| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | English |
| What topic | Poetry |
| What length (min) | 30 |
| What age group | Year or Grade 7 |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Poetry
Year/Grade 7
English
20 students
This lesson follows the national curriculum standards for English Literature and Language Arts pertaining to poetry analysis and appreciation.
| Step Number | Step Title | Length (minutes) | Details |
|---|---|---|---|
| 1 | Introduction to Poetry | 5 | Brief introduction to what poetry is. Discuss its significance and the emotions it conveys. |
| 2 | Types of Poems | 5 | Introduce different types of poems (e.g., haiku, sonnet). Give examples and discuss. |
| 3 | Analyzing a Poem | 10 | Read a selected poem aloud. Discuss its themes, tone, and structure as a class. |
| 4 | Printable Card Activity | 5 | Distribute printable poetry cards. Explain what students need to fill out during the lesson. |
| 5 | Group Discussion | 5 | Facilitate a discussion where students share their interpretations of the poem studied. |
| 6 | Homework Assignment | 3 | Assign homework related to the lesson without asking students to present it in class. |
| 7 | Collection of Cards | 2 | Collect or randomly check filled-in poetry cards as students leave. |
Students will receive an assignment related to the lesson content, which will be checked without requiring presentations in class.
"Good morning, everyone! Today, we will be diving into the wonderful world of poetry. To begin, I want to ask you a simple question: What is poetry to you? Take a moment to think about it. Poetry is more than just words on a page; it’s an expression of feelings, experiences, and ideas. It can convey emotions such as joy, sorrow, love, and longing. Throughout this lesson, we will explore its significance and what makes it a unique form of art."
"Now, let's talk about the different types of poems. Poetry comes in various forms, including haikus, sonnets, limericks, and free verse, to name a few. For example, a haiku is a three-line poem that typically follows a 5-7-5 syllable structure. A sonnet usually has 14 lines and follows a specific rhyme scheme. I'm going to write these on the board for you.
[Use the whiteboard and write down examples of each type.]
Can anyone give me an example of a poem type they know? Great! These forms each have their unique characteristics, which can shape how the poem feels and what it conveys."
"Next, we will analyze a poem together. I have selected a poem for us to read aloud—it's called 'The Road Not Taken' by Robert Frost. I will read it aloud first, and I’d like you to listen closely to identify its themes and structure."
[Read the poem aloud, then ask:]
"What themes do you think the poem presents? What is the tone? How does the structure of the poem contribute to its meaning? Let's discuss it! Remember, there are no right or wrong answers; poetry is open to interpretation."
"I have some poetry cards for each of you. [Distribute the printable poetry cards.]
These cards are a tool for you to express what you've learned today. I want you to fill them out with the details we discussed, such as the type of poem, themes you've identified, and your personal reflections. I'll give you a few moments to complete them during the lesson. Don’t worry if you need assistance; I’m here to help!"
"Now, let’s share our thoughts! I want each of you to find a partner and discuss your interpretations of the poem we analyzed. What did you find most striking? How did the poem make you feel? After a few minutes, I’ll bring the class back together for a larger discussion. Remember, this is a space for open dialogue, so be respectful of your peers’ opinions."
[Facilitate the discussion, inviting students to share.]
"As we wrap up, I want to assign you some homework that ties into what we discussed today. I would like you to write a short poem of your own—choose a type of poem we've talked about. It could be a haiku, a sonnet, or even a free verse poem. I want you to reflect on a personal experience or feeling. You will submit this poem next class, but we won't be presenting it, so feel free to be creative and personal!"
"Before you go, please hand in your filled-out poetry cards. [Collect or randomly check the cards as students leave.]
Make sure to take your time with the poem assignment. I'm looking forward to seeing how you express yourselves through poetry. Have a great day, everyone!"
What is your personal definition of poetry? Write a few sentences explaining what poetry means to you.
Identify and describe three different types of poems we discussed in class. Provide an example for each type.
After reading 'The Road Not Taken' by Robert Frost, what themes did you identify in the poem? List at least two themes and briefly explain how they are conveyed.
Analyze the tone of 'The Road Not Taken.' How does it make you feel? Provide evidence from the poem to support your interpretation.
In your opinion, how does the structure of a poem (such as line length, stanza arrangement, or rhyme scheme) influence its meaning? Provide specific examples.
Reflect on the personal experiences or feelings you plan to write about in your short poem. Write a brief outline of your poem’s subject and the type of poem you will use (haiku, sonnet, etc.).
Pair up with a classmate (hypothetically) and discuss your interpretations of a poem. What insights did you gain from your partner’s perspective? Write a summary of your discussion.
Complete the poetry cards you received in class. What type of poem did you analyze? What themes, emotions, or personal reflections did you write about?
Write your short poem based on what you learned today. Make sure to choose a specific type of poem and include at least one theme or emotion related to a personal experience.
How do you feel about sharing your poem in class? Share your thoughts about vulnerability and creativity in poetry writing.
| Question | Answer |
|---|---|
| What is your personal definition of poetry? | |
| Name three different types of poems and briefly describe each. | |
| What are the characteristics of a haiku? | |
| How does a sonnet differ from a limerick? | |
| What themes can you identify in 'The Road Not Taken' by Robert Frost? | |
| How does the structure of a poem contribute to its overall meaning? | |
| What tone do you believe is present in the poem we analyzed? | |
| How did the poem make you feel? | |
| What personal experience or feeling do you want to explore in your poem assignment? | |
| How can poetry serve as an expression of feelings, experiences, and ideas? |