Planning Intertextual Studies: Genre Study
Erin Basgall
ENGL 409
Course: English 9-10
Unit: Poetry with a focus on contemporary forms, mainly free verse with mini lessons on strict
forms (villanelle, cinquain, haiku, elegy, & acrostic).
Texts:
Teaching Poetry Writing to Adolescents by Joseph I. Tsujimoto
Awakening the Heart: Exploring Poetry in Elementary and Middle School by Georgia Heard
http://www.favoritepoem.org/lessonPlans.html
Student-selected poetry (audio or written).
Selected readings from various poetry sites.
Form of Intertextual Study: Single-genre study - Poetry
Purpose:
For students to comprehend where poetry derived from.
For students to understand that writing poetry can be therapeutic.
For students to identify the various forms of poetry.
For students to be able to undergo the challenges of composing a written form of poetry.
For students to be able to understand poetry forms around feelings, senses, and rhythm.
For students to be able to realize the language and audience within different forms of poetry.
Essential Questions:
Why would we want to write poetry?
Who is the audience for a poem?
How can a reader identify specific poems?
With poetic forms being varied, how do we identify if something is a poem?
Unit Questions:
How do feelings, senses, and rhythm affect the poem?
Does poetry have to be politically correct?
What makes a poem and what does not?
Does poetry have to have meaning?
Do poems have to focus on one subject at all times?
Can poetry be therapeutic?
Assessments:
Students write their own poem book filled with a few various types of poems.
Students partake in a poetry slam in front of the class.
Students who are comfortable enough with their poetry performances will present to a larger
audience – in the community.
Learning Activities:
Students are exposed to different examples of various types of poetry.
Students work in small groups to identify specific aspects of poems.
Students peer edit poems and discuss what they found interesting and what could be worked on.
Planning Intertextual Studies: Genre Study
Erin Basgall
ENGL 409
Students develop an understanding of meaning within poetry.
Students identify poetic devices and the application within various examples.
Students write their own poetry book.
Students compare poems provided through examples given in class.
Unit Rationale
Poetry is part of the many forms of literature that should be provided within the classroom.
In order for students to fully comprehend how senses and imagery take place within text we use
poetry and the writing of poetry to participate in understanding text. With students writing poetry
and reading to understanding poetry it is important that they take the skills taught within this lesson
and apply them to everyday text. By learning about the tools and terms that make up poetry students
can turn this unit into a life long hobby of not just poetic writing but writing for enjoyment.
The school population of Monroe, which will be addressed during this unit, will be of 2,291
students. The demographics for this school district and community have a high percentage of
middle class Caucasian families, with the minority and lowest percentage being African American /
Asian American families at the middle class and poverty lines. The MEAP reading and writing
scores for Monroe School District when looking at grade 8, the highest percentage in reading was
55.3% which is a level 2 proficient level, and in writing when looking at grade 7 the highest score
was a 50.3% which met the students the 3rd level which is partially proficient, with again the 7th
grade students also scoring at a 52% in reading at a level 2 proficient.
The purpose of this unit goes well beyond the classroom and makes students think in a
completely different way. By exposing them to famous poetry and poems from their own age group
and helping them define ways in which the poem can be interpreted or why the poem may have
been written can relate to any student within the classroom. I want to ensure that students’ mindsets
about poetry change from the beginning of the unit to the end. I want them to think in terms of
authors and poets.
With lessons designed to introduce poetry at the beginning of the unit sets the playing field
for the rest of the journey. Introduction of specific poetic forms such as villanelle, cinquain,
acrostic, haiku, and elegy and providing examples with each form are extremely important. Then
with the introduction we lead into the logistics of the poems in terms of form, ideas, concepts,
themes, etc. At the end of this unit the summative assessment will be a genre project, which ends up
being a book of poems they publish, with the focus being on poetry. It is what they do with their
poetry in terms of presentation and form that will make the summative assessment interesting and
relatable to the students. Also included in the summative assessment is an extra credit poetry slam
where the students will host an event open to the community and to their friends and family. They
will perform a few poems of their choice involving closed forms such as villanelle, cinquain, or
elegy, or open/free verse forms that do not have formal structure to the audience. This exposes them
to the ultimate world of poetry as well as giving them the tools to be powerful with their words.
Planning Intertextual Studies: Genre Study
Erin Basgall
ENGL 409
Lesson Plans
Day 1: Introduction of Poetry
Purpose: The purpose of this lesson is to introduce students to poetry. They will learn what poetry
is and how poetry can be relatable to their very own life. It’s important for students to be introduced
to poetry with brainstorming and actually defining what poetry is and is not. This gives students a
foundation to build upon when they go through the entire unit.
Preparation: The teacher will read aloud a few poems as well as have videos of poets reading their
poems out loud. Also board space will be made available so when the students brainstorm they will
have a clean slate to begin with on the board. Students will have their journals readily available
throughout the entire lesson.
