Contemporary Poetry Mini-Unit: Billy Collins’ Poetry 180
Created by: Amanda Crane
For: Grade 12 (but this can be used for other levels)
Context / Introduction
The following unit will focus specifically on students experiencing contemporary poets compiled by former
Poet Laureate, Billy Collins. Billy Collins created the program, “Poetry 180: A Poem A Day For American
High Schools.” The program can be accessed through the web link below. Students will apply this knowledge
through extensive reading, reader responses, creative writing and performance. Students will use the reactionmeaning-technique format that I designed. This unit will run for approximately 8 classes.
Website: http://www.loc.gov/poetry/180/
Stage 1: Desired Results
Understandings
What will students understand (about what big ideas) as a result of the unit? “Students will understand
that…”
 Poetry actually can be accessible and enjoyable to read.
 Poetry has a special vocabulary and format.
 Contemporary poetry is a direct reflection our society’s beliefs, cultural values, hopes and tragedies.
 Personal student responses to poetry are key in fully experiencing a poem.
 If we read close enough, then we can find ourselves in poems.
Essential Questions
What arguable, recurring, and thought-provoking questions will guide inquiry and point toward the big ideas
of the unit?
 How does poetry function in the contemporary context?
 How is poetry vastly different from other genres you have studied?
 How does contemporary poetry differ from traditional verse?
 Why isn’t poetry widely read and accepted?
 After you complete this unit, ask yourself: has your opinion of poetry has changed?
Knowledge & Skills
What is the key knowledge and skill needed to develop the desired understandings?
What knowledge and skill relates to the content standards on which the unit is focused?
 E. Reading Strategies. 1. Identify, assess, and apply personal reading strategies that were most effective in
previous learning from a variety of texts. (3.1.E.1)
 G. Comprehension Skills and Response to Text 7. Interpret how literary devices affect reading emotions
and understanding. 8. Analyze and evaluate the appropriateness of diction and figurative language (e.g.,
irony, paradox). (3.1.G. 7) (3.1.G.8)
 D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) Writing a Response to
Literature and writing Poetry (3.2.2.D.)
 D. Speak for an audience of peers to effectively communicate original writing and demonstrate
understanding of unit ideas (3.3.D.1)
Stage 2: Assessment Evidence
What evidence will be collected to determine whether or not the understandings have been developed, the
knowledge and skill attained, and the state standards met? [Anchor the work in performance tasks that
involve application, supplemented as needed by prompted work, quizzes, observations, etc.]
Performance Task Summary
 Complete poetry vocabulary list
 Take poetry vocabulary quiz
 Participate in class discussion
 Submit poetry mini-portfolio
 Memorization and recitation of one poem from the Poetry 180 website
Rubric Titles
 Poetry Mini-Portfolio Rubric (Attachment 1)
Other Evidence, Summarized
Stage 3: Learning Activities
What sequence of learning activities and teaching will enable students to perform well at the understandings
in Stage 2 and thus display evidence of the desired results in stage one? Use the WHERETO acronym to
consider key design elements.
 Day 1: Pre-reading. Introduce the topic of poetry. Do a cluster on the board with poetry as the center
word. Generate student discussion about poetry, the study of poetry, and student’s philosophy of poetry.
Have students begin the vocabulary portion of the unit. (See Attachment 2 & 3).
 Day 2: Vocab due. Review vocabulary and clarify any confusion about poetic terms. Introduce the
reaction-meaning-technique format for reading poetry. (React emotionally, provide possible meanings,
and define techniques/vocab used). Provide students with the unit overview (See Attachment 4) as well as
the Poetry Guide Questions handout (See attachment 5) and have them read for the rest of the period and
choose 1 poem to discuss next class.
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Day 3: Have an open discussion about the poetry read.
Day 4: Vocab quiz; sustained silent reading of poetry website/work on portfolios.
Day 5: Have an open discussion about the poetry read.
Day 6: Sustained silent reading of poetry website /work on portfolios.
Day 7: Recitation of poems.
Day 8: Recitation of poems.
Day 9: Mini-portfolios are due!
