Poetry Classroom Activity
The Classroom Activity introduces students to the context of a performance task, so they are not
disadvantaged in demonstrating the skills the task intends to assess. Contextual elements include:
an understanding of the setting or situation in which the task is placed, potentially unfamiliar
concepts that are associated with the scenario; and key terms or vocabulary students will need to
understand in order to meaningfully engage with and complete the performance task. The Classroom
Activity is also intended to generate student interest in further exploration of the key idea(s). The
Classroom Activity should be easy to implement with clear instructions.
Please read through the entire Classroom Activity before beginning the activity with students to
ensure any classroom preparation can be completed in advance.
Throughout the activity it is permissible to pause and ask students if they have any questions.
Resources Needed:
• Chart paper, whiteboard, or chalkboard
• Markers or chalk
• Pencils or pens
• Scratch paper
• Some method of displaying ancillary materials1
Resources Provided (see end of document):
• Ancillary Material
o Figure 1: Sample Poem & Sample Prose
o Figure 2: Writing Elements and
Examples
o Figure 2 Possible Answers
o Figure 3: Poetry Exercise
Learning Goal:
• Students will understand the context of the key concepts related to the topic:
o Both poetry and prose can deal with similar subject matter.
o One way that poetry differs from prose is in its use of language.
o Poetry employs a number of techniques, including imagery, rhythm, and metrical
structure, in order to achieve its effects.
o Poetry uses these techniques in order to contribute to an overall purpose, which is
usually different than the purpose of works written in prose.
Students will understand the key term:
•
prose: written or spoken language in its ordinary, everyday form
Note: Definitions are provided here for the convenience of the facilitator. Students are expected to
understand these key terms in the context of the task, not memorize the definitions.
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Facilitators can decide whether they want to display ancillary materials using an overhead projector or
computer/Smartboard, or whether they want to produce them as a handout for students.
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Poetry Classroom Activity
[Purpose: The facilitator’s goal is to help students understand the differences between poetry and
other types of writing. This activity will allow students to be active participants as they explore the
concept of poetry in the context of the performance assessment.]
Facilitator says: “In preparation for your performance task, we are going to have a discussion on
what it means for a poem to be a poem. First, how do we know when we are reading poetry?”
[Facilitator takes several general responses to start the discussion.]
Facilitator says: “Poetry is usually different from what we call prose, which is written or spoken
language in a more straightforward, everyday style. I am going to display and read two pieces of
writing. Think about which one you would consider a poem, and how you are able to make that
decision.”
[Facilitator displays and reads the following excerpts from Figure 1. First, facilitator reads the
opening stanzas of Example 1, without revealing the author or title.]
[Facilitator next reads Example 2, again without revealing the source.]
Facilitator says: “Which of these two examples is a poem?”
[Allow time for responses.]
Facilitator says: “Both of these examples involve descriptions of weather events, but are clearly very
different. For one thing, the first example is told in verse, which is writing that is arranged in a
rhythm, and typically having a rhyme. Now we are going to consider some other differences between
the two pieces.”
[Divide students into groups of 3–4. Display or distribute Figure 2.]
Facilitator says: “Briefly describe how the elements in the left hand column apply to Example 1 and
Example 2. For instance, what is the purpose of Example 1, and what is the purpose of Example 2,
etcetera. Work in your groups to compete this chart. Be prepared to present your answers to the
class.”
[Allow 10 minutes for the completion of the exercise. At the end of 10 minutes, Facilitator takes
responses to different parts of the chart from different groups. See Figure 2: Possible Answers.]
Facilitator says: “Now that we have determined some elements that make these two pieces of
writing different, we will get some practice applying them.”
[Facilitator displays or hands out Figure 3, and reads the directions aloud to students. Allow 10
minutes for the exercise, then ask for volunteers to share.]
Facilitator says: “You will learn more about different purposes of poetry, and the techniques the
poets use to accomplish those purposes, in the performance task you will be completing.”
A list of sources used in the development of this Classroom Activity is available at the following link:
http://www.smarterbalanced.org/wordpress/wp-content/uploads/2015/07/Work-Cited-for-Classroom-Activities.pdf
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Ancillary Material
Figure 1: Sample Poem & Sample Prose
Example 1:
Rain on the face of the sea,
Rain on the sodden land,
And the window-pane is blurred with rain
As I watch it, pen in hand.
Mist on the face of the sea,
Mist on the sodden land,
Filling the vales as daylight fails,
And blotting the desolate sand.
--Rudyard Kipling, “Commonplaces”
Example 2
When warm rain falls through cooler air, water evaporates from the warm rain. It subsequently
condenses in the cool air forming fog. Such fog can be quite dense. It generally will persist as long as
the rain continues. Since temperature rises little during the day, there is little diurnal variation in rain
induced fog. Improvement in visibility cannot be expected until the rain stops or moves out of the
affected area.
-- National Weather Service Glossary: Rain Induced Fog
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Ancillary Material
Figure 2: Writing Elements and Examples
Writing Elements
Example 1
Example 2
Purpose
Point of View
Imagery
Form
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Ancillary Material
Figure 2 Possible Answers
Writing Elements
Example 1
Example 2
Purpose
To describe a scene
To provide information
Point of View
First person narrator
No narrator; objectively
presented
Imagery
Images created through lines
such as:
• “window pane is
blurred with rain”
• “Mist on the face of
the sea”
No specific images are
given (although some
descriptions may evoke
them).
Form
Material presented in lines
and stanzas
Material is presented in
paragraph form
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Ancillary Material
Figure 3: Poetry Exercise
For this exercise, imagine that you are a writer trying to create a poem based on the National
Weather Service’s description of rain-induced fog:
When warm rain falls through cooler air, water evaporates from the warm rain. It
subsequently condenses in the cool air forming fog. Such fog can be quite dense. It generally
will persist as long as the rain continues. Since temperature rises little during the day, there
is little diurnal variation in rain induced fog. Improvement in visibility cannot be expected until
the rain stops or moves out of the affected area.
Write 2-4 lines of poetry, using some of the details from the paragraph above. Be sure to consider
some of the writing elements discussed in the previous exercise (Purpose, Point of View, Imagery,
Form).
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