Procedure: The teacher will begin the lesson by reading aloud a few poems she has found that
would get the students interested. These poems would include: Poetry by Marianne Moore, Eating
Poetry by Mark Strand, and ‘Some People Like Poetry’ by Wislawa Szymborska. Then the teacher
will show a couple of videos of poets reading their poems out loud. In the students journals the
teacher will ask them to pick one of the poems or videos shown and respond by discussing what
appealed to them, what they noticed, why they chose that poem or video out of all of them, and
what they feel makes a good reading of a poem. After they have written in their journals the
students will share with their peers and then be asked to volunteer to answer each of the questions.
After the discussion the students will be asked what comes to their mind when they first
think of poetry and if they could recite any part of poetry they may know. Afterwards the teacher
will have them brainstorm a web to get the students thinking about different forms of poetry and
what defines and does not define poetry.
Formative Assessment: Relating a poem to your life.
Planning Intertextual Studies: Genre Study
Erin Basgall
ENGL 409
Formative Assessment
Relatable Poem

For this assignment you will need to find a poem either in a book or online that relates to
you in any way you choose.

After you have found your poem print or xerox out a copy of it.

Practice reading your poem at least 3 times as you will be presenting this poem to the
class.

After you have recited your poem, you will write in your journal why you chose the poem
you did and how it connected with you.
Rubric: In order to receive full credit you must provide:
A hard copy of your poem
_______ /5 pts
Journal
_______ /5 pts
Presentation (clear and loud voice, feeling) _______ /10 pts
_______ out of 20 pts
Planning Intertextual Studies: Genre Study
Erin Basgall
ENGL 409
Day 2: Warming up to Poetry
Purpose: The purpose of this lesson is to help students find ways of understanding poetry
rather than disengaging after they come to a word they’ve never heard of before or don’t know the
meaning of it. This will build their comprehension of meaning within poetry and how to include it
within their own poems. Also an understanding that literal poetry would not be as interesting and
meaningful as mysterious poetry. Most of the time poetry is disliked due to the vocabulary and not
understanding what some words mean. This is where students will be introduced with the habit of
looking up words in the dictionary if they don’t understand something.
Preparation: The teacher will have readily available a video clip of a woman reciting her poem
“Hands”. Also students will have their journals available to answer to specific questions on the
board and during discussion. Dictionaries will be placed on every other desk for partners to share
when looking up definitions for unidentifiable words.
Procedure: Students will have a journal response with the questions: What did you like about the
performance? What things would you like to include within your own poetry that were included
within the video? Is there a goal that you could set for yourself for the end of the unit?
After students have written their response they will discuss with a partner what they have
written. Then a few volunteers will be asked to share what they wrote down.
After the discussion I will show a video clip:
http://www.youtube.com/watch?v=lmpbgrWZJwQ&feature=related
Formative Assessment: Students will then find poems that they don’t understand right away the
first time reading them. After they have looked up the meaning of words and researched the poems
overall meaning as well as come to an understanding of the poem, they will present this finding in
their homework assignment.
Planning Intertextual Studies: Genre Study
Erin Basgall
ENGL 409
Day 3: Poem Portfolio 1
Purpose: The purpose of the poem portfolio is for students to begin building their knowledge and
have examples of poetry they could relate to throughout the unit. With this portfolio they must
relate to what the poems are and provide reasons as to why those poems relate to them. They have
to feel something with the poems and can’t be random. This helps students develop a beginning
passion for poetry. At the end of the unit the portfolio will be complete – this is stage one.
Preparation: Students must have the computer lab available to them to look up poems. They will
also have various materials to re-write their poems on including tissue paper, construction paper,
and other objects. Perforated folders will be provided to the class to turn in their poems and
paragraph responses. Poets.org would be the highly recommended site for students to choose poems
from as well as poetryfoundation.org.
Procedure: Students will gather 5 poems they find within books or online that they think relate to
themselves. The poems must be different from the Day 1 poem picked.
Once they have gathered the 5 poems they found, they will rewrite them as they see fit in
their own handwriting. After the poems have been handwritten they will write a paragraph
reflecting on what they like about the poem and what they do not like about the poem. Also
reflecting on what makes it a good poem or a bad poem and why? Also what in the poem stands out
and speaks directly to them. We will be spending the class period researching, reading, and writing.
Students will share their findings with a peer and explain why they have chosen their poem.
The poems will need to be put into a perforated folder, be hole punched, and labeled to turn
in.
Formative Assessment: Portfolio of poems that are personally relatable.
Planning Intertextual Studies: Genre Study
Erin Basgall
ENGL 409
Formative Assessment
Poem Portfolio 1

For this assignment you will gather 5 poems and re-write them.

The poems must relate to you or something about you.

After the poems have been handwritten you will write a paragraph reflection on what you
like/do not like about the poem and what makes it good/bad as well as in what ways does the
poem speak directly to you.
You will turn the poems into a perforated folder (folder with a hole punch holding in the middle).
