We did this poetry unit to incorporate an in-depth review of figurative language (a unit we had already completed), enhance our understanding of the genre itself, and celebrate national poetry month. In addition, we incorporated bias and propaganda, as well as, analysis of poetry for meaning.
The students were given a mini-lesson on bias and propaganda that led into a seminar discussion. We viewed both print and non-print sources and discussed elements of persuasion. We also began to read and analyze/critique the works of some very important poets. The book series we used for this project is called, Poetry for Young People by Scholastic.
The Greatest American Poet project was the culmination of our poetry studies. We assigned groups for each poet (Langston Hughes, Robert Frost, William Carlos Williams, Emily Dickinson, Walt Whitman, and Carl Sandburg) and gave them the task of creating a one-minute commercial depicting their poet and why he/she was the greatest poet of the 20th century. The students had to include biographical information, awards, at least one poem, and elements of persuasion discussed in class. In the end, we had seventh and eighth grade language arts classes view and vote for the best poet based on the winning commercial.
Director cards: Rather than having everyone in a group continually ask questions, each group had to determine who would serve as their director. Only the director was allowed to ask questions.
An alternative poetry assignment:
Another 6th grade Language Arts teacher wanted to have her students write poetry but thought it would be too easy to stop at that. She worked with the students on analyzing poetry and wanted them to incorporate this work into their own written creations. Therefore, students created an electronic poetry book with a twist. After each original poem, they chose at least three questions we had previously used in class to analyze poems on their own works.
The students were given a mini-lesson on bias and propaganda that led into a seminar discussion. We viewed both print and non-print sources and discussed elements of persuasion. We also began to read and analyze/critique the works of some very important poets. The book series we used for this project is called, Poetry for Young People by Scholastic.
The Greatest American Poet project was the culmination of our poetry studies. We assigned groups for each poet (Langston Hughes, Robert Frost, William Carlos Williams, Emily Dickinson, Walt Whitman, and Carl Sandburg) and gave them the task of creating a one-minute commercial depicting their poet and why he/she was the greatest poet of the 20th century. The students had to include biographical information, awards, at least one poem, and elements of persuasion discussed in class. In the end, we had seventh and eighth grade language arts classes view and vote for the best poet based on the winning commercial.
Director cards: Rather than having everyone in a group continually ask questions, each group had to determine who would serve as their director. Only the director was allowed to ask questions.
The assignment:
The ballots:
Propaganda and persuasive techniques
An alternative poetry assignment:
Another 6th grade Language Arts teacher wanted to have her students write poetry but thought it would be too easy to stop at that. She worked with the students on analyzing poetry and wanted them to incorporate this work into their own written creations. Therefore, students created an electronic poetry book with a twist. After each original poem, they chose at least three questions we had previously used in class to analyze poems on their own works.