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Poetry
High School 1: Concept 1 - Semester 1: Unit 4

In this unit, you will learn about various types of poems and how they are structured. You will explore common elements found in poetry including figurative language, sound and rhythm, rhyme schemes, and voice and tone. You will also read The Crossover by Kwame Alexander, a novel in verse about two twin brothers and the game of basketball. You will learn how to recite poetry, and for your final project, you will choose from a series of projects that allow you to explore poetry in a variety of ways.
 
 
 

Prerequisites

  • Able to read books and texts at a high school reading level
  • Experience writing a five-paragraph essay
  • Usually used by students in the 9th or 10th grade
  • Familiar with the conventions of poetry and short stories
  • Able to understand, interpret, and apply figurative language techniques in reading and writing
  • Some basic experience with creative writing

Table of Contents

  • Lesson 1: Introduction to Poetry
  • Lesson 2: Sound and Rhythm (2 Days)
  • Lesson 3: Figurative Language
  • Lesson 4: Voice and Tone
  • Lesson 5: What Does It Mean?
  • Lesson 6: Fooling with Words
  • Lesson 7: Analyzing Poetry
  • Lesson 8: Types of Poems (2 Days)
  • Lesson 9: The Crossover
  • Lesson 10: Poems and Poets (3 Days)
  • Lesson 11: Reciting Poetry
  • Final Project: Poetry (3 Days)

Summary of Skills

Moving Beyond the Page is based on state and national standards. These standards are covered in this unit.
  • Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (Language Arts)
  • Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. (Language Arts)
  • Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. (Language Arts)
  • Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). (Language Arts)
  • Analyze how and why individuals, events, and ideas develop and interact over the course of a text. (Language Arts)
  • Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Musee des Beaux Arts" and Breughel's Landscape with the Fall of Icarus). (Language Arts)
  • Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. (Language Arts)
  • Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. (Language Arts)
  • Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (Language Arts)
  • Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. (Language Arts)
  • Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. (Language Arts)
  • Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). (Language Arts)
  • Draw evidence from literary or informational texts to support analysis, reflection, and research. (Language Arts)
  • Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. (Language Arts)
  • Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (Language Arts)
  • Read a variety of poetry, including the subgenres of narrative poems, lyrical poems, free verse poems, sonnets, odes, ballads, and epics. (Language Arts)
  • Read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently. (Language Arts)
  • Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. (Language Arts)
  • Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. (Language Arts)
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