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Lyric Poem Lesson Plan Diana Toler, Logan High School Overview: The students will review the

literary elements in lyric poems. They will read and compare several lyric poems; then they will write a lyric poem of their own that is a question poem. Objectives: The students will Read and discuss lyric poems. Analyze lyric poetry Discuss themes in lyric poetry Write a poem of their own dealing with an emotional question on Appalachia Content standards
RLA.9.2.1 RLA.9.2.2 RLA.9.2.3 RLA.9.2.4 RLA.9.2.9 RLA.9.2.10 RLA.10.2.1 RLA.10.2.2 RLA.10.2.3 RLA.10.2.4 RLA.10.2.8 RLA.11.2.1 RLA.11.2.2 RLA.11.2.3 RLA.11.2.6 RLA.11.2.8 RLA.11.2.11 RLA.11.2.19 RLA.11.2.20 RLA.11.2.21 address specific writing purposes (e.g., narrative; expository; descriptive; persuasive) by employing writing strategies. generate topics and plan approaches to writing by using pre-writing strategies. employ drafting strategies for specific writing tasks. create a well-developed composition from a prompt. use appropriate and precise word choice to develop a composition. use revision and editing strategies to correct errors in organization, content, usage, mechanics and spelling. employ writing strategies to address specific audiences (e.g., narrative; expository; descriptive; persuasive). use pre-writing strategies to generate topics and plan approaches to writing by using timed writing tasks. use various points of view (e.g., omniscient or limited) to create a well-developed composition from a writing prompt. use a clearly worded and correctly placed thesis statement which is supported by relevant details to develop a composition that addresses the assigned topic. develop a composition where word choice is vivid, precise and economical. employ writing strategies to address specific purposes and audiences (e.g., narrative; expository; descriptive and/or persuasive). generate topics and plan approaches to writing (e.g., graphic organizers; outlines) using pre-writing strategies. employ drafting strategies for interdisciplinary writing tasks. use vocabulary that is vivid, precise and economical identify rhetorical devices (e.g., parallel structure; antithesis; narrative pace). find and develop personal style and voice in writing. select appropriate editing strategies to correct errors in punctuation. recognize and correct errors in subject verb agreement and verb tense. recognize and correct errors in sentence structure and usage (e.g., parallelism; redundancy; misplaced modifiers; subordination).

RLA.12.2.1 RLA.12.2.2 RLA.12.2.3 RLA.12.2.4 RLA.12.2.5 RLA.12.2.6 RLA.12.2.7 RLA.12.2.11 RLA.12.2.12 RLA.12.2.18 RLA.12.2.19 RLA.12.2.20

employ writing strategies to address specific purposes (e.g., narrative; expository; persuasive; research; creative). generate topics and plan approaches to research writing (e.g., graphic organizers; outlines) using pre-writing strategies. employ drafting strategies for research writing tasks. develop a focused composition that has a clear and logical progression of ideas supported by relevant details. use of vocabulary that is vivid, precise and economical. use subtle forms of transition in a composition (e.g., sentence links; repetition of key words or sentences). apply rhetorical devices (e.g., parallel structure; antithesis; narrative pace). refine a personal style and voice in writing. correct errors in organization, content, usage, mechanics and spelling in all writing using revisions and editing strategies. select appropriate editing strategies to correct errors in mechanics. recognize and correct errors in subject/verb agreement. correct errors in sentence structure and usage (e.g., parallelism; redundancy; misplaced modifiers; subordination).

Time Frame: Two-Three class periods Procedures and activities: Materials: Handout sheets with poems or over heads, pencils, Appalachian music(optional) Day one: Explain that everyone has emotions and feelings; they are what makes us who we are. Point out that some emotions are transitory and others are more permanent. Tell them that lyric poetry is poetry that expresses feelings or emotions. Talk about some emotions that they feel connect to their home or West Virginia in particular. Ask them to recall music connected to feelings about West Virginia. Make a list of emotions connected to WV on the board. Talk about lyrics in music that express feelings. Invite them to bring in some suitable music the next day. Read the poems below. Have the class read the following lyric poems (found at the end of the plan): The Sky is Low by Emily Dickinson, Women by Alice Walker, Dreams Deferred by Langston Hughes. The discussion questions follow each poem. You may use handouts or transparencies of the poems.

