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Lesson Plan 1
English 12 Poetry Unit

Pop Music Assessment for Learning

Notes on lesson: This lesson is the first of a poetry unit, and is intended to asses students prior
knowledge of poetic devices, as well as to re-familiarize students of the process of poetry analysis.
Pop music lyrics were chosen as an entry point to give students confidence in this process as the
form, language choice, and subject matter are familiarproviding fewer barriers to understanding
the basic poetic devices that will prove essential to the foundation of this unit. The format of the
lesson gives students to look for meaning without the teachers intervention, and is based on Reader
Response Theory.

PLO: Speak and listen, to make personal responses to text by: interpreting, analyzing and evaluating
in collaboration and individually.

Activity Instructions Materials
Mental
Hook: 10
min
Enter the classroom as pop music is playing. Instructions on the
board to fill out poetry autobiography.
CD of pop music.
Photocopied
autobiography
worksheets.
Share
objective:
10 min

Today is about re-familiarizing ourselves with poetry and
poetic devices. I just want to start off with a little activity that
should help remind you of what you already know, to get the
class comfortable, and to help me understand what I should be
teaching you this unit.

Demo/I Do:
10 Min
Show students as a class how to do the activity: look through
the song lyrics, and find any poetic devices, or things that you
think are important to the meaning of the song. Once you have
fond something, put it on a sticky note, and put it on the print
out of the lyrics.
Projector. Power
point Instructions.
Large print outs of
song lyrics.
Sticky notes.
Transition:
2-5 min

Students will be working in groups of 3-4. One person from
each group will come to the front to collect sticky notes and
print out of lyrics.

Practice:
30 min
Students work on sticky notes and lyric analysis.
Transition:
3 min

One person from each group will come to the front to collect
push pins, and will post sticky note posters on the wall.

Push pins.
Closure: 20
min
Class share out on some of the things they noticed in the songs.
Homework:
2 min

Get yourselves thinking about poetry, what you know, you
dont know, and what you want to know, as next class will be
going over the poetry unit, and the assignments.

Lesson Plan 2
Intro to Poetry Unit/ Assignments

in collaboration and individually.

Notes on lesson:

Gallery
Walk:
15 min
Students will come in to the classroom to find instructions on
the board to do a Gallery Walk.
Students will walk around and take a look at the sticky notes on
the posters that groups have made. Students will be asked what
they notice, so take a look at what devices were found, and if
there is anything in common between the different songs.

Class
Discussion:
20 min
Class share out. What was noticed.
Share
objective:
2 min

Today we are going to be looking at what we will be doing in
this poetry unit, and the assignments you will have to
complete.
Hand out photocopies.

Photocopies of
Assignments and
info sheets.
Lecture:
20 min
Go over power point unit plan and assignments.
Answer questions.
Projector. Power
point Instructions.
Demo/I Do:
10 Min
Look at Things to notice when reading a poem sheet (included
in photocopy package already handed out) Ask students to form
new groups and get a new sticky note color.

Transition:
2-5 min

Students will be working in groups of 3-4. One person from
each group will come to the front to collect sticky notes.
Another person from same group collects large sheet of lyrics
from the wall.
New color sticky
notes.
Practice:
10 min
Students work on sticky notes and lyric analysis using things
to notice worksheet.

Transition:
3 min
One person from each group will re-post song lyric posters on
the wall.

Closure:
5 min
Check in with students to see if sheet was helpful. What
devices/meaning did they find with the sheet versus what they
remembered?

Lesson Plan 3

Literary Devices/Mushrooms Analysis 1

in collaboration and individually. Demonstrate increasing word skills and vocabulary knowledge.

Notes on lesson: In preparation for the provincial exam, students are given the Ministrys Terms and
Devices sheet, where they can familiarize themselves with the vocabulary they will be expected to use
in their poetry analysis portfolios. The word list serves 2 purposes: 1) Students will share
information about vocabulary already known, and 2) Students will provide the teacher with a tool for
assessment for learning, designed to address the specific needs of this class.