Attachment 1 Rubric
http://rubistar.4teachers.org/index.php?screen=ShowRubric&r
ubric_id=1429496
Attachment 2 Vocab list
In order to full appreciate how a poem is formed, visit this website and define the
words below. You will have a quiz on these words.
http://www.poeticbyway.com/glossary.html
Wordsmith
Form Poem
Free Verse
Metaphor
Personification
Simile
Stanza
Couplet
Poet
True rhyme
Off rhyme
Imagery
Alliteration
Line
Attachment 3 Quiz
Vocab Quiz
Poetic Terms
Name/Period:________________________________
Match the sentence with the definition. Work from the word bank below. Some
sentences are actual examples of the terms below.
1. After three marking periods of Writing Workshop, you may consider yourself
one of these. ______________________
2. Many poems on the Poetry 180 website are an examples of this type of form.
____________________
3. “The room is an oven.” ______________________
4. “The room is like a sauna.” ____________________
5. A sonnet would be example of this. ________________________
6. “The sky weeps.”__________________________
7. Boy/Toy._____________________
8. Let/Sit.__________________________
9. “Sam shows strength in swimming.”____________________________
10. “There is pleasure in poetic pains
Which only poets know.”
_____________________________
11. I don’t write fiction, so I am one of these.__________________________________
12. After one of these, there is white space before another one happens on the
page.______________________
13. This is fundamental in the difference between poetry and
prose.___________________
14. “The glass string of Amir’s kite cut into his skin. The maroon blood was harsh
against his brown hand.” _____________________________
Wordsmith
Simile
Imagery
Form Poem
Stanza
Off rhyme
Metaphor
Couplet
Alliteration
Personification
Poet
True rhyme
Line
Free Verse
Attachment 4 Unit Overview
Contemporary Poetry Unit
Welcome to your Contemporary Poetry Unit! You are about to experience the work of accessible
contemporary poets. I have had the pleasure of reading and studying these poems and poets.
They have had an influence on my writing and on my view on the world. Enjoy!
The following unit will focus specifically on students experiencing contemporary poets compiled
by former Poet Laureate, Billy Collins. Billy Collins created the program, “Poetry 180: A Poem
A Day For American High Schools.” The program can be accessed through the web link below.
Students will apply this knowledge through extensive reading, reader responses, creative writing
and performance. Students will use the reaction-meaning-technique format to discuss the poetry
effectively.
Website: http://www.loc.gov/poetry/180/
Here is our schedule for this mini-unit:
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Day 1: Poetry discussion, introduction of vocab
Day 2: Vocab due; Reaction; meaning; technique format; begin exploring website
Day 3: Have an open discussion about the poetry.
Day 4: Vocab quiz; sustained silent reading of poetry website/work on portfolios.
Day 5: Have an open discussion about the poetry.
Day 6: Sustained silent reading of poetry website /work on portfolios.
Day 7: Recitation of poems.
Day 8: Recitation of poems.
Day 9: Mini-portfolios are due!
The portfolio:
You will submit a portfolio of 1 page personal reader responses for 6 of the poems (3 women and
3 men) from the Poetry 180 website. Follow the guide questions to format your responses. You
will also write an original poem inspired by something you read on the website. You must
include a paragraph explaining why and how you composed your poem. See the rubric for how
you will be assessed. The portfolio will be worth 100 points.
The recitation:
You will choose one of the poems you selected for your portfolio to memorize and recite to the
class from memory! Due dates to follow. The recitation will be worth 50 points.
Attachment 5
Guide Questions
As you are reading the poems on the Poetry 180 website, answer these questions for each poem.
This is how you will set up your reader responses in your portfolio and how you will format your
class discussions.
 What is your immediate reaction to this poem? This question should be answered with
expressive adjectives.
 What could this poem mean? Not what does this poem mean, but what could it mean. It can
be argued that contemporary poetry has multiple meanings.
 What poetic techniques were used in this poem? Use the sheet provided.
 What are your favorite lines? Why? What makes them stand out and grab your attention?
 What are the lines you are unsure about? Are there any lines that have left you wondering?
 What is your overall feeling about the poem now that you have explored it in full?