Lesson Plan Format

Introduction to Poetry

Teacher Name: Tegan Manis

Grade: 12th
Subject: Language Arts/English
Lesson Time (or Lesson Duration): Two class periods of 60 min

Content:
Students will learn what poetry is, what elements makeup poetry, and how to analyze poetry. Students
will also practice writing their own poetry using the key elements they learned.
● Structure: the number of stanzas, lines, and syllables of each line make up the structure of a
poem.
● Rhyme Scheme: the different patterns of rhyme at the end of each line in a poem.
● Meter: the rhythm of a poem by using stressed and unstressed syllables
● Imagery: the visually descriptive language that creates mental images in people's minds.
● Sound Devices: the way a reader “hears” the poem (Ex. alliteration, assonance, onomatopoeia)
● Figurative Language: Using language that is exaggerated or doesn’t have a realistic meaning to
add creativity to writing or explain an idea (Ex. simile, metaphor, personification)

Florida Standard(s):
ELA.12.R.1.1 - Evaluate how key elements enhance or add layers of meaning and/or style in a literary text
and explain the functional significance of those elements in interpreting the text.
ELA.12.R.1.4 - Evaluate works of major poets in their historical context.

Learning Objective/Outcome:
● Students will be able to define poetry and its key elements.
● Students will analyze, annotate, and interpret poems to understand different poetic devices and
their effects.
● Students will create their own poems using various poetic techniques.
● Students will be able to explain how poetic elements and devices contribute to the poem as a
whole and create meaning.

Smart Objective:
● S - poetic elements & devices
● M - write their own poem
● A - identify & analyze
● R - notable poetry works
● T - two class periods of 60 min

Assessments:
To show student progress and mastery, after the lesson, students will be required to research and
analyze a poem of their choice. Students will also be required to write their own poem that includes
eight different poetic devices. Additionally, a matching quiz will be given at the end of the lesson to
ensure students know the definitions of all the poetry elements they learned.
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Materials:
● Chromebook
● Smartboard
● Copies of various poems
● Different colored writing materials

Technology Integration:
● Students will use their Chromebooks to access litcharts.com, where they will research and
analyze a poem of their choice.
● The teacher will use the smartboard to present their lesson on poetic elements and will also use
the smartboard to show examples of those elements.

Lesson Procedures:

I. Introduction
a. The teacher will ask students to raise their hands and share what they know about
poetry or what they want to learn about poetry. The teacher will write these responses
in two columns on the Smartboard. This will also be used at the end of the lesson.
b. Explain to students that today’s objective will be for students to define poetry and its key
elements, analyze and interpret different poems, create their own poems, and explain
how poetic devices contribute to the meaning of a poem.
c. Explain to students that learning poetry is important to culture and literature, and it also
plays a key role in providing a window into other people's minds, thus understanding
and gaining more perspective.

II. Instruction
a. The teacher will begin by defining poetry as a form of literary expression that uses
aesthetic and rhythmic qualities of language to evoke meanings and emotions.
b. The teacher will transition into the lesson by explaining that there are many different
kinds of elements that make up poetry and help to create meaning and emotion.
c. At this time, the teacher will pull up their presentation on poetic devices and go over
structure, rhyme scheme, meter, imagery, sound devices, and figurative language. The
teacher will also provide examples of each.
d. At the end of the lesson, the teacher will ask students to raise their hands and suggest
how some of these elements can specifically contribute to the meaning and effect of the
poem.

III. Modeling: “I do.”

a. The teacher will explain to students the importance of analyzing poetry to understand its
meaning and effect. In order to do so, students have to learn how to annotate poetry for
its devices.
b. The teacher will pull up a selected poem on the Smartboard and read the poem out loud
to students. The teacher will then ask students to raise their hands and point out any
poetic devices they see. Using the Smartboard pen, the teacher will underline and mark
up where poetic devices are being used, also using different colors for each poetic device
for easy reading and identifying.
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IV. Guided Practice: “We do”

a. For “we do” practice, the teacher will divide students into groups and pass out a copy of
a poem and different colored writing materials to each group. As a group, the students
will read and analyze the poem for poetic devices and elements. After devices have been
found, the students are directed to discuss how the elements they identified contribute
to the overall meaning and effect of the poem.
b. The teacher will walk around to ensure students are working together and will help
students further develop their discussions on the overall meaning and effect of the
poem.

V. Independent Practice: “You do”

a. For “you do” practice, students will be assigned a one-page paper where they will
research a poem of their choice and discuss the various elements used in the poem and
how those elements contribute to the overall meaning and effect. For this assignment,
they will use their Chromebooks and litcharts.com.
b. Students will also have an assignment where they create their own poem with a topic of
their choice. Students will show knowledge of the subject by including at least eight
different poetic devices in their poems.
c. This section of the lesson plan will mostly take place on Day 2 of this lesson, and
students will be given time in class to work on it.

VI. Closure
a. To start the wrap-up, the teacher will go back to the two-column board they created
with student responses on what they know and what they want to learn from the
beginning of class. The teacher will again ask students to raise their hands and share
what they know or learned and what they still want to learn. This is a good way for the
teacher to gauge how well their students understood the lesson and to see if the teacher
left any content or material out of the lesson.
b. The teacher will again go over the objective and explain how students have learned what
poetic devices are and how they contribute to the meaning and effect of a literary work.

Follow-Up Activities
For follow-up activities and additional practice, a matching quiz will also be assigned where students
must match the poetic elements to their definitions. The teacher will also frequently review this
material.

Differentiated Instruction
● Students who are struggling may begin working on the assignments in class so that the teacher
will be available for help.
● More advanced students can be challenged by requiring them to analyze another poem and
write an additional one page paper on that poem.
● Small groups may be pulled during “you do” activity or independent work time for additional
help.
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Classroom Management
Since students will be working in groups for this lesson, the desks should be arranged into groups of four.
Talking might be an issue since students are sitting in groups, but because this lesson is mostly defining
and providing examples, the teacher can easily walk around without having to stand by the Smartboard
for the entire lesson, which will reduce talking. The teacher should also praise students when they are
working well in groups.

Reflection
Before this assignment, I had never used AI for work or school. I didn’t really know what to expect
because I didn’t know anything about artificial intelligence, but I really enjoyed using it for this lesson,
especially because it was super easy. I only had to ask ChatGPT once to write a lesson plan because I was
happy with the Intro to Poetry lesson it wrote for me. I think the biggest benefit of teachers using
generative AI is that it is quick and easy. ChatGPT provided the general overview of the lesson plan, and I
just had to fill in all the details. I think it can also be really helpful when teachers are getting tired of the
same structured lessons and need to add some creativity and engagement to the classroom. AI can
provide some more “outside-of-the-box” lessons and activities to keep the classroom fun and engaging
for students. I struggled to think of some drawbacks to using generative AI, and the only one I could
come up with is that it may take away from organizations that provide resources, like lesson plans, to
teachers. Overall, I really like the idea of using generative AI for lesson planning and it was super quick
and easy to use.