Terms and
devices:
20min
Students are given the Ministry of Education English 12 Terms and
Devices vocabulary sheet as they come in to the classroom.
They are asked to get in to groups of 4-5. Go through the sheet
individually first, and highlight or circle vocab that they are unsure
of. Then as, a group, come up with a list of 10 words that would be
helpful to go over in class, based on common interests. Put list on
chart paper.
Terms and
devices sheet.

Chart paper
and markers.
Transition:
3 min
One person from each group will come to the front to collect push
pins, and will post chart papers on the wall.
Push pins.
Share
objective:
10 min

Today we are going to be looking at some terms and devices that
will help us in our poetry analysis. It is very likely that these terms
will be on the provincial exam, so if there are more words you are
unfamiliar with, please come see me, or do some research. We will
also be doing a group analysis of a poem, going a little more in-
depth than the song lyrics we looked at.

Transition:
3 min
One person from each group will come to the front to collect copies
of the poem Mushrooms.
Class copies of
Mushrooms
Student
Analysis:
30 min
Students will spend some time looking at the poem and coming up
with some points for discussion. In groups. Students are
encouraged to take notes as it may come in handy for portfolio.

Discussion:
20 min
Class discussion and share out of ideas about the poem.
Demo/I Do:
10 Min
Talk about viewing a poem through different lenses. If students
came up with possibly different ideas as to what the poem is about,
ask them to consider a Feminist Lens and if it changes the meaning.
What about a political one? Can students identify any other lenses
which we could interpret the poem?

Closure:
2 min

We will be looking at some of those terms that you have put up on
the chart paper next class. We will also be looking at Mushrooms
again, as I would like you to get really in-depth in your analysis of
it.

Lesson Plan 4

Literary Devices/Mushrooms Analysis 2

PLO: Synthesize and extend thinking about texts, by personalizing ideas and information
explaining relationships among ideas and information applying new ideas and information
contextualizing ideas and information. Demonstrate increasing word skills and vocabulary
knowledge.

Notes on lesson: Students are given in-class time to do individual poetry analysis. This process is
formative assessment, so I can see where students are at in their ability to analyze poetry. It will also
allow students to ask questions or get help to remind them of the process. Students are allowed to
use the How to Analyze a Poem sheet provided last class, as a reference point.

Terms and
devices: 30
min
Based on chart paper lists of student interest terms and devices,
the class will be given a definitions sheet, that has room for notes
etc. As a class we will be going over the first set of definitions that
we can cover in the first 30 min of class. Students will be asked to
help with definitions or examples so that this section is run more
like a discussion. Students are encouraged to make notes.

Terms and
devices
definitions
sheet.

Transition:
3 min

Get out your copies of Mushrooms, the How to analyze a poem
sheet, and the notes you made last class. Today we will be writing
an in-depth analysis of the poem individually.
Extra copies of
Mushrooms
And How to
analyze a
poem
Individual
Analysis:
50 mins

Students work individually on in-class poetry analysis. Students
with questions come to see me at my desk. When analysis is
complete, hand it to me for marking, and do some silent reading for
remainder of class.

Books for
silent reading.
Transition:
3 min

Whether you think you are finished or not, please hand in your
poetry analysis. Make sure your name is on it.

Closure:
2 min

If I have not already handed your analysis back to you, you will get
it within the next couple of classes. This assignment is for
participation marks only, so that I can get a sense of where you are
at, and what you need to work on individually. I will write feedback
on your analysis, and if you have questions, please see me.

Lesson Plan 5

Word Power/ Context

transforming existing ideas and information contextualizing ideas and information

Notes on lesson: Based on Social Constructivist, and Experiential theories of response, this lesson is
intended to give students the experience of re-contextualizing text, and making their own meanings
and sharing these meanings.

Terms and
devices: 30
min
etc. As a class we will be going over the next set of definitions that

Terms and
devices
definitions
sheet.

Transition:
5 min

Get students to call out numbers 1 or 2 (basically divide the class in
to 2 groups). Ones will get The Animals in that Country
(Atwood), and twos will get We are Different(Wah). Quick demo
on the board as to translating words to opposite.

Copies of
poems
Opposite
meanings:
15mins

Students will translate the poem they have in to its opposite
meaning word by word. Make sure your translation has your name
and poem number on it.