You can create a cover as well as use photos.
In order to receive full credit you will need to provide:
5 hard copies of poems
_____ /5pts
5 re-written copies of poems _____ /5pts
Reflections for each poem
_____ /10pts
Perforated folder
_____ /2pts
Peer sharing
_____ /3pts
_____out of 25pts
Planning Intertextual Studies: Genre Study
Erin Basgall
ENGL 409
Day 4: Sound and Meaning of Poems
Purpose: For this lesson students will read aloud poems and recognize areas in which they should
take a breath, or extend their pauses. Just as a musical score provides directions for the player or
singer, a poem’s arrangement also gives direction for the reader. Have students understand that
commas are short breaths, and periods are longer beats.
Preparation: The teacher will have a PowerPoint / overhead projector image of the poem “Awake”
by Katherine Foreman, and copies of “Exit” by Rita Dove. Students must have their journals
available to write their responses.
Procedure: The teacher will read aloud a poem in 2 different ways, one way without paying
attention to the punctuation cues and one way with paying attention to the cues. The example used
will be Awake by Katherine Foreman. After the reading students will discuss the different ways in
which punctuation offers more meaning to a poem.
The discussion will also cover enjambments, commas, line-breaks, syllables, and periods
and how those relate to poem speaking, students will be given copies of ‘Exit’ by Rita Dove. They
will be paired up and read aloud the poem to each other. They will also figure out the meter/rhythm
of the poem by mapping it out.
Formative Assessment: At the end of class they will write in their journals about how sound
conveys meaning and its importance to poetry. Also how they will apply what they have learned
today to their own poetry writing.
Planning Intertextual Studies: Genre Study
Erin Basgall
ENGL 409
Day 5: Teaching the Tools of Poetry: Focus on Imagery
Purpose: This lesson is highly important due to requirements state tests have in the knowledge of
poetic terms and the application of them. Rather than overload the students with all poetic tools and
devices used I will break them down into 4 categories, starting with imagery.
Preparation: The teacher will have handouts of poems that contain imagery examples. Students
will have highlighters and journals available. Poem excerpts include: “Preludes” by T.S. Eliot, “I
Wandered Lonely As A Cloud” by William Wordsworth, and “Ode to the West Wind” by Percy
Bysshe Shelley.
Procedure: At the beginning of the lesson, the teacher will brainstorm on the board, students in
their journals, thoughts on imagery by defining it and figuring out what it means in relation to
poetry. After the students are introduced to the word imagery and its correspondence with poetry
the students will be given a few poems. With these poems students will identify where the imagery
is by marking with highlighters and taking notes within their journals.
Formative Assessment: Free Verse Poem with focus on Imagery. This poem will be added to the
poem portfolio part 2.
Planning Intertextual Studies: Genre Study
Erin Basgall
ENGL 409
Formative Assessment
Imagery Poem
For this assignment please create a free verse poem (no structure and can be how long you would
like it to be) that includes imagery. The poem must have enough writing to create the images you
are trying to convey. Remember to refer to the examples provided in class and your notes within
your journal if you are stuck.
Some starters include:
Find a picture and start listing what the picture contains and what story you could create
from that picture. Then start creating your imagery poem.
Refer to a moment in your dreams or in your life that you vividly remember. Come up with
adjectives and verbs that describe that moment then start creating your imagery poem.
You could use any moment or picture, see my example below:
Frostbite
I inhale the crisp cold air,
letting it sting my lungs
as if they were under attack by tiny knives,
it burns.
How could such a beautiful world be so un-relentless?
I step through the frozen tears of the sky,
Crunching against the pavement, searching for
Warmth.
(I would continue my poem on for another 3-4 stanzas to provide sufficient amount of writing)
What you need to hand in:
Your poem itself (the words) _____ /5pts
Any image or description your audience would need to know in order to ‘see’ your vision
_____ /5pts
Sufficient amount of writing _____/5pts
Class Sharing
_____/3pts
_____/ out of 18 pts
Planning Intertextual Studies: Genre Study
Erin Basgall
ENGL 409
Day 6: Teaching the Tools of Poetry: Focus on Figures of Speech
Purpose: This lesson is highly important due to requirements state tests have in the knowledge of
poetic terms and the application of them. Rather than overload the students with all poetic tools and
devices used I will break them down into 4 categories, this lesson specifically focusing on figures of
speech.
Preparation: The teacher will have handouts of poems that contain examples of figures of speech.
Students will have highlighters and journals available. Poem examples will include Emily
Dickinson’s “Because I Could Not Stop For Death” (which contains metaphors), “The Laboratory”
by Robert Browning (which contains alliteration), as well as looking at these poems for
onomatopoeia, similies, personification and oxymoron’s.
Procedure: At the beginning of the lesson, the teacher will brainstorm on the board, students in
their journals, thoughts on figures of speech by defining it and figuring out what it means in relation
to poetry. After the students are introduced to various aspects of figures of speech and their
correspondence with poetry the students will be given a few poems. With these poems students will
identify where the figures of speech are by marking with highlighters and taking notes within their
journals.