The Sky is Low By Emily Dickinson The Sky is low-the Clouds are mean A Traveling Flake of Snow Across a Barn or through a Rut Debates if it will goA Narrow Wind complains all Day How some one treated him. Nature, like Us is sometimes caught Without her Diadem. Explain that a diadem is a crown. Discuss the themes of nature and human nature in the poem. Discuss the personification in the poem. Questions: 1. Why do you think natural phenomena are so often thought of in terms of human nature? Think of myths. 2. Describe the scene in the poem. 3. What does the word mean suggest about nature? 4. What do lines seven and eight mean?

Women By Alice Walker They were women then My mamas generation Husky of voice-Stout of Step With fists as well as Hands How they battered down Doors And Ironed Starched white Shirts How they led Armies Headdragged Generals Across mined Fields Booby-trapped Ditches To discover books Desks A place for us How they knew what we Must know Without turning a page Of it Themselves Discuss the themes of relationships between generations and social change. Discuss the imagery of the poem. Questions: 1. 2. 3. 4. 5. From what generation do the women come? What physical characteristics are given? What are the activities of these women? What did they discover? Why is must capitalized?

Dreams Deferred By Langston Hughes Harlem What Happens to a dream deferred? Does it dry up like a raisin in the sun? Or fester like a soreAnd then run? Does it stink like rotten meat? Or crust and sugar overlike a syrupy sweet? Maybe it just sags like a heavy load. Or does it explode? Explain that deferred mean put off or delayed. Discuss the themes of disillusionment, dreams, poverty and frustration. Identify the similes and metaphors in the poem Questions: 1. 2. 3. 4. List verbs used to indicate what happens to a dream deferred. What does the mention of Harlem indicate? What is the dream referred to? Interpret the last line and discuss why people need to feel that they can fulfill their dreams.

Second Day: Recall the themes discussed yesterday: Disillusionment, poverty, dreams, frustration, nature, human nature, relationships. Discuss the poetic devices of simile, metaphor, and personification used. Tell the students that they will be writing a lyric poem of their own today that is related in some way to their area or Appalachia. The poem will be in the form of a question like the poem by Langston Hughes. Hand out work sheet and tell them that they can model their poem on either pattern given. Try to look at the questions in a new creative way that applies to some emotion they feel about the place they live.

Question Poems Have you ever noticed that a question often expresses more feeling that a statement? This is especially true is it is repeated several times, with other thoughts/feelings (in statement form) in between. Together, these questions and statements make the meaning clear as in the following example: Will they let me live? The doctor gives me two more years. Will people see me differently, And turn away, Or will they let me live? Will they realize I want to be a part of all they do? These years are all I have, So will they let me live? Another technique is to ask several questions with or without statements in between. Example Can you hear me? Do you know the way I sound? Or is my voice like silence? Can you see me? Or have I become like the air? or mist? or steam? or fog? Are your eyes the same as those that used to look at me? Do you still remember all we used to do when you could see And hear me? As you read the following questions, ask yourself: which seem to suggest very personal feelings of joy or well-being? Which seen to imply fear or anxiety? Which could convey a message about ecology? Which speak to the love of the mountains or home? Which could be asked about people? Relate the questions to the hills, streams, trees, hollows, sky, land, people, mines, logging, families, etc of our area. 1. Does it matter? 2. Will they listen?

3. Am I ready? 4. Who owns the land? 5. Who owns the air? 6. Who owns the Mountains? 7. Where are my people? 8. Who are my people? 9. Why am I afraid? 10. Is this a dream? 11.What is the dream? 12.Where is yesterday? 13.Will tomorrow be the same? 14.Is the sun behind a cloud 15.Will this child ever become a man? Woman? 16.How can I be sure? 17.When will I know? 18.Will the memories stay? 19.Are the hills forever? 20.What has happened to ? 21.What will become of? 22.Does the love of land live on? Choose one of the questions above, or use your own to make a poem about your home, West Virginia. Use either technique above or think of the poem Dream Deferred you read yesterday. Dont worry about rhyme of rhythm, but try to use some literary devices such as similes, metaphors, personification, etc.

RESEARCH CONNECTIONS Finn, Louise. Your turn: 33 Lessons in Poetry. J. Weston Walch: Portland, Maine. 1988 Janeczko, Paul B. How to Write Poetry. Scholastic, Inc.: New York. 1999

Name_______________ Poetry Rubric Twenty points for each part The poem addresses Appalachia __________ The poem contains some figurative language __________ The poem expresses an emotion or feeling about Appalachia____ The writing is legible and the poem makes sense _____________ The form of the poem follows the models by asking a question.___ Total score______________