Lesson 3: Analysis of Theme

11 Grade English/Literature
th

Standard(s):
 Reading: Literature Standard 1
 Reading: Literature Standard 4
 Reading: Literature Standard 10
 Reading: Informational Text Standard 1
 Writing Standard 4
 Writing Standard 5
 Writing Standard 10
 Speaking and Listening Standard 1

Objectives:
 Students will be able to define “close reading” and use this tactic in future classes and
assignments.
 Students will be able to define “theme” and understand how to identify the theme in poetry
(and other texts).
 Students will recognize that writing poetry does not have to be difficult and can even be fun.
 Students will be exposed to the writing of their peers, and think critically of said writing.

Materials:
 Student’s revised and edited copies of the Grand Theft Poetry assignment.

Bell Ringer/Opening Exercise:

 Students will be asked to quietly answer the following questions and submit their responses
on a piece of paper:
o What is a theme?
 Upon completing this, students will then be asked to participate in a discussion about their
written answers (i.e.; classroom discussion, pair share, etc.).
Activity:
 Define “close reading”
o Ask the class what a “close reading” is.
o Close reading is thoughtful, critical analysis of a text that focuses on significant
details or patterns to develop a deep, precise understanding of the text’s form, craft,
meanings, etc.
o You might provide the following analogy (providing visuals):
 We have three individuals on the ocean: one on a boat, one snorkeling, and
one scuba diving. The person on the boat represents “skimming,” or quickly
reading and coming away with very little information or an unchanged
opinion. The person snorkeling represents “reading,” or simply reading the
words and coming away with no more information than was presented in
the text and may or may not had a change of opinion. The scuba diver
represents “close reading,” or getting as close to the text as possible. Close
reading involves analysis to identify details and patterns, as well as critical
thinking to discover why these details are important. This process helps us
to develop our opinions of the text, and even change our perspective on the
text.
o Explain that one must “close read” or read closely to interpret the meaning behind
any text, including poetry.
  Analysis of Grand Theft Poems
o Instruct the students to produce their poems and pose some of the following
questions:
 What is the theme of your poem? How do you know?
 How do we identify the themes of other people’s writing?
o Instruct the students to exchange poems and read this poem, writing down the main
theme on the back of the poem. Repeat this process again, if time allows.
o Once the poems are returned to the students, ask some of the following questions:
 Was it difficult to identify the theme of other poems? Why or why not?
 Can a poem have multiple themes?
 Were there themes written on your poem that you hadn’t originally thought
applied, but now do? Can you provide an example?

Assignment/Assessment:
 Students will be assessed based on participation and discussion, as well as their poems
which should be submitted.

Teacher Note:
 You might consider having each student display their poems in the classroom or throughout
the school (if administration allows).
Lesson 4: The Importance of Word Choice
11 Grade English/Literature
th

Standard(s):
 Reading: Literature Standard 1
 Reading: Literature Standard 10
 Reading: Informational Text Standard 1
 Writing Standard 4
 Writing Standard 10
 Speaking and Listening Standard 1
 Language Standard 5

Objectives:
 Students will practice writing succinctly and with detail.
 Students will develop their vocabulary through their peers and the use of a thesaurus.
 Students will work collaboratively to provide descriptions of various items for the class,
strengthening communication, presenting, and writing skills.

Materials:
 Paper sacks full of miscellaneous objects (i.e.; feathers, rocks, top soil, marbles, packing
peanuts, cooked spaghetti, felt, fur, flowers, wood chips, etc.)
 One or more copies of a Thesaurus for students to use

Bell Ringer/Opening Exercise:

 Students will be asked to quietly answer the following questions and submit their responses
on a piece of paper:
o Write a story using only 99 words.
 Upon completing this, students will then be asked to participate in a discussion about their
written answers (i.e.; classroom discussion, pair share, etc.) at the teacher’s discretion.
o Was this a difficult task? Why?
o You might have students volunteer to read their story to the class.
Activity:
 Conveying the Senses in Writing
o Select one student to come to the front of the room and, without looking, stick their
hand in one of the paper sacks. Ask the student to describe what they feel in three
(3) words. It might be helpful to have their eyes closed.
o Select another student to perform the same task, using the same bag, but different
words from the first student. Ask the class:
 Do you believe the students are feeling the same item, even with different
descriptions? Why?
 Does anyone have a guess of what’s in the bag, based on the description?
o Perform the same steps as above, but having two students smell what’s in a bag
(flowers or perfume might be best).
 Do you believe the students are smelling the same item, even with different
descriptions? Why?
 Does anyone have a guess of what’s in the bag, based on the description?
o Explain that though some descriptions might be better than others, neither is wrong.
o Divide the class into groups (equal to the number of bags) and have each student
write a description of what’s in the bag using no more than three (3) words for each
of the five senses.
  STUDENTS MUST AVOID USING THE WORD “VERY.”
 Providing a thesaurus might prove beneficial.
o Have the groups then select the “most accurate” descriptions to share with the class.
o As each group presents their description, have the class guess the contents of the
bag, revealing each after so many guesses.
o Explain to the students that poets are trying to convey a lot of information in very
few words. They try not to use wasteful words to get the reader to better
understand the ideas they are trying to convey.