Formative Assessment: Free Verse Poem with focus on figures of speech. This poem will be added
to students poem portfolio part 2.
Planning Intertextual Studies: Genre Study
Erin Basgall
ENGL 409
Day 7: Introduction to Acrostic Poetry & Acrostic Workshop
Purpose: The purpose of this lesson is to introduce a closed form of poetry to the students. The
acrostic poem is simple and understandable. With the introduction of a closed form of poetry along
with it being simplistic will help students slowly gain trust and understanding with poetry if they are
not yet there.
Preparation: The teacher will need to prepare the class with handouts with examples of acrostic
poetry. Also the teacher will need a computer to pull up a website with examples of acrostic poetry.
Procedure: At the beginning of this lesson students will be introduced to acrostic poetry, what it is
and examples of the form itself. Examples will include several done by students at this website:
http://home.earthlink.net/~jesmith/Acrostic1.html. After the examples have gone over, the teacher
will write examples on the board showing the students the step by step process to create an acrostic
poem. After students have been given information regarding acrostic poetry they will begin writing
their own. They will create at least 5 and show them to a peer who will give feedback on the poems.
Formative Assessment: 10 Acrostic Poems for Poem Portfolio Part 3
Planning Intertextual Studies: Genre Study
Erin Basgall
ENGL 409
Formative Assessment
Acrostic Poetry – Poem Portfolio 3
For this assignment you will be creating some acrostic poems to add into your poem
portfolio, this being part 2.

Create 10 Acrostic poems for your poem portfolio.

Spend some time by finding pictures or use color to help your poems stand out.

Be creative and have fun!
Remember with your acrostic poems that it is a fun starter to use your name for your first
one. As you progress through the poems choose words that you find relate to you in some
way or relate to a setting or scene you have in your head. Here is an acrostic poem I made:
Mind always racing
Smiling on the inside
Blonde hair
Always doing something
Studious
Gardening hobby
Attentive
Likes to read books
Likes to teach her students
Rubric:
10 Acrostic Poems typed:
_____ /5pts
Creativity:
_____/3pts
Extra Credit for sharing 2 poems
_____/2pts
_____/out of 10pts
Planning Intertextual Studies: Genre Study
Erin Basgall
ENGL 409
Day 8: Teaching the Tools of Poetry: Focus on Wordplay
Purpose: This lesson is highly important due to requirements state tests have in the knowledge of
poetic terms and the application of them. Rather than overload the students with all poetic tools and
devices used I will break them down into 4 categories, this lesson specifically focusing on
wordplay.
Preparation: The teacher will have handouts of poems that contain puns, exaggerations, opposites,
and wordplay. Students will have highlighters and journals available. Poem examples include “The
English Lesson” by Richard Krogh (http://www.cupola.com/html/wordplay/english1.htm). “Pete the
Sweet Bee”, “The Hungry Little Giant”, and “The Cow Town Ballet” by unknown authors found at:
http://www.poetry4kids.com/modules.php?name=Content&pa=showpage&pid=5 .
Procedure: At the beginning of the lesson, the teacher will brainstorm on the board, students in
their journals, thoughts on wordplay by defining it and figuring out what it means in relation to
poetry. After the students are introduced to various aspects of wordplay and their correspondence
with poetry the students will be given a few poems as examples. With these poems students will
identify the use of wordplay within the poems by highlighting certain aspects. Wordplay within
poems is all about entertainment and where words have more than one meaning.
Formative Assessment: Create a free verse poem with the focus being on wordplay. This poem
will be added to your poem portfolio part 2.
Planning Intertextual Studies: Genre Study
Erin Basgall
ENGL 409
Day 9: Introduction to Haiku
Purpose: The purpose of this lesson is to introduce a strict poetic form to the students that can be
easily understandable. Having the Haiku first out of the few strict forms I will be addressing in this
unit doesn’t scare the students off right away as would a villanelle. Starting out simple and
gradually progressing to complex helps students understand better and also grow a fondness to
poetry.
Preparation: The teacher will have a PowerPoint available informing students on the Haiku form
and history. Graphic organizers will be provided to students to ensure they have the important facts
of the lecture. Assignment sheets will also be available for students so they have the directions to
their assignment. Journals will also need to be readily available for students to brainstorm their
topics and ideas of what they would like to write about for their Haiku. Examples of haiku’s will
come from this website:
http://www.international.ucla.edu/shenzhen/2002ncta/cunningham/Webpage-HaikuPoems.htm
where professional poets have their haiku’s displayed as well as students examples.
Procedure: For this lesson students will be learning the form of the haiku as well as producing their
own haiku for their end of the year genre poetry project. The form of the haiku contains 3 unrhymed
lines, with the first line having 5 syllables, the second line having 7 syllables, and the third line
having 5 syllables. Haiku emphasizes simplicity, intenseness, and directness of feelings. Students
will be shown a PowerPoint presentation going over the history of the Haiku, examples of haiku
poetry, and the most notable poets of the Haiku form.
