POETRY
POETRY
UNIT
Table
of Contents
1 |
Introduction to American Poetry American Poets of the Week Edgar Allen
Poe Maya Angelou Poetry Study: The Rhythm of Poetry (Part 1) Figurative Language for Students Symbolism The Rhythm and Pattern of Poetry Poetry Forms Acrostic Poems All About Me Poems Epic Poem: Beowulf Poetry and Music: A Study of Simon and Garfunkel Poetry and Literature: Where the Wild Things Are There’s a
Nightmare in My Closet Hansel and Gretel Anansi
the Spider |
2 |
American Poets of the Week Robert Frost Langston
Hughes The Mood of Poetry and Art (Vincent
Van Gogh) Poetry
Study: Puns Poetry Forms Biography Poems Bio-Poems Ballad: Ballad of Billy Joe McAllister Poetry and Music: A Study of Jim Croce Poetry and Literature: The Popcorn Dragon
Alexander and the Terrible, Horrible, No
Good, Very Bad Day The
Sleeping Beauty Once
a Mouse |
3 |
American Poets of the Week William
Wordsworth Joy Harjo Poetry and Art: Ekphrastic Poems
about Works of Art (Romare Bearden: the Five Senses poems) Poetry Study: Idioms Poetry Forms Character
Poems Cinquains Color
Poems Prose Poetry and Music: The Beatles Poetry and Literature: Hershel and the Hanukkah Goblins Owl
Moon Jack
and the Beanstalk Mufaro’s Beautiful Daughters |
4 |
American Poets of the Week Jack Prelutsky Leslie Marmom Silko Poetry Study: Simile Poetry
Forms Couplets Concrete
Poems Free
Verse Poetry and Music: Ray Charles Poetry and Literature: Sylvester and the Magic Pebble Patrick’s
Dinosaurs Cinderella Why
Mosquitos Buzz in People’s Ears |
5 |
American Poets of the Week Henry Wadsworth
Longfellow Janet S.
Wong English Poet of the Week Alfred Lord
Tennyson Poetry Study: Metaphor Poetry Forms Diamantes Five Ws Poem Poetry and Music: Mariah Carey Poetry and Literature: The Paper Bag Princess The Golden
Goose Rumpelstiltskin Arrow
to the Sun |
6 |
American Poet of the Week Walt Whitman English Poet of the Week William Blake Poetry Study: Onomatopoeia Poetry Forms Grammar
Poems Haikus Poetry and Music: Lorena McKinnett Poetry and Literature: Alexander and the Wind-up Mouse The Bremen
Town Musicians The Princess
and the Pea The Legend
of Bluebonnet |
7 |
American Poet of the Week Emily
Dickinson English Poet of the Week John Keats Poetry Study: Alliteration and Assonance Poetry Forms Holiday Poems Lantern
Poems Limericks Poetry and Music: Eurythmics Poetry and Literature: The Snow Child Stone
Soup Little
Red Riding Hood The
Girl Who Loved Wild Horses |
8 |
American Poet of the Week Phyllis
Wheatley English Poet of the Week Sir Walter
Raleigh Poetry and Art: Found Poetry (Protest Poetry from the 60s
and 70s) Poetry Study: Personification Poetry and
Art Forms: Sculpture Poetry Forms Persona Poems Poster Poems Riddle Poems Poetry and Music: Phil Collins Poetry and Literature: Cloudy with a Chance of Meatballs Strega Nona The Little
Match Girl The
Talking Eggs |
9 |
American Poets of the Week Stephen
Vincent Benet English Poet of the Week William Shakespeare Poetry Study: Hyperboles Poetry and Art Poetry Forms Stair Poems Sonnets Poetry
and Music: Beyonce Poetry and Literature: The Three Little Pigs Ming
Lo Moves the Mountain Snow
White and the Seven Dwarfs Jorinda and Joringel |
10 |
American Poet of the Week E.E.
Cummings English Poet of the Week Elizabeth
Barrett Browning Poetry Study: Proverbs Poetry and
Art Forms: Paintings Poetry Forms Tankas What If? Poems Poetry and Music: Billy Joel and Elton John Poetry and Literature: I Know an Old Lady The
Emperor’s New Clothes Lon Po Po Peter
Pan |
Various Music to Use in This Unit
Simon
and Garfunkel: The Sound of Silence
and Bridge Over Troubled Waters Jim
Croce: Photographs and Memories, I got
a Name, and Time in a Bottle Beatles: Nowhere Man, Roll Over Beethovan,
A Hard Day’s Night and In My Life Ray
Charles: Georgia On My Mind, Hit the
Road Jack and You Are My Sunshine Mariah
Carey: Bye Bye Lorena
McKinnett:
Highwayman Eurythmics: Sweet Dreams and Here Comes the Rain Again Phil
Collins: True Colors and Land of
Confusion Beyonce: Three
Dog Night: One, Easy to be Hard, and
Joy to the World Bread: If Billy
Joel: Piano Man Elton
John: Ironman Bangles: Walk Like an Egyptian Gordon
Lightfoot: Wreck of the Edmund
Fitzgerald and If you Could Read My Mind Carole
King: I Feel the Earth Move and You’ve
Got a Friend Carly Simon: You’re So Vain and It Was So Easy Then America: Horse with no Name, Ventura Highway and
Muskrat Love Blood,
Sweat and Tears: God Bless the Child Don
McLean: American Pie, Crossroads and
Empty Chairs Rick
Springfield: America Alishia Keys: Fallin’ Bohemian
Rhapsody Queen: Stairway to Heaven Eagles: Hotel California Amerie: The Last Unicorn |
POETRY
Unit
GPS
Standards
C.
