English Unit Plan:
ENG 2D Poetry
Course Director: Alyson van Beinum
Due Date: March 1, 2010
Table of Contents
Brief Description of Unit …………………………………………………………………3
Lesson 1 - 16th Century poetry - Subtask #1 …………………………………………...4-5
Lesson 2 - 18th Century poetry – Sub-task #2………………………………...................6-8
Lesson 3 - The Romantic Period - Sub-task #3 ……………………………………….9-10
Lesson 4 - The Romantic Period – Sub-task #4.……………………………………..11-13
Appendix A - The Passionate Shepherd to His Love- Christopher Marlowe………........13
Appendix B - Imperfectly- Ani DiFranco ……………………………………………….14
Appendix C - Interpreting Messages….............................................................................15
Appendix D - Love Letters: Then and Now.............………………….…………………16
Appendix E - Interpreting Messages Media Task……..…………………………………17
Appendix F - Grade 10 Poetry Worksheet Chart ………………………………………..18
Appendix G - To Autumn – John Keats….…………………………………………..19-20
Appendix H - Ode to the West Wind - Percy Bysshe Shelley……………………....21-23
Appendix I – Interpreting Messages from the Poem…………………………………24-26
Appendix J - Sharing your opinion and comments…………………………………..27-29
Appendix K - Nature in relation to humans……………………………………………...30
Appendix - Culminating Task – Poetry Media Assignment…...………………….……..31
Appendix - Evaluation Rubric ………………………………………………………......32
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Brief Description of Unit
Through a series of lessons and subtasks, this unit will prepare students for their
culminating task, in which they will recreate a traditional poem in a new medium. They
will also write a paragraph explaining their media text and how it reflects/relates to their
chosen poem. The Poetry Unit as a whole will be a comparative approach to poetry; it
will explore both traditional poetry and the broader, contemporary definition of poetry
that includes various media forms. The unit plan has been designed with this end goal in
mind and the instructional strategies and activities are meant to help students build the
necessary skills they will need to complete the task.
The first lesson will explore the history of love letters through poetry. Through
group activity and cooperative tasks, students will analyze the similarities and differences
of that genre in the 16th century and in present times. The activities will promote media
literacy by using various media texts that express “love”. The second lesson will
challenge students to consider the dual nature of humanity through 18th century poet
William Blake’s works. Working cooperatively, they will consider the different forms
that symbols can take to create specific meanings. In the third lesson, students will
identify symbols, themes, emotions in poetry and learn how to create pictorial
representations of the moods & emotions presented in the various texts. The fourth
lesson will give students a chance to compose short poems of their own. Working in
groups they will also learn how to use metaphors in alternative mediums which will be
applicable to their final assignment.
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LESSON PLAN 1 – 16th CENTURY POETRY:
Interpreting Love Letters: Then and Now
Course: ENG 2D
Strand: Media Studies
Overall Expectations:

Understanding Media Texts: demonstrate an understanding of a variety of media
texts

Understanding Media Forms, Conventions, and Techniques: identify some media
forms and explain how the conventions and techniques associated with them are
used to create meaning
Specific Expectations:

Interpreting Messages (1.2): interpret media texts, including increasingly complex
texts, identifying and explaining the overt and implied messages they convey

Critical Literacy (1.5): identify the perspectives and/or biases evident in media
texts, including increasingly complex texts, and comment on any questions they
may raise about beliefs, values, identity and power