During the lecture students will be provided with a graphic organizer outlining famous
poets, poetry, and background information on the poem form itself. Within the graphic organizer
will be examples of poetry from the website and the students will have to map (or write the amount
of syllables per word) out the poems.
The assignment is to have the students write 5 haikus focusing on some aspect of nature or
our current season. To reflect back on syllables, students will be taught how to count syllables by
clapping/finger tapping on their hand.
In the students journals they will brainstorm ideas and topics they would like to write their
poems about. Over the weekend students will have typed up and handwritten copies of their poem
to turn in on Monday.
Formative Assessment: Haiku Assignment. This poem will be added to the poem portfolio part 3.
Planning Intertextual Studies: Genre Study
Erin Basgall
ENGL 409
Formative Assessment
Haiku Writing
For this assignment you will need to write 5 haikus, both typed and handwritten. For each
haiku provide a paragraph description of what the topic is of the poem and how you developed your
haiku. Were there any struggles? And what did you like/dislike about this poem form.
Pick one poem you connect with the most and be prepared to share with the class your
poem.
Here is an example of a haiku that I made based on my favorite animal:
Penguins eat fresh fish,
Feathers make a tuxedo,
Do not walk but bounce
In order to receive full credit you must provide:
5 typed up copied of your poems
5 handwritten copies of your poems
5 1-paragraph reflections
Poem presentation
______/5
______/5
______/5
______/3
______/out of 18pts
Planning Intertextual Studies: Genre Study
Erin Basgall
ENGL 409
Day 10: Teaching the Tools of Poetry: Focus on Tone
Purpose: This lesson is highly important due to requirements state tests have in the knowledge of
poetic terms and the application of them. Rather than overload the students with all poetic tools and
devices used I will break them down into 4 categories, this lesson specifically focusing on tone.
Preparation: The teacher will have handouts with examples of tone within poetry. Some of those
examples include Robert Frost’s “The Road Not Taken”, “A Barred Owl” by Richard Wilbur, and
“A Blade of Grass” by Brian Patten.
Procedure: With the poems provided, the students will be paired off. With their partner they will
read the poems to one another. After they have read the poems once, they will read them again
focusing on the tone of the readers voice. Once the students get the idea of how tone is impacted
through words they will then focus on elements that make up tone within poetry. The teacher will
brainstorm with the students about tone within poetry - what makes it and what doesn’t make it.
Students will then answer the few questions in their journal regarding tone the following: why is
tone important within a poem? How might you apply what you’ve learned about tone today to your
own poetry writing?
Formative Assessment: Free Verse Poem with focus on tone. This poem will be added to the poem
portfolio part 2.
Planning Intertextual Studies: Genre Study
Erin Basgall
ENGL 409
Day 11: Introduction of the Cinquain
Purpose: The purpose of this lesson is to introduce the cinquain form to students where they have a
little bit more stricter form of poetry but have a handle on haiku’s enough to go to the next level.
Having the cinquain second out of the strict forms I will be addressing in this unit helps the students
be challenged and still have a bit of freedom in their choice of topics and word usage. The tools of
poetry from the other lessons help the poems created have a deeper meaning and tone.
Preparation: The teacher will have a Prezi (Advanced form of PowerPoint but more engaging)
with information containing how the cinquain was started and how it is used within the 21st century.
Graphic organizers will be provided to students to fill out as they are listening to the lecture and
viewing the Prezi. Assignment sheets will also be available for students so they have the directions
to their formative assignment. Examples will be given from this PDF:
http://www.readwritethink.org/files/resources/lesson_images/lesson43/RWT016-1.PDF and
students will need to indicate how many words there are per line ensuring the lines make sense.
Journals will also need to be readily available for students to brainstorm their topics and ideas of
what they would like to write about for their cinquain.
Procedure: For this lesson students will be learning the cinquain form as well as producing their
own cinquains for their end of the unit poetry portfolio. Students will be shown the Prezi
presentation going over the history of the cinquain, examples of cinquain poetry, and the most
notable poets of the cinquain form.
During the lecture students will be provided with a graphic organizer outlining famous
poets, poetry, and background information on the poem form itself. Once the graphic organizer is
complete students will take a look at the examples provided and write in the amount of words per
line.
The assignment is to have the students write 2 cinquains, focusing on nature, holidays,
weather, or your pet. Students will be reminded that the 4th line will need to be two pairs of words
or a 4 word sentence. Examples will be gone over on the board.
In the students journals they will brainstorm ideas and topics they would like to write their
poems about.
Formative Assessment: Cinquain Assignment. This poem will be added to the poem portfolio part
3.
