For my 5-day unit plan, I chose to teach poetry based on 11th grade standards. I began with basic knowledge of poetical devices according to the ninth grade standard. The first day is spent entirely on the different terms and what they mean. I plan to focus mostly on more complex terms such as the different styles of rhyme and imagery, the distinction between connotation and denotation.
On day 2 of my unit plan, students will learn how to properly annotate and critically read a poem, before practicing on a selection of poems both individually and as a class. This selection of poems comes from American poets in the 19th and 20th centuries. I tried to list diverse poets: Edgar Allen Poe, Langston Hughes, Maya Angelou, Robert Frost, Sylvia Plath, and Theodore Roethke. This will allow the students to see different perspectives and experiences in the topics. Topics in these poems include racial issues, gender issues, and common American themes of rebellion, isolation, and loss of innocence.
On days 3 and 4, I hope to dive deeper into one particular poet: Emily Dickinson. She is one of the most famous American poets and has her own unique style of writing which often leads to discussion and debate regarding meaning. I will give a brief biography of her life so that students may understand the position she writes from before delving into her work. The selected poems are among her most famous, and will provide an excellent basis for annotation and discussion of figurative language.
Day 5 will discuss a more complex form of poetry. Shakespearean and Petrarchan sonnets are the two main forms of sonnet structure. Students should be able to differentiate between the two forms and recognize rhyme scheme and meter. I have chosen three of William Shakespeare’s sonnets, as well as one of Francisco Petrarch’s sonnets, to annotate, interpret, and discuss.
I based this unit plan on standards from VA SOL and Common Core, as noted at the end of my document.
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