Form (2.1): identify general and specific characteristics of a variety of media
forms and explain how they may shape content and create meaning
Lesson Plan: 75 minute period
Rationale: Explore the history and / OF? love letters through poetry. Analyze the
similarities and differences of that genre of expression in the 16th century and now.
Promote media literacy by using various media texts that express “love”. Critically assess
love letters in terms of gender.
Instructional Strategies:
Group Discussion
Cooperative Learning
Think/Pair/Share
Journal Response
 Mental Set: Desks are put into groups of 4-5 with chart paper on them. On the
board there is an itinerary for the day and the words Love Letters in the center.
Introduce students to poetry unit. (5 minutes)
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 Group Discussion: Word Web. Teacher-led discussion on the meaning on “love
letters” and the different forms they are expressed in. (10 minutes)
 Input: Distribute the poem The Passionate Shepherd to His Love (1599, England)
by Christopher Marlowe. Read poem aloud. For the second reading student
volunteers read each stanza. (5 minutes)
 Cooperative Learning: 3 groups write a word web on chart paper: the
characteristics of love that the speaker in the poem expresses. 3 groups write a
word web on chart paper: the role of the shepherd and the role of his love in the
poem. The groups then present their findings to the class (20 minutes)
 Input: Distribute graphic organizer for students to record important characteristics
of the different forms of love letters. Show the Tiffany & Co. commercial
http://www.youtube.com/watch?v=-NJXsRFSCgM: Give Voice to Your Heart.
Play the Ani DiFranco song: Imperfectly. (5 minutes)
 Think/Pair/Share: Students discuss the similarities and differences between the
various media forms and what messages they send about love and about the role
of the lovers.
 Task and Closure: For the following class students are to bring in a contemporary
love letter in various media forms: song, painting, advertisement, text message
etc. and in a paragraph explain the message it sends about the meaning of love
and the roles of men and women in a romantic situation. Teacher note: the
following class should be dedicated to students presenting their media texts.
Paragraphs will be handed in and diagnostically assessed. (10 minutes)
Accommodations for ELL’s:

Provide a modern English translation of Marlowe’s poem

If there is a fair number of ELL students and they wish to work together
provide additional help during the Cooperative Learning exercise and the
Think/Pair/Share time.

Clearly outline the key ideas on the handouts: Love, Role and Men and
Women.

Encourage students to participate in group discussions
Appendix:
1. Double-sided Handout: Christopher Marlowe’s The Passionate Shepherd to His
Love and Ani DiFranco’s Imperfectly
2. Double-sided Graphic Organizer
3. Task
LESSON PLAN 2 – 18TH CENTURY POETRY
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Course: ENG 2D
Unit: Poetry
Strand: Reading and Literature Studies
Overall Expectations:
 Reading for meaning: read and demonstrate an understanding of a variety of
literary, informational, and graphic texts, using a range of strategies to construct
meaning;
 Understanding form and style: recognize a variety of text forms, text features, and
stylistic elements and demonstrate understanding of how they help communicate
meaning;
Specific Expectations:
 Analysing texts (1.6): analyse text in terms of the information, ideas, issues, or
themes they explore, examining how various aspects of the texts contribute to the
presentation or development of these elements
 Text Forms (2.1): Identify a variety of characteristics of literary, informational,
and graphic text forms and explain how they help communicate meaning (explain
the function of rhyme, compare and contrast...)
 Elements of style (2.3): Identify a variety of elements of style in texts and explain
how they help communicate meaning and enhance the effectiveness of the texts
(determine the differences in meaning or effect when certain symbols are used...)
Organisation of the lesson (75 minutes – 1 period)
 The mental set (the hook) – Introducing the key terms to students. (20 minutes)
1. Have students organise themselves in groups of 4. Have them explain what
they understand by the words “innocence” and “experience”. They are
allowed to refer to words, pictures, colours, drawings, songs etc.
2. What is innocence? (Naivety, youth, childhood, purity)Second – What is the
opposite of innocence?
reality)
(Adulthood, corruption, repression, awareness,
 The input and guided practice – Introduce William Blake and his works (25
minutes)
1. A brief introduction about that time period – mention historical events/
background – society Blake was living and writing in.
2. Introduce the poet and his Songs of Innocence and Experience through a short
power point presentation with pictures of William Blake, some biographical
information. Take a look at his Innocence v/s Experience poems - several
titles – to show the poets philosophy.
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3. Have the students read The Lamb and The Tyger (Ask a few simple questions
to ensure that all students have been able to grasp the meaning of the poems.
Questions can be rhetorical, and might help weaker students, including ELL
understand what the poems are about.)
4. Challenge students and get them to think of the relevance of what Blake
means by asking the following questions doing Think Pair Share (TPS)
a. Does everyone know everything about you? What part of yourself you do
not want others to know? Can you think of a famous person
(star/politician) whose personal life was made public through the media –
fraud, corruption etc?
b. Do we all have a ‘dual nature’ – i.e. a part of us that is hidden ( the bottom
of an iceberg) and a part that is displayed (the tip of an iceberg)
c. If both poems put forward Blake’s philosophy – what do you think might
be his philosophy?
 The assignment – Analysis of the poems to make meaning (20 minutes)
1. Re-read the poem with your partner. Pick one poem each, and using a hilighter or a pencil, identify the similarities and differences..
2. Draw a comparison chart where you will identify the similarities and
differences (words, expressions, imagery, symbolism, tone ...)
EXAMPLE – Show an example on the power point to allow students get a
better idea of what is being asked of them:
INNOCENCE
1. Lamb – peace, love, pastoral,
meakness, innocence,
vulnerable
2.
EXPERIENCE
1. Tyger – irrational, fear,
energy, violence, experience,
evil, danger.
2.
 The big picture ( What I want students to learn from this lesson) (10 minutes)
1. Both are innate and necessary in life - they represent the Yin Yang
philosophy (Chinese)
2. Which aspect do you think you would like to expose to the world? Why?
Justify your argument by using specific quotes from the poems under study.
Accommodations for ELL:
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
Allow extended time for reading, and the activities.