Planning Intertextual Studies: Genre Study
Erin Basgall
ENGL 409
Formative Assessment
Cinquain Poetry
For this assignment you will need to write 2 cinquains, both typed and handwritten. For each
cinquain provide a paragraph description of what the topic is of the poem and how you developed
your poem. Were there any struggles when putting together your poem? And what did you
like/dislike about this poem form?
Pick one poem you connect with the most and be prepared to share with the class/a peer
your poem.
Remember to make your cinquain about nature, the weather, holidays, about a pet, etc.
Here is an example of a cinquain I did about poetry:
Poetry
Feelings, Emotion
Changing, Expressing, Creating
Delving deep, finding passion
Lyrical
In order to receive full credit you must provide:
2 typed up copied of your poems
2 handwritten copies of your poems
2 1-paragraph reflections
Poem presentation
______/5
______/5
______/5
______/3
______/out of 18pts
Planning Intertextual Studies: Genre Study
Day 12:
Erin Basgall
ENGL 409
Haiku & Cinquain Workshop
Purpose: The purpose of the cinquain workshop is for students to develop their initial cinquains
and haiku’s they came up with from the previous lessons. By having a workshop on cinquains and
haiku’s it establishes with the students that poetry doesn’t need to be rushed, and that taking the
time to go back and edit their poems or write new ones is okay.
Preparation: The teacher will need to have both Powerpoint and Prezi of the two poetic forms
from the previous lessons. Also the students journals will need to be available as well as material to
write handwritten poems on such as tissue paper, construction paper, markers, glue, glitter, stickers,
etc.
Procedure: At the beginning of the lesson the students will be briefed on the two forms and what
they need to entail and include. Also students will need to provide pictures or sources of inspiration
for their final poems. They may use computers and magazines to provide pictures. Conferencing
will also take place with the teacher and students one on one, where students will be able to ask
questions and show the teacher one of their poems ensuring they are doing the form correctly.
Formative Assessment: At the end of the class students will need to turn in their journals with one
of their poems they’ve been working on handwritten into the journal.
Planning Intertextual Studies: Genre Study
Erin Basgall
ENGL 409
Day 13: Introduction to Elegy Poems
Purpose: For this lessons students will be introduced to elegy poems and later on learn how to write
one themselves. The lesson is to expand student’s viewpoints on poetry that it doesn’t have to be
about one subject or one true meaning. Students, by using elegy poems, will learn a deeper and
richer way of considering poems.
Preparation: Student journals need to be readily available to record observations and journal
questions. Also students will need access to computers within the computer lab to research elegy
poems they could relate with.
Procedure: At the start of the lesson we will read “Because I could not stop for death,” by Emily
Dickenson. After reading the poem students will write in their journals answering the following
questions:
1. What are your feelings about this poem?
2. Consider a time when you lost “something” it could be anything: money, pet, shoe, and
separation of relationship or death. Write about what helped you through that time period.
3. What happened later in life? Did your life change after this loss?
After the journal write, students will research to find an elegy poem they could relate with. After
finding the poem ask them to again write down in their journals why they choose the poem they did,
what connection they had, and what the poem is about in general.
Formative Assessment: With examples now in hand and deeper thinking going on, students will
write a poem based off of their responses within their journal.
Planning Intertextual Studies: Genre Study
Erin Basgall
ENGL 409
Day 14: Elegy Poem Workshop
Purpose: The purpose of this lesson is to continue to expand on elegiac poems and immerse
students within more examples of what these poems could be about and their form. Also we will
look into the definition of elegy and its correlation to eulogy and obituary.
Preparation: Students will need copies of “Out, Out,” by Robert Frost and “We Real Cool” by
Gwendolyn Brooks. They will also need their journals to write responses.
Procedure: For this lesson students will continue to work on elegy poems and be submersed into
more examples of elegies. Students will look at “Out, Out,” by Robert Frost and “We Real Cool” by
Gwendolyn Brooks. With these two poems being read by volunteer students, the class will write
down what they found significant of each poem, and how do the poems serve as memorials?
Afterwards we will define elegy, eulogy and obituary. What information is contained in each form?
And what purpose does each form serve?
Formative Assessment: At the end of class students will write an elegiac poem based on an actual
obituary or the death of someone or pet they personally can relate to. They can expand on what they
wrote about from the previous class period. This poem will be added to the poem portfolio part 3.
Planning Intertextual Studies: Genre Study
Day 15:
Erin Basgall
ENGL 409
Introduction to Villanelle
Purpose: The purpose of this lesson is to introduce the villanelle form to students where they have
a stricter form of poetry but have a handle on haiku’s and cinquains enough to go to the next level.
Having the villanelle third out of the strict forms I will be addressing in this unit helps the students
become even more challenged by the complexity the villanelle offers but at the same time makes
one think a bit more on word choices and rhyming. They still have freedom in their topic choices as
well. After getting a handle on the elegy’s tone and emotion as well as wordplay and figures of
speech, students will use the tools they’ve gained thus far and apply them to this last form of poetry.