Frank
Henry
County Schools
ELAWLRL1
The student demonstrates comprehension by identifying evidence (e.g., diction,
imagery, point of view, figurative language, symbolism, plot events, main
ideas, and cultural characteristics) in a variety of texts representative of
different genres (e.g., poetry, prose, short story, novel, essay, editorial,
biography, and drama) and using this evidence as the basis for interpretation.
Critical Component: The student identifies, analyzes, and applies knowledge of
the structures and elements of fiction from around the world and provides
evidence from the text to support understanding; the student:
a. Locates and analyzes such elements as language and style, character development,
point of view, irony, and structures (e.g., chronological, in medias res,
flashback, epistolary narrative, frame narrative) in works of world fiction
from different time periods.
b. Identifies and analyzes patterns of imagery or symbolism.
c. Relates identified elements in fiction to theme or
underlying meaning.
d. Analyzes the influence of mythic, traditional, or classical literature on
works of world literature.
e. Analyzes and compares style and language across significant cross-cultural
literary works.
f. Compares and contrasts various translations of a work and evaluates the
effect of translation on meaning.
Critical Component: The student identifies, analyzes, and applies knowledge of
the purpose, structure, and elements of nonfiction and/or informational
materials and provides evidence from the text to support understanding; the
student:
a. Analyzes and explains the structures and elements of nonfiction works of
world literature such as philosophical essays and letters.
b. Analyzes and evaluates the logic and use of evidence in an author’s
argument.
c. Analyzes, evaluates, and applies knowledge of the ways authors from
different cultures use language, style, syntax, and rhetorical strategies for
specific purposes in nonfiction works.
Critical Component: The student identifies and analyzes elements of poetry from
various periods of world literature and provides evidence from the text to
support understanding; the student:
a. Identifies, responds to, and analyzes the effects of diction, syntax, sound,
form, figurative language, and structure of poems as these elements relate to
meaning.
i. sound: alliteration, end
rhyme, internal rhyme, terza rima,
consonance, assonance
ii. form: haiku, lyric, epic, narrative poem
iii. figurative language: personification, imagery,
metaphor, epic simile, synecdoche, hyperbole, symbolism
b. Analyzes and evaluates the effects of diction and imagery (e.g., controlling
images, figurative language, understatement, irony, paradox, and tone) as they
relate to underlying meaning.
c. Identifies and responds to poetic forms specific to particular cultures.
Critical Component: The student identifies, analyzes, and applies knowledge of
the themes, structures, and elements of dramatic literature from around the
world and provides evidence from the text to support understanding; the student:
a. Identifies and analyzes types of dramatic literature (i.e., classical
tragedy and culturally specific forms such as commedia dell'arte).
b. Analyzes the characters, structures, and themes of dramatic literature.
c. Identifies and analyzes dramatic elements, (e.g., unity of time, place, and
action; tragic hero; deus ex machina;
recognition; reversal; chorus; aside; dramatic irony).
d. Identifies and analyzes how dramatic elements support and enhance the
interpretation of dramatic literature.
ELAWLRL5
The student understands and acquires new vocabulary and uses it correctly in
reading and writing. The student
a. Identifies and correctly uses idioms, cognates, words with literal and
figurative meanings, and patterns of word changes that indicate different
meanings or functions.
b. Uses knowledge of world mythologies to understand the meanings of new words.
c. Identifies and understands foreign terms that appear in works originally
written in a language other than English.
d. Uses general dictionaries, specialized dictionaries, thesauruses, or related
references as needed to increase learning.
ELA6R1
The student demonstrates comprehension and shows evidence of a warranted and
responsible explanation of a variety of literary and informational texts.
Critical Component: For literary texts, the student identifies the
characteristics of various genres and produces evidence of reading that:
a. Identifies and analyzes sensory details and figurative language.
b. Identifies and analyzes the author’s use of dialogue and description.
c. Relates a literary work to historical events of the period.
d.Applies knowledge of the
concept that theme refers to the message about life and the world that the
author wants us to understand whether implied or stated.
e. Identifies and analyzes the elements of setting, characterization, plot, and
the resolution of the conflict of a story or play:
i. internal/external conflicts
ii. character conflicts, characters vs. nature,
characters vs. society
iii. antagonist/protagonist.
f. Identifies the speaker and recognizes the difference between first- and thirdperson narration.
g. Defines and explains how tone is conveyed in literature through word choice,
sentence structure, punctuation, rhythm, repetition, and rhyme.
h. Responds to and explains the effects of sound, figurative language, and
graphics in order to uncover meaning in literature:
i.
Sound (e.g., alliteration, onomatopoeia, rhyme scheme)
ii. Figurative language (i.e., simile, metaphor, hyperbole, personification)
iii. Graphics (i.e., capital letters, line length, bold face print, italics).
i. Compares traditional literature and mythology from
different cultures.
j. Identifies and analyzes similarities and differences in mythologies from
different cultures.
Critical Component: For informational texts, the student reads and comprehends
in order to develop understanding and expertise and produces evidence of
reading that:
a. Applies knowledge of common textual features (e.g., paragraphs, topic
sentences, concluding sentences, glossary, index).
b. Applies knowledge of common graphic features (i.e., graphic organizers,
diagrams, captions, illustrations, charts, tables, graphs).
c. Applies knowledge of common organizational structures and patterns (e.g.,
transitions, logical order, cause and effect, classification schemes).
d. Identifies and analyzes main ideas, supporting ideas, and supporting
details.
e. Follows multi-step instructions to complete or create a simple product.