Introduce key vocabulary before lesson/provide dictionaries

Use visuals (power point) and write key terms on the chalk board

Try to suggest ELL use a strong student as a “buddy” (discretely)

Monitor comprehension by walking around during the place-mat and TPS

Invite ELL to participate and share their thoughts/examples
How does this lesson prepare students for the culminating task?
Lesson #3: The Romantic Period (1785-1836) – John Keats (1795-1821)
Course: ENG2D
Unit: Poetry
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Strand: Reading and Literature Studies
Overall Expectations
o Reading for Meaning: read and demonstrate an understanding of a variety of
literary, informational, and graphic texts, using a range of strategies to
construct meaning.
o Understanding Form and Style: recognize a variety of text forms, text
features, and stylistic elements and demonstrate understanding of how they
help communicate meaning.
Specific Expectations
o 1.3 Demonstrating Understanding of Content: identify the most important
ideas and supporting details in texts, including increasingly complex texts.
o 2.3 Elements of Style: identify a variety of elements of style in texts and
explain how they help communicate meaning and enhance the effectiveness
of the texts.
Lesson Organization
PURPOSE & OBJECTIVE: students to identify symbols, themes, emotions,
and moods of the poem.
HOOK: Present to students photos and/or art pieces emulating a melancholy
theme. Ask students what they see and how the pieces of art make them feel.
BODY:
1. Using the theme of melancholy, ask students to think of two possible
viewpoints that may arise from the To Autumn poem (bitter-sweet).
2. Divide the class into 3 groups and assign each group a stanza. Ask
students to identify the structure, key words, and literary devices in their
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passages. After 25 minutes, students are to present (in the order of their
stanzas) their analysis to the class along with a pictorial representation of
the moods & emotions presented in their text.
 Stanza 1: the cottage and its surroundings.
 Stanza 2: the haunting beauty of the goddess.
 Stanza 3: the locales of natural creatures – the use of different
sense.
3. Class Discussion: Why does Keats personify autumn? Is it more effective
to visualize autumn if it is described as a person? Explain why.
4. Poetry Worksheet: In pairs, have students finish off the rest of their
worksheets in class; the worksheets are to be submitted by the end of the
period (Co-operative Learning - Ticket Out Activity).
HOMEWORK: Ask students to research possible festivals in their culture that
may celebrate themes of melancholy and share the stories of those festivals
during the next class.
Suggested Accommodations for ELL students:
o Oral explanation
o Include visuals
o Increase time, space, and amount
o Peer tutor/Partner
LESSON PLAN #4 –ROMANTIC PERIOD POETRY:
Appreciating nature: Then and Now
Course: ENG 2D
Strand: Writing
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Overall Expectations

Developing and Organizing Content: generate, gather, and organize ideas and
information to write for an intended purpose and audience.