Preparation: The teacher will have a Prezi (Advanced form of PowerPoint but more engaging)
with information containing how the villanelle was started and how it is used within the 21st
century. Graphic organizers will be provided to students to fill out as they are listening to the lecture
and viewing the Prezi. Assignment sheets will also be available for students so they have the
directions to their formative assignment. Journals will also need to be readily available for students
to brainstorm their topics and ideas of what they would like to write about for their villanelle.
Handouts of example villanelles include Dylan Thomas’ poem “Do not go gentle into that good
night” and the other being “One Art” by Elizabeth Bishop.
Procedure: For this lesson students will be learning about the villanelle form as well as producing
their own villanelle poems for their end of the unit poetry portfolio. Students will be shown the
Prezi presentation going over the history of the villanelle, examples of villanelle poetry, and the
most notable poets of the villanelle form.
During the lecture students will be provided with a graphic organizer outlining famous
poets, poetry, and background information on the poem form itself.
Students will then be exposed to a few examples of villanelles, one being Dylan Thomas’
poem “Do not go gentle into that good night” and the other being “One Art” by Elizabeth Bishop.
Students will label the form on the side of the margin to ensure they see where the rhyming takes
place and what lines are repeated.
The assignment is to have the students write 1 villanelle, focusing on something that may
affect them greatly, such as the battle for cancer, or recovery, or celebration/achievement. Students
will be reminded about the form and which lines are repeated and which lines are rhymed.
In the students journals they will brainstorm ideas and topics they would like to write their
poems about.
Formative Assessment: Villanelle Assignment. This poem will be added to the poem portfolio part
3.
Planning Intertextual Studies: Genre Study
Erin Basgall
ENGL 409
Formative Assessment
Villanelle Poetry
For this assignment you will need to write 1 villanelle, typed and handwritten. For your
villanelle provide a paragraph description of what the topic is of the poem and how you developed
your poem. Were there any struggles when putting together your poem? And what did you
like/dislike about this poem form? Was the form easy to follow after some practice or did you find
your poem not making sense and struggle?
Remember to make your villanelle about something that affects you greatly, such as a battle
against cancer or recovery, or celebrations and achievements in your life. Your rubric is the same as
the other 3 poems you’ve done in this class.
Here is an example of a villanelle I did about breast cancer:
A1
Blushing Ribbon
Don’t think you’re going to win this fight,
B
I can see you, lying there like you’ve already won,
A2
I am a woman, don’t think this will be easy
A
Some warriors see the dark, while others see the light,
B
un-relatable others don’t understand this is dire and not fun,
A1
Don’t think you’re going to win this fight
A
Hope and prayer build up a might,
B
while this forked road journey has just begun,
A2
I am a woman, don’t think this will be easy.
A
You hide from me, continually out of sight,
B
but I will always feel you in the long run,
A1
Don’t think you’re going to win this fight
A
This binding strength wraps around me tight,
B
How do we press on when there is no sun,
A2
I am a woman, don’t think this will be easy.
A
When dusk appears and my mind is released on the night,
B
Jailed tears trickle down one by one,
A1
Don’t think you’re going to win this fight,
A2
I am a woman, don’t think this will be easy.
Planning Intertextual Studies: Genre Study
Day 16:
Erin Basgall
ENGL 409
Villanelle Workshop
Purpose: The purpose of this lesson is to continue to expand on villanelle poems. Students need
extra time with this poem being the most complex form so far in the unit. It is better to have the
students take their time to develop their poems, share them, and edit them as necessary to ensure
they have done the best they could have done with the poems form.
Preparation: The teacher will have the Prezi presentation available for them and students will need
to ensure they have their graphic organizers and any notes they have taken about the poems form. A
computer lab will need to be made available for students to type up their poems or provide pictures.
Copies of Sylvia Plaths, “Mad Girl’s Love Song”, and Theodore Roethke’s “The Waking”.
Procedure: For this lessons students will continue to work on their villanelle poems. Before they
begin working they will look at Plath’s and Roethke’s poems and go over what significant message
they convey within their poems and what makes their poems unique and interesting. Students will
be called on to read through the poems twice be separate students. The first time reading it to gain
knowledge, the second time to fully comprehend the meaning of the poem and its tone, quality,
significance, etc. Then they will begin working on their villanelle poems. They will share their
poems with 2 other peers and get feedback from them on their poem. From there students will edit
their poems and ensure they are both handwritten and typed up.
Formative Assessment: At the end of class students will write a villanelle poem. They can expand
on what they wrote about from the previous class period. This poem will be added to the poem
portfolio part 3.
Planning Intertextual Studies: Genre Study
Erin Basgall
ENGL 409
Day 17: Introduction to Summative Assessment
Part 1.
Final Poem Portfolio.
Description: You will need to put together all of your work you have done during the entire unit.