Opposite
meanings 2:
15mins

Students will find someone that had the other poem. For example if
you were a 1 (Atwood), you will look for someone who has
translated a 2 (Wah). You will borrow the student translation, and
translate again, in to the opposite meaning word by word. Make
sure your name and poem number is on this translation too.

Trade
translations
back:
3 min

Give back the translations you borrowed from other classmates.
This means you should finish with 2 translations, both completed
by you.

Discussion:
20 min

Class share out some examples of translations. Talk about context
and the power of specific words. Connotation, Denotation, Nuance
etc.

Closure:
2 min

Remind students of portfolio due date, and encourage this method
of creating a poem if students enjoyed it.

Lesson Plan 6

Word Power 2/ Structure

transforming existing ideas and information contextualizing ideas and information

and sharing these meanings.

Terms and
devices: 30
min
etc. As a class we will be going over the next set of definitions that
Terms and
devices
definitions
sheet.

Transition:
3 min
Get students to choose a text filled page from their agenda (for
example school rules or attendance policy etc.
Extra copies of
agenda pages
for backup
Prose to
poems
demo/ I do:
5 min
Students will take text from their agenda, and make poetry from it.
Show some examples of prose to poems.
Projector.
Power point.
Prose to
Poems:
20 min
Students work individually to make poems.

Discussion:
30 min
Class share out some examples of translations. Talk about
structure, and how the context changes.

Closure:
2 min
Remind students of portfolio due date, and encourage this method
of creating a poem if students enjoyed it.

Lesson Plan 7

Visual Power

PLO: During reading and viewing, select, adapt, and apply a range of strategies to construct, monitor,
and confirm meaning, including comparing and refining predictions, questions, images, and
connections making inferences and drawing conclusions summarizing and paraphrasing using
text features determining the meaning of unknown words and phrases clarifying meaning

with an emphasis on the relationship between the visual representation and the text choice in poetry.

Visual
Power
Discussion:
30 min
Talk about concrete poetry using examples of Posy, Exxon
Valdez, and Easter Wings. Discuss as a class as going through
power point. Talk about what is in common, and how the visual
aspects affect the context of the words.

Projector.
Power Point.

Found
Poetry:
10 min

Show slide show of examples of Found Poetry, and talk about what
makes a good found poem. Bring in hard copy examples too.
Projector.
Power point.
Found
poetry
resource
hunt:
40 min
Students work individually to find source text for found poems.
Students will be able to choose any text in the English classroom.
Students are able to use smartphones to capture images of posters,
or text from books. Requests for photocopies from books within
the class can be made by using sticky notes with student name, and
request info stuck on pages of books. ALL MATERIALS MUST BE
SOURCED AND BROUGHT TO NEXT CLASS!

Sticky notes.
Discussion:
8 min

Class share out some examples sources/ideas for sources for
poems.

Closure:
2 min

Students will continue working on their found poetry projects/
poetry portfolios for next class. They will be asked to bring in any
materials they would like to use.

THE FOLLOWING CLASS (LESSON 8) IS AN IN CLASS WORK DAY

Lesson Plan 8

Visual Power / Work Class/ Student Meetings

PLO: During reading and viewing, select, adapt, and apply a range of strategies to construct, monitor,
and confirm meaning, including comparing and refining predictions, questions, images, and
connections making inferences and drawing conclusions summarizing and paraphrasing using
text features determining the meaning of unknown words and phrases clarifying meaning

Notes on Lesson: The purpose of this lesson is twofold; to create a space and place to allow students
access to time and tools needed to complete a heavily materials based project, and to give the teacher
time to meet with students to discuss portfolio progress.


Found
Poetry

Work

And

Student
Meetings:

80min

Students will be asked to work on their found poems. Students
should have all their resources with them.

Alternatively students could work on anything in their poetry
portfolio.

While students are working, teacher can provide one-on-one
meetings for assistance and formative assessment.

Scissors
Glue
Pencil Crayons
Tape
Magazines

Photocopied
materials and
printouts.

Mark book (for
notes)

Cleanup:
10min

Students will be asked to clean up

Lesson Plan 9

Oral Power

PLO: recognize and apply the structures and features of oral language to convey and derive meaning,
including context text structures syntax diction usage conventions rhetorical devices vocal
techniques nonverbal techniques

by primarily focusing on the Oral/Aural power of readings.