Reflecting on Skills and Strategies: reflect on and identify their strengths as writers,
areas for improvement, and the strategies they found most helpful at different stages
in the writing process.
Specific Expectations

Generating and Developing Ideas: generate, expand, explore, and focus ideas for
potential writing tasks, using a variety of strategies and print, electronic, and other
resources, as appropriate

Interconnected Skills: understand how their skills in listening, speaking, reading, and
writing help them interpret and produce texts.
Strand: Oral Communication
Overall Expectations:
1. Listening to Understand: listen in order to understand and respond appropriately in a
variety of situations for a variety of purposes;
2. Speaking to Communicate: use speaking skills and strategies appropriately to
communicate with different audiences for a variety of purposes;
Specific Expectations:

Demonstrating Understanding of Content (1.4) identify the important information
and ideas in oral texts, including increasingly complex texts, in a variety of ways

Extending Understanding of Texts (1.6) extend understanding of oral texts,
including increasingly complex texts, by making connections between the ideas in
them and personal knowledge, experience, and insights; other texts; and the
world around them

Diction and Devices (2.4) use appropriate words, phrases, and terminology, and
several different stylistic devices, to communicate their meaning and engage their
intended audience
Lesson Plan: 75 minute period
Objectives: Explore the nature and develop a sense for appreciation to nature through
poetry. Analyze the similarities and differences of values and expressions for nature in
the 18th century and now. Promote oral communication by using asking students to
express their appreciation to nature using their own words. Critically address the
relationship between nature and humans in modern world.
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Instructional Strategies:
Brainstorming (using word web)
Think aloud
Reading for meaning
Cooperative Learning
Pass-the-paper
Graphic Organisers
Group Discussion, Think/Pair/Share
Journal Response
 Mental Set: On the board there is an itinerary for the day and the word Nature in
the center. Teacher-led simile warm up activity “I am _______, like a ________.”
1. Have class write 10 words which describe themselves
2. Write an “I am ____, like a ____” for each **Using a word or words
that relates to nature.
- Example – I am kind, like a gentle breeze. (5 minutes)
 Input: Word Web. Teacher-led brainstorming and discussion on the meaning on
“nature” and its associations that people will usually think of. (5 minutes)
 Listening and reading for meaning: Introduce students to poetry unit by
connecting the warm up activity to the idea of nature and the imagination of
Romantic Period. Distribute the poem Ode to the West Wind (adapted) by Percy
Bysshe Shelley, (1792-1822). Read poem aloud and lead the class to think aloud
for the whole poem. (20 minutes)
 Input: Distribute graphic organizer for students to record the main ideas and
supporting details e.g. important characteristics of the nature mentioned, the
figures of speech, and their brief comments. Show the scene extract of from
Avatar http://www.youtube.com/watch?v=dgKuLEJl5uQ&NR=1 and/or
http://www.youtube.com/watch?v=u_GOgTMyZ1M&feature=related and/or
http://www.youtube.com/watch?v=IrhxCCeC9nA&feature=related (10 minutes)
 Cooperative learning with pass-the-paper: Students are divided into 6 groups of 5.
Each in turn will need to re-read and give written comments on the piece of paper
based on the stanza that he or she focuses. The paper passes around and other
students in the group add theirs without repetition. They can comment on the
imagery of nature that expressed in the poem, the attitude of the writer towards
nature, and any possible themes identified in relation to their appreciation to the
nature. The groups then share their ideas to the class. Students are encouraged to
use different stylistic device and appropriate words for their presentation. (20
minutes, where 15 minutes for pass-the-paper, 5 minutes for presentation)
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 Task and Closure with Think/Pair/Share as a scaffold: Students discuss the
similarities and differences between the poem and the current movie Avatar for
the underlying messages/ values about nature are and perhaps, discuss topics like
the role of humans in relation to nature, and the balance between nature and
society development. The discussion opens up and teacher walks around and jot
down important points mentioned by the students, and put on the board
afterwards. At the end of the lesson, students are informed with the assignment—
a reflective journal about how nature relates to themselves, which will be handed
in next class. (15 minutes)
Accommodations for ELL’s:

Annotations of some archaic English are provided. (Refer to appendix 1)

Provide a modern English translation of Shelley’s poem if necessary

Dictionaries available for ELLs

Pair up ELLs with a language buddy in the Cooperative Learning exercise
and the Think/Pair/Share time.

