n
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\n\"Because I could not stop for Death\" -- Visualizing Meaning and Tone\n

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\n\nFor Teachers\n\n9th - 10th\n\nStandards\n
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\nEmily Dickinson's \"Because I could not stop for Death\" provides high schoolers with an opportunity to practice their critical thinking skills. They examine the images, diction, rhythm, and rhyme scheme the poet uses and consider how...\n
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