Assignment/Assessment:
 Students will be assessed based on participation and discussion, as well as their
descriptions of the items.

Teacher Note:
 If possible, perform the activity with the students and produce descriptions of your own to
encourage participation and promote a positive experience.
 You might consider printing off and distributing the attached handout before or during class
to help with this assignment (quote from Dead Poet’s Society (1989)).
Lesson 5: Rhythm
11 Grade English/Literature
th

Standard(s):
 Reading: Literature Standard 10
 Writing Standard 4
 Writing Standard 5
 Writing Standard 10
Objectives:
 Students will be able to identify rhythm in poetry (theirs and their peers’).
 Students will contribute to a class discussion, strengthening communication skills.
 Students will write, revise, and edit their poems to practice writing skills.
Materials:
 (Optional) Various pictures, posters, sculptures, items displayed throughout the
classroom to provide inspiration for the students.
Bell Ringer/Opening Exercise:
 Students will be asked to quietly answer the following questions and submit their responses
on a piece of paper:
o Free write
 What’s on your mind?
 What are you excited/worried about?
 Upon completing this, students will then be asked to participate in a discussion about their
written answers (i.e.; classroom discussion, pair share, etc.) at the teacher’s discretion.
Activity:
 Write a Poem
o In a class discussion briefly review the elements of poetry that have been covered
in previous classes (i.e.; theme, word choice, anything else students may have
addressed in previous lessons).
o Explain that the students will be writing a poem about anything they want
(provide restrictions or parameters if necessary, but work to promote positivity,
acceptance, and creativity).
o Explain students will be expected to share these poems with classmates.
 Give students time enough to write, leaving at least 20-30 minutes of class
for discussion.
o Divide students into groups of 4-5, instructing them to share their poems. Have
each student read their poem out loud and have the other group members answer,
on a separate paper, the following questions. Students are able to ask the authors
these questions, too.
 When does the author pause? Why?
 What words were given emphasis? What affect did this have on you, as
the audience?
 Are there any line breaks or white space? Why would the author leave
space?
o Then have the students select one or two poems (depending on time) to have read
to the class. The authors may read them, or another student.
o Discuss with the class the questions from above and identify rhythm in their
poetry.
  Have students take their poems home to revise and edit. Inform them these poems will be
used in a later class.
Assignment/Assessment:
 Students will be assessed based on participation.
 Students will submit their written discussion questions.
 Students will also submit their revised poems at a later date.
Teacher Note:
 You might consider playing music for the students as they write, or allowing them to
listen to their own music.
 Consider writing a poem along with the students to share during the class discussion.
 To encourage positivity and acceptance, you might explain that snapping equates to
applause during poetry readings, and encourage students to snap after each student reads
their poem.
 You might consider having each student display their poems in the classroom or throughout
the school (if administration allows).
Lesson 7: Rhyme and Meter
11 Grade English/Literature
th

Standard(s):
 Reading: Literature Standard 1
 Reading: Literature Standard 2
 Reading: Literature Standard 4
 Reading: Literature Standard 10
 Reading: Informational Text Standard 1
 Writing Standard 4
 Writing Standard 5
 Writing Standard 10
 Speaking and Listening Standard 1
 Speaking and Listening Standard 4
 Language Standard 1
 Language Standard 2
 Language Standard 5
Objectives:
 Students will comprehend and identify rhyme scheme in poetry and sonnets.
 Students will be exposed to Shakespearean writing and effectively analyze his works to
develop an interpretation of the text.
 Students will contribute to a class discussion, strengthening communication skills.
 Students will be able to identify and replicate iambic pentameter.
Materials:
 Shakespeare’s Sonnet 128 (http://www.shakespeares-sonnets.com/sonnet/128)
Bell Ringer/Opening Exercise:
 Students will be asked to quietly answer the following questions and submit their responses
on a piece of paper:
o Place the following limerick on the board:
 On Monday I ran late for class
so I lied just to cover my tracks
My locker was stuck
and I cursed, "Just my luck!"
And my teacher said, "Oh, you're so crass!"
o Identify the words that rhyme and the rhyme scheme.
o Attempt to write a limerick of your own.
 Upon completing this, students will then be asked to participate in a discussion about their
written answers (i.e.; classroom discussion, pair share, etc.) at the teacher’s discretion.
Activity:
 Exploring Shakespeare
(adapted from: http://schools.nyc.gov/documents/teachandlearn/poetryunit_2-24final.pdf)
o Provide the following background for the students:

The sonnet existed long before William Shakespeare popularized it. The word
“sonnet” means little song and most agree the form was originally Italian. The
original Italian or Petrarchan sonnet contains 14 lines, arranged with 8 lines
following a rhyming pattern of a b b a , a b b a and 6 lines following a rhyming
 pattern of c d c d c d.

