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).

2.5 RLA. subordination). select appropriate editing strategies to correct errors in mechanics.g. sentence links.2.1 RLA.12.12.g. develop a focused composition that has a clear and logical progression of ideas supported by relevant details. misplaced modifiers. refine a personal style and voice in writing. .12. redundancy. Talk about lyrics in music that express feelings. RLA. Appalachian music(optional) Day one: Explain that everyone has emotions and feelings.12 RLA.12.. Talk about some emotions that they feel connect to their home or West Virginia in particular.12. parallel structure. recognize and correct errors in subject/verb agreement.20 employ writing strategies to address specific purposes (e. apply rhetorical devices (e.2. You may use handouts or transparencies of the poems.12.2. graphic organizers. mechanics and spelling in all writing using revisions and editing strategies.19 RLA.g. outlines) using pre-writing strategies. persuasive.g.6 RLA.12. “Women” by Alice Walker. they are what makes us who we are..7 RLA. correct errors in organization. creative). Make a list of emotions connected to WV on the board. pencils. research.2.2. Point out that some emotions are transitory and others are more permanent..2. Read the poems below.g. repetition of key words or sentences).RLA. content.12. narrative pace). expository.11 RLA.18 RLA. precise and economical. employ drafting strategies for research writing tasks.4 RLA. Tell them that lyric poetry is poetry that expresses feelings or emotions. Ask them to recall music connected to feelings about West Virginia. use subtle forms of transition in a composition (e. generate topics and plan approaches to research writing (e. narrative.2.12.12. “Dreams Deferred” by Langston Hughes.. correct errors in sentence structure and usage (e..3 RLA. parallelism.12.12. antithesis. Have the class read the following lyric poems (found at the end of the plan): “The Sky is Low” by Emily Dickinson. The discussion questions follow each poem. Invite them to bring in some suitable music the next day. Time Frame: Two-Three class periods Procedures and activities: Materials: Handout sheets with poems or over heads. usage.2. use of vocabulary that is vivid.

What do lines seven and eight mean? . Discuss the personification in the poem.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. Questions: 1. Describe the scene in the poem. 2. Why do you think natural phenomena are so often thought of in terms of human nature? Think of myths. Discuss the themes of nature and human nature in the poem. like Us is sometimes caught Without her Diadem. Nature. What does the word “mean” suggest about nature? 4. 3. Explain that a diadem is a crown.

Discuss the imagery of the poem. 3. 4. Questions: 1.Women By Alice Walker They were women then My mama’s 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. 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? . 5. 2.

3. Identify the similes and metaphors in the poem Questions: 1.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. 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. List verbs used to indicate what happens to a dream deferred. Discuss the themes of disillusionment. dreams. . 4. poverty and frustration. 2.

poverty. metaphor. human nature. Discuss the poetic devices of simile. and personification used. relationships. . Hand out work sheet and tell them that they can model their poem on either pattern given. dreams. frustration. Try to look at the questions in a new creative way that applies to some emotion they feel about the place they live. 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. nature.Second Day: Recall the themes discussed yesterday: Disillusionment.

Does it matter? 2. 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. etc of our area. streams. with other thoughts/feelings (in statement form) in between. sky. hollows. land.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. And turn away. families. people. 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. 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. Will people see me differently. 1. mines. Will they listen? . 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. So will they let me live? Another technique is to ask several questions with or without statements in between. trees. logging.

Who owns the Mountains? 7. Who owns the land? 5. Don’t worry about rhyme of rhythm. personification. etc.Does the love of land live on? Choose one of the questions above.Is the sun behind a cloud 15. or use your own to make a poem about your home. Why am I afraid? 10.How can I be sure? 17. metaphors.3.What has happened to …? 21. but try to use some literary devices such as similes. . Use either technique above or think of the poem “Dream Deferred” you read yesterday.When will I know? 18. West Virginia. Is this a dream? 11. Where are my people? 8.Where is yesterday? 13.Are the hills forever? 20.What is the dream? 12.Will this child ever become a man? Woman? 16. Who are my people? 9. Who owns the air? 6. Am I ready? 4.Will the memories stay? 19.What will become of…? 22.Will tomorrow be the same? 14.

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

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______________ .