ENG3C- English University
By: Jessica Hanisch
Unit on Poetry: The Evolution of Free Verse Poetry (2-3 weeks in duration)
In this unit, students gain an appreciation for this (often intimidating) art form, “free verse,” through
reading and writing composition. They study iconic works of free verse poetry from different decades in
the 20th century and learn, through analysis and writing composition, the loose poetic conventions and
elements of form that give these poets their voice. Examples include: “The Soldier,” by Rupert Brooke,
“Howl” by Allen Ginsberg, “Alone” by Maya Angelou and “The Dene Speak” by Richard Van Camp
(member of Canadian Dogrib Nation). Students study the societal context in which they were written and
attempt free verse poetry in the styles they learn about.
Curriculum English Strands:
o Oral Communication:
1.3 select and use appropriate listening comprehension strategies before, during, and after listening to
understand oral texts, including increasingly complex texts
2.2 demonstrate an understanding of a variety of interpersonal speaking strategies and adapt them to suit
the purpose, situation, and audience
2.4 use appropriate words, phrases, and terminology, and several different stylistic devices, to
communicate their meaning and engage their intended audience
2.5 identify a variety of vocal strategies, including tone, pace, pitch, and volume, and use them
appropriately and with sensitivity to audience needs and cultural differences
o Reading and Literature:
2.1 identify a variety of characteristics of informational, literary, and graphic text forms and explain how
they help communicate meaning
2.3 identify a variety of elements of style in texts, including increasingly complex texts, and explain how
they help communicate meaning and enhance the effectiveness of the texts
o Writing:
2.2 establish a distinctive voice in their writing, modifying language and tone skilfully to suit the form,
audience, and purpose for writing
2.3 use appropriate descriptive and evocative words, phrases, and expressions to make their writing clear,
vivid, and interesting for their intended audience
Lesson Purpose:
First in Unit. Learning what constitutes “free verse poetry.” While it is non-rhyming and non-metrical,
this type of poetry does use literary devices, maintains rhythm and some elements of form. It has been a
very popular form of writing since the early 20th Century in music and literature, providing writers
freedom of expression.
Multiple Intelligences:
This lesson emphasizes the following multiple intelligences: interpersonal, intrapersonal, visual-spatial
and verbal-linguistic.
Assessment:
Informal, anecdotal notes as students discuss and/or share work with peers.
Lesson 1: Introduction to Free Verse
Length: 50-60min period
Materials and Resources:
-main verse from Let Her Go by Passenger
-samples of Blackout Poetry to display (see references)
-magazine and/or newspaper clippings
-black markers
Goal Setting
Access Prior
Knowledge
I will identify what makes free verse poetry different from prose. I will create a
free verse poem of my own using “Blackout Poetry.”
Showcase an excerpt of a rhyming song lyric for the class to see. Instruct them to
turn and talk to someone nearby to discuss what makes this lyric “poetic.”
Are song lyrics considered poetry?
(i.e.: From Let Her Go by Passenger:
“You only need the light when it’s burning low/ Only miss the sun when it starts
to snow/ Only know your lover when you let her go”)
New Information
Apply
Generalize
Record what students already know about poetry based on their observations
(imagery, theme, metaphor, rhyme, rhythm)
-explain to students that Blackout poetry is an exercise that will introduce them to
a form of poetry called ‘free verse.’
-display samples of Blackout Poetry and read together (suggestion:
https://www.pinterest.ca/makeblackouts/blackout-poetry-shared/?lp=true)
-choose a page from a magazine and read an excerpt from it (display on ELMO).
-explain that this is called ‘prose’ because there are no form restrictions.
-model the exercise by circling words that stand out, creating a poem (with class
input). The poem must make sense and words must be carefully chosen. Use a
pencil at first, changing as you go if the direction of poem changes.
-instruct students to circle words in dark marker when complete and fill in the rest
of theirs with artwork or a darker colour to ‘black out’ the surrounding words.
-students choose a page of printed prose and create their Blackout Poetry.
-in a jigsaw manner, students are split off into groups of three or four and assume
a number. They take turns reading their poetry and giving feedback until it is time
to rotate and share with another group. This happens several times
-in a whole-group discussion, review what they believe makes ‘free verse’ poetry
good and how it differs from prose.
References:
o What is the theory of multiple intelligences? (M.I.)?
https://www.thirteen.org/edonline/concept2class/mi/index.html
o How to Plan a Better Lesson with GANAG
https://files.ernweb.com/BetterLesson.pdf
o Blackout Poetry
https://www.scholastic.com/teachers/blog-posts/john-depasquale/blackout-poetry/
o Pinterest Board
https://www.pinterest.ca/makeblackouts/blackout-poetry-shared/?lp=true)