Extra time, oral explanation and feedback are given to ELLs if necessary

Encourage students to speak up
Appendix Handouts:
Double-sided Handout: Percy Bysshe Shelley’s “Ode to the West Wind”
Double-sided Graphic Organizer
Sheets for pass-the-paper
Task
Appendix A:
The Passionate Shepherd to His Love- Christopher Marlowe (1599, England)
Come live with me and be my love,
And we will all the pleasures prove*
That valleys, groves, hills, and fields,
Woods, or steepy mountain yields.
And we will sit upon rocks,
Seeing the shepherds feed their flocks,
By shallow rivers to whose falls
Melodious birds sing madrigals.
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And I will make thee beds of roses
And a thousand fragrant poises,
A cap of flowers, and a kirtle*
Embroidered all with leaves of myrtle;
A gown made of the finest wool
Which from our pretty lambs we pull;
Fair lined slippers for the cold,
With buckles of the purest gold;
A belt of straw and ivy buds,
With coral clasps and amber studs;
And if these pleasures may thee move,
Come live with me, and be my love.
The shepherds's swains shall dance and sing
For thy delight each May morning:
If these delights thy mind may move,
Then live with me and be my love.
*Try
*Skirt or loose gown
Appendix B:
Imperfectly- Ani DiFranco (1992, United States of America)
I'm okay
if you get me at a good angle
and you're okay
in the sort of light
and we don't look
like pages from a magazine
but that's all right
that's all right
I crashed your pickup truck
and then I had to drive it back home
I was crying
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I was so scared
of what you would do
of what you would say
but you just started laughing
so I started laughing along
saying, it looks a little rough
but it runs okay
it looks a little rough
but it runs good anyway
we get a little further from perfection
each year on the road
I guess that's what they call character
I guess that's just the way it goes
better to be dusty than polished
like some store window mannequin
why don't you touch me where I'm rusty
let me stain your hands
when you're pretty as a picture
they pound down your door
but I've been offered love
in two dimensions before
and I know that it's not all
it's made out to be
let's show them how it's done
let's do it all imperfectly
Appendix C: Interpreting Messages
The Passionate
Shepherd to His
Love
Give Voice to Your
Heart Commercial
Imperfectly
What is Love?
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What is the
role of the
woman?
What is the
role of the
man?
Appendix D: Love Letters: Then and Now
What remains the same?
What has changed?
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APPENDIX E:
Interpreting Messages Media Task
TASK: Pick a media text that expresses love. This may include an advertisement, a
painting, a song, a blog entry, a text message, a film clip etc.
Write an analysis (approximately one paragraph) explaining the message the media text
sends: how is love defined/viewed? What roles do men and women play?
MEDIA TEXT:
ANALYSIS:
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Feedback:
Appendix F:
Name: _________________________
Date: __________________________
Grade 10 Poetry Worksheet
Poem: ________________________
Author: _______________________
Period: _______________________
Literary Devices:




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
Structure:
Language:
Theme:
Point of View:
Text to Self Connection / Relevance:
APPENDIX G:
TO AUTUMN
SEASON of mists and mellow fruitfulness,
Close bosom-friend of the maturing sun;
Conspiring with him how to load and bless
With fruit the vines that round the thatch-eves run;
To bend with apples the moss’d cottage-trees,
And fill all fruit with ripeness to the core;
To swell the gourd, and plump the hazel shells
With a sweet kernel; to set budding more,
And still more, later flowers for the bees,
Until they think warm days will never cease,
For Summer has o’er-brimm’d their clammy cells.
Who hath not seen thee oft amid thy store?
Sometimes whoever seeks abroad may find
Thee sitting careless on a granary floor,
Thy hair soft-lifted by the winnowing wind;
Or on a half-reap’d furrow sound asleep,
Drows’d with the fume of poppies, while thy hook
Spares the next swath and all its twined flowers:
And sometimes like a gleaner thou dost keep
Steady thy laden head across a brook;
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Or by a cyder-press, with patient look,
Thou watchest the last oozings hours by hours.
Where are the songs of Spring? Ay, where are they?
Think not of them, thou hast thy music too,—
While barred clouds bloom the soft-dying day,
And touch the stubble plains with rosy hue;
Then in a wailful choir the small gnats mourn
Among the river sallows, borne aloft
Or sinking as the light wind lives or dies;
And full-grown lambs loud bleat from hilly bourn;
Hedge-crickets sing; and now with treble soft
The red-breast whistles from a garden-croft;
And gathering swallows twitter in the skies.
Ode to the West Wind
By Percy Bysshe Shelley, (1792-1822)
Stanza 1
O wild West Wind, thou breath of Autumn's being,
Thou from whose unseen presence the leaves dead
Are driven like ghosts from an enchanter fleeing,
1.
The accent over the e in
wingèd (line 7) causes the
word to be pronounced in
two syllables—the first
stressed ....and the second
unstressed—enabling the
poet to maintain the metric
scheme (iambic
pentameter).
2.
clarion: Trumpet.
Yellow, and black, and pale, and hectic red,
Pestilence-stricken multitudes! O thou
Who chariotest to their dark wintry bed
The wingèd seeds, where they lie cold and low,
Each like a corpse within its grave, until
Thine azure sister of the Spring shall blow
Her clarion o'er the dreaming earth, and fill
(Driving sweet buds like flocks to feed in air)
With living hues and odours plain and hill;
Wild Spirit, which art moving everywhere;
Destroyer and preserver; hear, O hear!
Stanza 2
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Thou on whose stream, 'mid the steep sky's commotion,
Loose clouds like earth's decaying leaves are shed,
Shook from the tangled boughs of heaven and ocean,
Angels of rain and lightning! there are spread
On the blue surface of thine airy surge,
Like the bright hair uplifted from the head
3.
Mænad: Wildly emotional
woman who took part in
the orgies of ....Dionysus,
the Greek god of wine and
revelry.
4.
dirge: Funeral song.
5.
congregated: Gathered,
mustered.
6.
The accent over the a in
crystàlline shifts the stress
to the second syllable,
making crystàl an iamb.
7.
In his notes, Shelley
commented on lines 3842:
The phenomenon alluded
to at the end of the third
stanza is well known to
naturalists. The vegetation
at the bottom of the sea, of
rivers, and of lakes,
sympathizes with that of
the land in the change of
seasons, and is
consequently influenced by
the winds announce
it.(Shelley 239)
3
Of some fierce Mænad , even from the dim verge
Of the horizon to the zenith's height,
The locks of the approaching storm. Thou dirge4
Of the dying year, to which this closing night
Will be the dome of a vast sepulchre,
Vaulted with all thy congregated5 might
Of vapours, from whose solid atmosphere
Black rain, and fire, and hail, will burst: O hear!
Stanza 3
Thou who didst waken from his summer dreams
The blue Mediterranean, where he lay,
Lull'd by the coil of his crystàlline6 streams,
Beside a pumice isle in Baiæ's bay,
And saw in sleep old palaces and towers
Quivering within the wave's intenser day,
All overgrown with azure moss, and flowers
So sweet, the sense faints picturing them! Thou
For whose path the Atlantic's level powers
Cleave themselves into chasms, while far below
The sea-blooms and the oozy woods which wear
The sapless foliage of the ocean, know
Thy voice, and suddenly grow gray with fear,
And tremble and despoil themselves:7 O hear!
Stanza 4
If I were a dead leaf thou mightest bear;
If I were a swift cloud to fly with thee;
A wave to pant beneath thy power, and share
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The impulse of thy strength, only less free
Than thou, O uncontrollable! if even
I were as in my boyhood, and could be
The comrade of thy wanderings over heaven,
As then, when to outstrip thy skiey8 speed
Scarce seem'd a vision—I would ne'er have striven
As thus with thee in prayer in my sore need.