The English sonnet is a form consisting of 14 lines that follow iambic pentameter.
Iambic pentameter means that a line of verse consists of five sets of syllable
groups, with the first syllable unstressed and second syllable stressed. Here is an
example: ba dum, ba dum, ba dum, ba dum, ba dum. (stress on the syllable
dum).

The English sonnet consists of three quatrains and a closing couplet. (A couplet is
a pair of lines that rhyme; a quatrain is four lines of verse with a rhyme scheme of
a b a b.

o Pass out copies of Sonnet 128 to each student. Read it to the class and allow the
students to listen to the rhyme scheme.
o After the first reading, reread the poem and pause after every line or two to
discuss. Show students how you would paraphrase the first two lines to make
sense of the archaic language that is used in the poem:
 Line 1: How oft when thou, my music, music play'st
 Paraphrase: How often when you, my music (pet name), play music
o Next read a few more lines of the sonnet and show the students the structure and
form of the sonnet:
 count the lines
 point out the rhyme scheme or pattern
 notice the use of iambic pentameter by counting the syllables
o Read the line again to demonstrate the stressed syllables.
 How oft when thou, my music, music play'st
 Da dum da dum da dum da dum da dum
o Split the students into pairs or groups of 4-6 and allow 15-20 minutes for students
to continue rereading, interpreting, and analyzing the sonnet. Once the students
have completed the activity, bring the class back together to discuss what the
students discovered and how they interpreted the sonnet.
 You might consider mentioning the use of figurative language
(personification, especially), sound devices, and tone.
o If time allows, have students return to their groups and rewrite the sonnet in their
own terms and in iambic pentameter.
 You might consider allowing students to share their rewritten sonnets to
the class.
Assignment/Assessment:
 Students will be assessed based on participation.
 Students will also submit their copies of their poems, marked up, with their rewritten
sonnets.
Teacher Note:
 This might be many students’ first exposure to Shakespeare—be sure to touch base with
each group during the group work to help students make sense of the activity and the
material.
Lesson 8: Form
11 Grade English/Literature
th

Standard(s):
 Reading: Literature Standard 5
 Reading: Literature Standard 10
 Writing Standard 4
 Writing Standard 10
 Speaking and Listening Standard 1
 Speaking and Listening Standard 4
Objectives:
 Students will be able to identify various form of poetry and be able to write in these
forms.
 Students will perform research and present their findings in manner appropriate to the
classroom setting.
 Students will work collaboratively in groups.
Materials:
 Students will need access to the internet.
Bell Ringer/Opening Exercise:
 Students will be asked to quietly answer the following questions and submit their responses
on a piece of paper:
o Have the students watch the following video:
https://www.youtube.com/watch?v=vnKZ4pdSU-s
 This poem includes the word f*ck one time. If this is in any appropriate,
select another video of slam poetry.
o This form of poetry is called Slam poetry. Why do you think it’s called that?
o What do you like and dislike about this form of poetry?
 Upon completing this, students will then be asked to participate in a discussion about their
written answers (i.e.; classroom discussion, pair share, etc.) at the teacher’s discretion.
Activity:
 Forms of Poetry
o Divide students into pairs or small groups of 3-4. Assign one of the following
forms of poetry to each group:
 Limerick
 Haiku
 Tanka
 Concrete
 Free verse
 Blank verse
 Renga
 Ballad
 Anaphora
 Pantoum
o Explain to the students that they are to find examples of and research their
assigned form and need to be able to explain to the class what each form is and
how to write in that form.
  If the students require an example, refer to the previous class in which
they learned about the Shakespearean sonnet and how to write in iambic
pentameter.
o Upon learning about their form, have the groups write a poem in their assigned
form to present to the class.
 Consider having the “Haiku” and “Tanka” group write two or three
poems.
o Leave sufficient time for students to present to the class.
Assignment/Assessment:
 Students will be assessed based on participation and presentation of information.
 Students will also submit their group copy of their poem(s) and research.
Teacher Note:
 Be prepared to share examples with each group if further clarification is needed.
 You might consider having each student display their poems in the classroom or throughout
the school (if administration allows).