Name: _____________________________________________________ Hour: _________
The Wonderful World of POETRY!
In this unit, you will be exposed to several types of poetry and several different poets. Before we start,
though, you MUST leave all of your negative ideas about poetry behind and approach this unit with an
open mind.
That being said, in this unit…
You WILL be able to understand what we read.
You WILL find poems that you enjoy.
You WILL be brave and write your own poetry.
You WILL discover that poetry is not so scary. 
I have read and understand the above statements:
_______________________________________________
WHY DO YOU NEED TO LEARN ABOUT POETRY? ____________________________________________
___________________________________________________________________________________________
_
___________________________________________________________________________________________
_
Like all packets I give you, this one is full of amazing information that YOU MUST KEEP!
What is my rule? If you lose it, YOU DO NOT GET ANOTHER!
TABLE OF CONTENTS
1 Introduction to Unit
2 Unit Calendar, POD’s
3 POD record
4-6 Notes: types of poetry, important terms
7-8 Café directions and rubrics
Poetry Unit Calendar!
Below is the calendar for the unit…use it to plan out your projects so everything is done on time!
Monday
Tuesday
Wednesday
Thursday
Friday
Feb. 21
22
28
29
Introduce Poetry-POD
and stereotypes
Weekend
POD and FOUND
poem research
23-24
Hwrk: bring in
lyrics/books/articles
for found poem
25
26
-POD (2)
-Haiku journals
-Found Poems
3
27
-POD (2)
-Found Poems-share
-Poetry notes
-POD(2)
-Poetry notes
-Where I’m From
poems
4
-POD (2)
-Haiku Journals
-Dialogue Poems
11
10
-POD (2)
-Haiku Journal
-Free Verse/Slam
-Write poems for
Café!
17
-POD(2)
-Dialogue poems
-Introduce Odes
Hwrk: Bring in a subject
for an ode!
Poetry Café
Competition
-POD (2)
- Write poems for Café!
18
Poetry Café Competition
5
12
-POD(2)
-Where I’m From
6
-POD (2)
-Odes
-POD (2)
-Free Verse/Slam
-Write poems for café!
13
-POD (2)
-Type poems and
practice
19
-POD (2)
-Type poems and
practice
20
Literature Circle Book
Shopping
Poetry Café
Competition
-POD (2)
Read/Spelling/Book
Journals
Mar. 1-2
7 NO SCHOOL
-Hwrk: Write poems!
8-9
14
15-16
-POD (2)
Read/Spelling/Book
Journals
-Hwrk: Write poems
for café!
-Hwrk: Write poems
for café!
21 NO SCHOOL
Poet of the Day (POD) Assignment
To become better poets, you need to read/hear the poems of other poets. Most days in this unit,
you will learn about a new poet from your classmates. To research your poet, try these websites:
www.poets.org http://famouspoetsandpoems.com www.poetry.org
You will select a poet that you wish to focus on. When you present to the class, you need to include
information on who your poet is/was (name, birth date, death date (if applies), nationality, typical topics or forms
of poetry, why you chose him/her, an image and other interesting information on his/her life).
You also need to find one of the poet’s poems and READ IT ALOUD to the class.
POD Rubric
Chosen Poet: ___________________________________________ Presentation date: ____________
4
3
2
1
Information (accurate,
All information was accurate
and included in a read-able
format. All necessary
information was included.
Student included accurate
information. The information
was read-able. One or two
sections were skipped.
Student had mostly correct
information and covered the
majority of the necessary
information.
Student was missing large
parts of the assignment. The
information was not accurate.
Poem (practiced, familiar
The student read the poem
smoothly and had clearly
practiced. Student answered
questions thoroughly.
Student read the poem pretty
smoothly-seemed familiar with
it. The student answered
questions with some thought.
The student stumbled once or
twice while reading the
poem. He/she struggled to
answer questions thoroughly.
Presentation (on time,
Presentation was on time;
good body language and
speaking
Presentation was one day late.
Good speaking skills.
Presentation was one day late
with rough speaking skills.
The student had difficulty
reading the poem smoothly;
stopped and started several
times. The student could not
answer class questions.
Presentation was several days
late, if given.
includes birth/death, nationality,
typical topics/forms, why you
chose him/her, has an image)
with language/format, can
answer questions about poem,
your opinion of the poem)
loud enough)
Total (completion):
Comments:
POD Record
Name
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
POD = Poet of the Day! Every day, you will learn about some new poets! Keep track of those poets here:
Poem Title
Your opinion-like it? Dislike it? WHY?