O! lift me as a wave, a leaf, a cloud!
I fall upon the thorns of life! I bleed!
8.
Skiey is a neologism
(coined word) whose two
syllables maintain iambic
pentameter. The s in skiey
alliterates with the s in
speed, .scarce, seem'd, and
striven.
A heavy weight of hours has chain'd and bow'd
One too like thee—tameless, and swift, and proud.
Stanza 5
Make me thy lyre, even as the forest is:
What if my leaves are falling like its own?
The tumult of thy mighty harmonies
Will take from both a deep autumnal tone,
Sweet though in sadness. Be thou, Spirit fierce,
My spirit! Be thou me, impetuous one!
Drive my dead thoughts over the universe,
Like wither'd leaves, to quicken a new birth;
And, by the incantation of this verse,
Scatter, as from an unextinguish'd hearth
Ashes and sparks, my words among mankind!
Be through my lips to unawaken'd earth
The trumpet of a prophecy! O Wind,
If Winter comes, can Spring be far behind?
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Interpreting Messages from the poem
Main ideas for
stanza 1
Supporting
details
Important characteristics of the
nature mentioned
The figures of speech used
Important characteristics of the
nature mentioned
Supporting details
Your own
comments
Main ideas for
stanza 2
Supporting
details
Your own
comments
Main ideas for
stanza 3
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Supporting
details
Important characteristics of the
nature mentioned
Supporting details
Important characteristics of the
nature mentioned
Supporting details
Important characteristics of the
nature mentioned
Supporting details
Your own
comments
Main ideas for
stanza 4
Supporting
details
Your own
comments
Main ideas for
stanza 5
Supporting
details
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Your own
comments
Sharing your opinion and comments
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Name:
Nature in relation to humans
TASK: Write a reflective journal (approximately 400 words) explaining how you relate to
nature and nature to you. What is the value of nature to humans? You may wish to
focus on how nature is generally viewed, or the ways that humans interact with nature.
You may use ideas generated from the poem and movie to support your views if you
wish.
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Feedback:
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Poetry Media Assignment
Working in pairs, choose any poem we have read during this unit, or any other
approved poem of your choice.
Present the poem in a different medium. Identify the significant symbols, themes,
emotions, and/or mood of the poem and try to replicate these ideas in the alternate
medium.
Possible media options include:
Song
(music and/or lyrics)
Model/
Poster/Collage
Sculpture
Your Idea:
Drama
(script and/or performance)
Sequel or Response to a
poem
News Story
Painting
Diary/Blog
For example:
- Write an interview with Marlow discussing his views on love and women’s rights.
- Paint a picture based on Keats’ poem “To Autumn”
- Paraphrase and make a song from Shelly’s “Ode to the West Wind”
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Write a paragraph to accompany your “creation” that explains the connections between
your interpretation and the original poem.
You will show the class your creative piece and read your paragraph explanation.
Poetry Media Assignment Evaluation:
K/U
/5
T/I
/10
COMM
/10
APPLIC
/10
Level 1
Level 2
Level 3
Level 4
Created media
demonstrates limited
understanding of the
symbols, themes, emotions,
and/or mood of the
chosen poem.
Created media
demonstrates some
understanding of the
symbols, themes, emotions,
and/or mood of the
chosen poem.
Created media
demonstrates
considerable
understanding of the
symbols, themes, emotions,
and/or mood of the
chosen poem.
Created media
demonstrates thorough
understanding of the
symbols, themes,
emotions, and/or mood
of the chosen poem.
Created media
demonstrates limited
connection between
symbols, themes, emotions,
and/or mood of the
chosen poem.
Created media
demonstrates some
connection between
symbols, themes, emotions,
and/or mood of the
chosen poem.
Created media
demonstrates
considerable connection
between symbols, themes,
emotions, and/or mood of
the chosen poem.
Created media
demonstrates excellent
connection between
symbols, themes,
emotions, and/or mood
of the chosen poem.
Created media used
appropriate language
with limited success
Created media used
appropriate language
with some success
Created media used
appropriate language
with considerable
success
Created media used
appropriate language
with excellent success
Media paragraph applies
grammar, usage, spelling,
punctuation with limited
accuracy
Media paragraph applies
grammar, usage, spelling,
punctuation with some
accuracy
Media paragraph applies
grammar, usage, spelling,
punctuation with
considerable accuracy
Media paragraph
applies grammar,
usage, spelling,
punctuation with a
high degree of accuracy
Total:
/30
Comments:
30
TO AUTUMN
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