Oral Power
Read: 10min

Hand out copies of From Eunoia Christian Bok. Get students to
read it individually to themselves.
Copies of
Eunoia

Oral
Practice:
10 min

Read the poem out loud several times, paying special attention to
the ways the words sound coming out of your mouth; feel every
distinct part of each word.

mouth do as you say each word?

und at the front of your mouth?

speed up or slow down.

Make notes about what your mouth is doing on the text of the
poem. After you have explored the vocal demands of the text and
noted them, make additional notes about the feelings each image
evokes. Consider the connection between sounds and images.

Handout of
oral practice
instructions
Transition:
10 min
Watch video of Christian Bok reading from Eunoia. Projector.
Link to video.
Post-oral
practice
discussion:
30 min

Discussion about experience. Share some answers from worksheet.
Discuss similarities between Christian Boks reading and their
own.

Work:
25 min

Students will continue working on their poetry portfolios and
teacher will be available to answer questions.

Closure:
5 min

Remind Students of portfolio due date.
Lesson Plan10

Oral Power 2

PLO: recognize and apply the structures and features of oral language to convey and derive meaning,
including context text structures syntax diction usage conventions rhetorical devices vocal
techniques nonverbal techniques

by primarily focusing on the Oral/Aural power of readings.

Sound
Experiment
1: 10 min
Look at Sonnet 29 by Shakespeare.
Have students stand up and read the poem assuming a boastful,
pompous position, as if recounting an exaggerated account of their
own heroism.
Students sit down and hunch over the poem. Ask them to read as if
they were recounting a horror story around a campfire. Students
should speak in a raspy or creepy voice and fill their speech with
dramatic pauses, gestures, grimaces, and wide-eyed staring to
punctuate their tales of fear and terror.
Copies of
sonnet 29

Discussion:
30 min

Discuss the different effects of the two readings. Which one best
fits the poem? Where are the places that do not fit one style of
delivery or the other? Are there emotional shifts in the poem? If so,
where are they, and how could a person reading aloud modulate
his or her voice to express those shifts accurately, perhaps by
combining aspects of the two delivery styles we practiced earlier?

Looking at
structure
and sound:
30 min

Now step back a bit and look at the text on the paper. What kinds
of punctuation do you see? Where do the pauses fall? Which kind of
pause do students think should be longest: semicolon, dash, or
comma? If you look at the poem as a whole, could you divide pieces
of it into stand alone sentences? Where would you make the
division? Finally, look at lines 11 and 12: "Like to the lark at break
of day arising / From sullen earth sings hymns at heaven's gate."
Notice that the syntax of the sentence runs over the end of line 11:
point out to students that this is called enjambment.
All the sentence and phrase level features we have been examining
constitute the rhythm of the poem. Ordinary conversational speech
has its own distinct rhythms, as do formal speeches or sports
broadcasts or rap music. Rhythm, like meter, expresses meaning.
Compare the notes you made on the rhythm of the poem to the
places where you found emotional shifts. What kinds of
correspondences do you find?
Copies of
handout with
Discussion
questions and
sonnet
information
Sound
Experiment
2: 10 min

Have the entire class read the sonnet with an exaggerated
emphasis on the iambic meter. (Before you read, this might be a
good time to introduce the term iambic pentameter: demonstrate
the meaning of this term by writing one line of the sonnet on the
board, and dividing it into five metrical feet.) Tell students to force
the iambic ta DA, ta DA, even if it doesn't seem quite right for the
line they are reading.

Discussion:
9 min

Point out to students that the places where they may have
stumbled, where they felt that they were forcing the iambic meter
upon the words, probably indicate metrical variation. Such
variation is employed for expressive purposes--and Shakespeare's
meter is constantly varied (in fact, it is sometimes difficult to find
lines of unvaried iambic pentameter).
As a class, try to locate the places of metrical variation in this
poem, the places where you stumbled in your singsong reading.

Closure:
1 min

Remind students of due date for portfolio.

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Lesson Plan 1

English 12 Poetry Unit

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