Types of Poetry
Each day during this unit, we will talk about a new type of poetry; we’ll read some, we’ll write some. PLEASE NOTE:
there are SO many different forms of poetry; this is just a sampling of some common and more fun ones! If there is
another form you are curious about, add it to the bottom of the chart and I’ll help you fill in the notes.
Type
HAIKU
Definition
FOUND
WHERE I’M FROM
DIALOGUE
ODE
FREE VERSE
SLAM POEMS
*You will use these types of poems to help write 3 poems for a poetry café competition. For the café competition, you may also research and experiment with
other types of poems if you would like.
What to look for when reading (or writing) a POEM!
Below are the basic rules and tools you need to read, write and understand poems.
RULE #1: Poems are meant to be read ALOUD. You do not get the full feeling and meaning of a poem by reading
it silently in your head. Keep that in mind as you look at new poems and as you write your own poems.
RULE #2: Poems should be read and written with feeling. Re-read a poem to find the emotions behind it. Once you
find those, you’ll be able to understand and relate to it more easily! Or, write about ideas/things you
have strong feelings about!
RULE #3: Poems mean different things to different people. Thus, in reading or writing poems, there are no
absolutely correct or incorrect answers/ideas. Poems make people think about different ideas, stories,
people or emotions. You need to simply be comfortable sharing what a poem makes YOU feel/think
about and be able to explain where those thoughts come from-SUPPORT YOUR IDEAS or THEORIES!.
Poetic Devices (tools, aspects, etc.)!
To help you learn to analyze poems, we need to learn terms of several items used in poems. Fill in the chart below COMPELTELY so
you can use what you learn to truly understand what a poem is about and write poems that truly tell your message!
Basic Aspects
Rhyme
Rhythm
Form
Theme
Def. similar sounds at the end of a word or line
EX.
Def. The pattern of accented and unaccented syllables
in a poem. Free verse flows like natural speaking, but
traditional poetry has a more regular pattern.
Def. the different combinations of syllables and rhyme
patterns for a poem as well as the number of lines
EX.
Def. The underlying message(s) in a poem; what is the
poet trying to express with this poem? What topics are
similar between some poems?
EX.
EX.
Figurative Language:
TERM
Simile
DEFINITION
-Compares two unlike things with the words like/as
-helps put an image in reader’s head
Metaphor
-compares two things w/o using like/as
-helps put an image in reader’s head
Personification
Gives human characteristics to a non-human subject
Hyperbole
Uses exaggeration for a special, humorous effect
Symbolism
Represent something (an idea, person) using
something else
EXAMPLES
Poems also use SOUNDS to help express feeling or to emphasize certain ideas. There are MANY ways for a poet to
communicate sounds to the audience…
Repeating sounds
Line breaks
Alliteration: the repetition of consonant sounds at
the start of a word
Assonance: repetition of vowel sounds anywhere in
a word
Consonance: repetition of consonant sounds
anywhere in words
-help control the rhythm of a poem as it is read
-pause slightly at the end of the line
Onomatopoeia
-use of words that sound like what they name
Interjection
is a short word/phrase to illustrate an emotion; an
exclamation
Repetition of words
-using the same word or phrase more than once,
for emphasis or rhythm
The Café Competition
You will experiment with MANY different types of poems throughout this unit. You will also hear
all sorts of different types through the POD assignment and classmates’ original works. At the end of this
unit, the entire class will participate in a Poetry Café Competition.
The REQUIREMENTS:
1) Every student must write and type 5 original poems
-the poems can be in any form; at least 3 different forms should be used
(when typed, students must include the TYPE of poem being used for each one)
-topics and language must be school appropriate
-students will choose 3 of the 5 originals to use in the competition
-ALL 5 poems will be handed in after the café
2) Students will practice reading their original poems with FEELING
-Is it humorous? Depressing? Romantic? Suspenseful?
3) The competition will consist of 3 rounds
-In the first 2 rounds, all students will read 2 different poems
-All poems will be ranked on a 1-5 scale by the audience. Round 1 will be
a “practice” round. Students receiving an average of a 3.5 for
their poem in round 2 will compete in round 3.
-in each round, poets must read a new poem (hence the selection of 3!)
-the winner will be the poet with the highest average score from rounds 2
and 3
In the AUDIENCE:
1) Sharing original poetry is a new experience for all of us. Audience members are
expected to be RESPECTFUL of ALL poets.