You will combine the poem portfolio part 1, 2, and 3 into one overall portfolio. Next to what is
required in the portfolio is a number indicating how many of that poem is needed to be in the
portfolio. You are allowed to use all of their handwritten poems but will need to have edited or new
poems for parts 2 and 3. If you edit a poem please provide the original poem with edited marks on
it. The following is a list of what is needed within your final portfolio. Any of your poems may have
photos included with them that may have been your inspiration.
Also please provide a one paragraph explanation for each poem for parts 2 and 3 answering the
questions:
1. Why did you chose this poem?
2. For Part 2: what are the parts that represent each tool of poetry within your poem?
a. Example: For imagery, state what part of your poem depicts imagery.
3. How does this poem relate to you and your life? Do you enjoy this poem and why or why
not?
Final Poem Portfolio
Part 1:
 Cover Page with Photos
 Table of Contents
 Handwritten Poems (5)
Part 2:




Imagery Poem (2)
Figures of Speech Poem (2)
Wordplay Poem (2)
Tone Poem (2)
Part 3:





Acrostic Poem (15)
Haiku Poem (10)
Cinquain Poem (5)
Elegy Poem (2)
Villanelle Poem (2)
Any of your poems can include photos that may have been inspiration.
Part 2: Extra Credit
You are able to receive extra credit if you take part in a poetry slam. I will reserve the
auditorium and invite you to present your poetry to the community, friends, and family members.
Planning Intertextual Studies: Genre Study
Erin Basgall
ENGL 409
The poems cannot be the short haiku or acrostic poems but rather something that you connect with
most. It could be a free verse poem or elegy/villanelle. Something with feelings and emotions.
Rubric:
Poem Portfolio
0-25 points
25-45 points
45-55 points
Part 1
Cover page does not
Cover page has title,
Cover page has title,
have a name or title,
name, but not creative. name, is creative, has
handwritten poems
5 handwritten poems
photos. 5 handwritten
does not equal 5 or are are present but just on poems are on unique
not handwritten.
paper and not
material and made
interesting.
interesting.
Part 2
Not all the poems for
All the poems are there All of the poems are
each category are
or they are not
turned in and they are
there. Incomplete and
properly ordered or
ordered correctly. Also
not properly ordered.
they are properly
specific parts are
ordered but not all the highlighted to
poems are there.
represent imagery,
figures of speech,
wordplay, and tone.
Part 3
Not all the poems are
All the poems are
All of the poems are
there, different forms
there, but not ordered
turned in and they are
are used other than the properly or the poems ordered correctly. Also
required forms.
are ordered properly
the poems forms are
Incomplete and not
but not all of the
correct and the same
ordered properly.
poems are there.
form for each
category.
Extra Credit Given: ________ / 5 points
TOTAL POINTS _________ / 55 or 60 points
Planning Intertextual Studies: Genre Study
Day 18:
Erin Basgall
ENGL 409
Summative Assessment Work Day
Purpose: The purpose of this lesson is to let students use time within class to complete their final
project. They will need the materials and technology that they may otherwise not have access to at
home. This will help students focus on getting their work done within the allotted amount of class
time.
Preparation: The teacher will ensure the computer lab and library are available for students to
research and gain information from, as well as type up finalized versions of their poems.
Procedure: During this lesson students will be reminded of what needs to be contained within their
poem portfolio and the teacher will schedule conferences with students to ensure they receive one
on one attention and critiques on their poems. The students will take time during class to write, type
up, and provide visuals with their poems. They will also go re-check their poems to ensure their
form is correct.
Formative Assessment: Conference Check-In.
Planning Intertextual Studies: Genre Study
Day 19:
Erin Basgall
ENGL 409
Summative Assessment Work Day
Purpose: The purpose of this lesson is to let students use time within class to complete their final
project. They will need the materials and technology that they may otherwise not have access to at
home. This will help students focus on getting their work done within the allotted amount of class
time.
Preparation: The teacher will ensure the computer lab and library are available for students to
research and gain information from, as well as type up finalized versions of their poems.
Procedure: During this lesson students will be reminded of what needs to be contained within their
poem portfolio and the teacher will schedule conferences with students to ensure they receive one
on one attention and critiques on their poems. The students will take time during class to write, type
up, and provide visuals with their poems. They will also go re-check their poems to ensure their
form is correct.
Formative Assessment: Conference Check-In.
Planning Intertextual Studies: Genre Study
Day 20:
Erin Basgall
ENGL 409
Summative Assessment Presentations
Purpose: The purpose of this lesson is for students to present their finalized poem portfolio project.
Students who seek extra credit will be given the opportunity to present in front of the community
and family.
Preparation: A space will need to be reserved in the gym with a working microphone and lighting
for students who would like to read their poems aloud/perform them. Also class time and space will
need to be spread out to ensure there is enough presentation space.
Procedure: During this lesson students will present their projects and read a couple of poems they
find they most connect with. For extra credit they will be given the opportunity to partake in a
poetry slam where they would need to perform and read their poem aloud to an audience full of
community members and family members.
Formative Assessment: Turning in Portfolio for Summative Assessment.