-DO NOT TALK while a poem is being read
-DO NOT make fun of ANY poets or poems
-Respectfully applaud after EACH poem
-If you are not respectful, your own Café Competition grade will be cut in half.
2) Ranking: in the audience, you will have team “white boards.” After hearing
each poem, you and your team will discuss the poem and collectively give it
a ranking of 1-5.
-rankings are simply given based on your opinions-did you like the poem? Was it
well read? Was it well written?
-5 = an astounding poem; 3 = average; 1 = needs improvement
Grading:
See rubrics on the next page!
1) You will receive a SUMMATIVE grade for the actual poems you write.
2) You will receive a FORMATIVE grade for reading the poems.
Café Due Dates
Poems Written: ______________
Poems Typed: ______________
Poetry Café Begins: ______________
The Café Competition: Rubrics
For the POEMS
3
2
1
Requirements
The poet wrote and typed 5
original poems. The poems
were complete on time.
The poet wrote 5 original
poems but did not type them.
The poems were on time.
The poet only had 3 original
poems. Both were typed,
but a couple of days late.
Organization (at
The poet correctly used at
least 3 different types of
poetry.
There were 3 different
types of poems, mostly
correct in format.
There were two types of
poems, but there were many
mistakes made in the
format.
Ideas
The poet wrote about
appropriate, interesting
topics. The poet used
creative ideas like metaphors,
similes, personification, etc. to
make the poems interesting.
The voice of the poems fit the
topics. The rhythm, line
breaks, sounds and pacing help
convey the poem’s message.
The topics were appropriate
and it is clear the poet tried
to bring in creative elements
like metaphors, etc.
The topics were appropriate
but a bit dull. The poet
only tried the creative
elements once or twice.
The voice fit the topics
overall. At times, the sound
elements weren’t used
correctly or to their fullest.
The poet used interesting,
creative word choice.
Images/symbols were detailed
and new types of words were
also used.
The poet used some exciting
words and tried the word
elements discussed in class,
though they could have been
used more.
The voice of the poems is
emerging-the poet was
attempting to use the
sounds from class to
enhance the poem but not
often.
The poet’s words, at times,
were interesting, but many
times they were dull. More
effort to try the word
elements from class was
needed.
The poet only had 1-2
original poems written and
typed. Turned in several
days late.
There was only one type of
poetry used and/or the
types were not correctly
used at all-it was hard to
tell what type of poetry was
used.
The poet chose to write
about inappropriate topics
and/or the poet made no
attempt to use the creative
elements like metaphors,
etc.
The student made no
attempt to use the sounds
discussed in class to make
the poem’s voice fit.
The conventions made the
poems read-able; correct
spelling and logical grammar.
The spelling and grammar
were mostly correct; the
poems were read-able.
(original, typed, 5 total
poems)
least 3 different poetic
types correctly used-i.e.
right rhythm, syllables,
etc.)
Voice (repeating
sounds, line breaks,
rhythm)
Word Choice
(repetition of
words,
onomatopoeia,
interjections, etc.)
Conventions
(grammar, spelling,
punctuation)
4
Total (summative):
For the READING
4
The poet had clearly
practiced all his/her poems.
He/she read them very
smoothly.
Feeling
The poet put emotion into
reading his/her poems.
Requirements (ALL
The poet met the reading
requirements without
complaint.
Total (formative):
The poems were very hard
to read due to errors in
spelling or grammar.
Comments:
Practice
students MUST read two
poems; students voted to
advance MUST continue to
read)
The spelling/grammar
errors began to make it
hard to read/understand
the poems.
The poet used bland words
with no life. The poems did
not contain any of the word
elements discussed in class.
3
2
1
The poet had practiced and
read the poem quite
smoothly. He/she stumbled a
bit in one or two places, but
kept going.
The poet put emotion into the
poem, but needed to express
it a little more.
The poet did pretty well with
reading the poem(s). He/she
only had to stop/start over
once or twice.
The poet struggled to
read completely through
the poem, getting lost at
many points and having
to start over.
The reading was dull and
lifeless-the emotion did
not match the intended
feeling.
N/A
Comments:
The poet attempted to put
some emotion into the
reading, but needed to push
it more to really get the
feelings across to the
audience.
N/A
Student did not meet
the reading
requirements or did so
with several complaints.
Note Answers
Type
HAIKU
Definition
-doesn’t rhyme
-Japanese
-three lines of five,
seven, and five
syllables
Typical topics
Nature
Rhyme Scheme*
NONE
Meter*
5, 7, 5 (syllables for
each of the lines)
ODE
-lyric poem that is serious
and thoughtful in tone
-formal structure
-10 line stanzas
Praise or glory for a
person, place or
thing; sarcasm!
Ababcdecde,
fgfghjihji, etc.
(c and h placement
not set in stone)
Varies
MINUTE POEM
12 lines of 60 syllables
written in strict
iambic meter
Anything
aabb, ccdd, eeff
FREE VERSE
-irregular form
-free of rules
-line breaks where
“needed”
-performed,
competition
anything
Any
3 stanzas (groups of
lines) of 8,4,4,4;
8,4,4,4; 8,4,4,4
syllables per line
any
Anything
Any
any
a poem consisting of words
found in a nonpoetic
context (such as a product
label, lyrics, books,
advertisements) and usually
broken into lines that
produce a rhythm
Any-usually main
themes or ideas from
the original works
Any
Any
Where I am From
Poem
DIALOGUE POEM
SLAM POEMS
FOUND POEMS
Note answers contd.
Technical Aspects
Rhyme Scheme
-the order in which the end of a line of a poem rhymes
with another line
-typically noted with lower case alphabet letter
Sonnet:
Meter
- The arrangement of a line of poetry by the number
of syllables and the rhythm of accented (or stressed)
syllables
- looks at SOUND patterns
Pentameter: 5 syllables per line
Form
-the different combinations of meter and rhyme scheme
for a poem as well as the number of lines
Sonnet: 14 lines,
Syllable
unit of sound or group of letters made up of a vowel
sound or a vowel consonant combination
-CLAP IT OUT!
-house (one syllable)
-Wis-con-sin (3 syllables)
abab cdcd efef gg
Minute Poem: aabb, ccdd, eeff
iambic pentameter, abab
cdcd efef gg
Haiku: 3 lines, 5/7/5 meter, no rhyme
Basic Subjective Aspects
Imagery
Describe something using the 5 senses to create a
mental image for the reader
Symbolism
Represent something (an idea, person) using something
else
Theme
The underlying messages in a poem; what is the poet
trying to express with this poem? What topics are
similar in poems-found in many?
The tree was tall, almost touching the sky, with
rough, grayish-brown bark that scraped my hand.
As it moved in the wind, it whispered softly and
stirred the smells of autumn.
Snakes frequently represent evil; black frequently
represents death
Look for longing…a lost love. DREAMS-their
importance. Finding yourself!
Note Answers contd.
Figurative Language:
TERM
Simile
Metaphor
DEFINITION
-Compares two unlike things with the
words like or as
-helps put image in reader’s head
-compares two things w/o using like/as
Personification
Gives human characteristics to a nonhuman subject
Hyperbole
Uses exaggeration for a special, humorous
effect
EXAMPLES
Dry earth cracked like a jigsaw puzzle.
If she spoke, her voice would be a
ghost. (comparing her voice to the
quietness of a ghost)
-Puddles beg me to stop and play.
-The idea skipped and danced around
my head.
-A million degrees on the
thermometer and I still can’t go
swimming.
SOUNDS OF POETRY: why do poets do this?
Repeating sounds
Line breaks
Onomatopoeia
Interjection
Repetition of words
Rhythm
Alliteration: the repetition of consonant
sounds at the start of a word
Assonance: repetition of vowel sounds
anywhere in a word
Consonance: repetition of consonant
sounds anywhere in words
-Wicked Wind; Long, Loud, Laughs
-help control the rhythm of a poem as it is
read
-pause slightly at the end of the line
-use of words that sound like what they
name
We crest the rise and then
plummet!
is a short word/phrase to illustrate an
emotion; an exclamation
-using the same word or phrase more than
once, for emphasis or rhythm
-Blustery autumn drums our door.
-Stark stones caressed by mist.
Splat, Plop!
Raindrops clap the roof
and tap the skylight
Oh! Hi! My goodness! Help! Jeepers!
Hot today, so very. Hot as a coal
stove. Hot as a steam iron. Hot as hot
can be.
The pattern of accented and unaccented syllables in u / u
/ u / u /
a poem. Free verse flows naturally, but traditional
An earthworm wriggles after rain.
poetry has a more regular pattern.