ENGLISH LANGUAGE ARTS
Foundations of Writing
Unit 2- Introduction to Poetry
December- March
1
Course Philosophy
Students will be introduced to the writing process as they study and are introduced to the various
writing disciplines and genres. Emphasis is placed on giving students the variety of reading and
writing experiences necessary to the developing writer. Vocabulary development, exposure to
writing models, writing outlines, elements of genres, composition, and publishing are presented.
Students will practice writing like a reader and reading like a writer. The purpose of this class is to
encourage students to develop the habits and attitudes of a professional writer in a professional
writing community. The true art of writing includes not only the process of generating, but also the
phases of reading, mentoring, experimenting, revising and editing. The final pieces created for this
class will reflect the process of writing. Application and production will take place in the lab.
Contributions to essay and writing contests, fairs, and school publications are required. The literary
art magazine, Wings, emanates from this class.
http://www.state.nj.us/education/modelcurriculum/ela/
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Pacing Chart
Unit
Unit 1
Topics
Elements of Short Stories
CCSS
RL.9-10.1, R.L.9.10.2,Rl.p-10.3
W.9-10.3, W.9-10.3.A, W.910.3.B, W.9-10.3.C, W.9-10.3.D
Unit 1- 8 Weeks in duration
Unit 2 – 20 Weeks in duration
Unit 3 – 7 Weeks in duration
Unit 2
Unit 3
Introduction to Poetry
Introduction to Drama and Playwriting
RL.9-10.1, RL.9-10.4, RL.9-10.6,
RL.9-10.9, RL.9-10.10 W.9-10.3,
W.9-10.3.A, W.9-10.3.B, W.910.3.C, W.9-10.3.D W.9-10.4,
W.9-10.5, W.9-10.6
RL.9-10.1, R.L.9.10.2,Rl.p-10.3
W.9-10.3, W.9-10.3.A, W.910.3.B, W.9-10.3.C, W.9-10.3.D
W.9-10.4, W.9-10.5, W.9-10.6
3
Methods of Instruction
 Teacher coaching
 Individual and collaborative problem-solving & decisionmaking
 Individual instruction
 Small group instruction
 Establishing metacognitive reflection and
articulation as a regular pattern in learning
 Diagrams, charts, visuals and graphs
 Model (I Do), Guided Practice (We Do),
Independent Practice (You Do)
 Peer review
 Guest speakers
 Writing to learn
 Independent practice
 Practice in critical reading
 Making thinking visible
 Critical analysis
 Note-taking
4
Educational Technology
Standards
8.1.12.A.2, 8.1.12.B.1, 8.1.12.C.1, 8.1.12.D.2, 8.1.12.E.2, 8.1.12.F.
 Technology Operations and Concepts
 Produce and edit a multi-page document for a commercial or professional audience using desktop publishing
and/or graphics software.
 Creativity and Innovation
 Design and pilot a digital learning game to demonstrate knowledge and skills related to one or more content areas
or a real world situation.
 Communication and Collaboration
 Develop an innovative solution to a complex, local or global problem or issue in collaboration with peers and
experts, and present ideas for feedback in an online community.
 Digital Citizenship
o Demonstrate appropriate use of copyrights as well as fair use and Creative Commons guidelines.
 Research and Information Literacy
 Predict the impact on society of unethical use of digital tools, based on research and working with peers and
experts in the field.
 Critical Thinking, Problem Solving, Decision Making
 Select and use specialized databases for advanced research to solve real-world problems.
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Career Ready Practices
Standards
CRP2, CRP4, CRP5, CRP6, CRP7, CRP8, CRP10, CRP11, CRP12
 CRP2. Apply appropriate academic and technical skills.
Career-ready individuals readily access and use the knowledge and skills acquired through experience and
education to be more productive. They make connections between abstract concepts with real-world
applications, and they make correct insights about when it is appropriate to apply the use of an academic skill
in a workplace situation
 CRP4. Communicate clearly and effectively and with reason.
Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written,
verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make
maximum use of their own and others’ time. They are excellent writers; they master conventions, word choice,
and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at
interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals
think about the audience for their communication and prepare accordingly to ensure the desired outcome.
 CRP5. Consider the environmental, social and economic impacts of decisions.
Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that
positively impact and/or mitigate negative impact on other people, organization, and the environment. They
are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting
the nature of their work as it relates to the impact on the social condition, the environment and the
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Career Ready Practices
profitability of the organization.
 CRP6. Demonstrate creativity and innovation.
Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they
contribute those ideas in a useful and productive manner to improve their organization. They can consider
unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas
and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources
and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to
bring innovation to an organization.
 CRP7. Employ valid and reliable research strategies.
Career-ready individuals are discerning in accepting and using new information to make decisions, change
practices or inform strategies. They use reliable research process to search for new information. They evaluate
the validity of sources when considering the use and adoption of external information or practices in their
workplace situation.
 CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.
Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem,
and devise effective plans to solve the problem. They are aware of problems when they occur and take action
quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to
introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed
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Career Ready Practices
upon, they follow through to ensure the problem is solved, whether through their own actions or the actions
of others.

CRP11. Use technology to enhance productivity.
Career-ready individuals find and maximize the productive value of existing and new technology to accomplish
workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology.
They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and
organizational-of technology applications, and they take actions to prevent or mitigate these risks.

CRP12. Work productively in teams while using cultural global competence.
Career-ready individuals positively contribute to every team, whether formal or informal. They apply an
awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to
increase the engagement and contribution of all team members. They plan and facilitate effective team
meetings.
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Differentiated Instruction
Accommodate Based on Students’ Individual Needs: Strategies
Time/General

Extra time for assigned
tasks

Adjust length of assignment

Timeline with due dates for
reports and projects
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Communication system
between home and school
Processing
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Provide lecture
notes/outline
Assistive Technology
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Computer/whiteboard
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Tape recorder
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Modified handouts with
larger fonts, additional
graphics
Extra response time
Have students verbalize
steps
Repeat, clarify, or reword
directions
Mini-breaks between tasks
Comprehension


Spell-checker
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Extended time

Audio-taped books

Study guides

Shortened tests

Read directions aloud

Teacher-made checklist

Reference resources to
promote independence

Short manageable tasks

Brief and concrete
directions

Visual and verbal
reminders

Provide immediate
feedback

Graphic organizers

Small group instruction

Emphasize multi-sensory
learning
Provide a warning for
transitions
Tests/Quizzes/Grading
Precise step-by-step
directions
Recall
Behavior/Attention

Consistent daily
structured routine

Simple and clear
classroom rules

Frequent feedback
Organization

Individual daily planner

Display a written agenda

Note-taking assistance
Color code materials
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Interdisciplinary Connections
Model interdisciplinary thinking to expose students to other disciplines.
Interdisciplinary Connections:
o
o
o
Visual Art: Students will generate poetry for use in Wings, the literary magazine and collaborate with
members from the Commercial Art/Fine Art Departments.
Economics: Students will read articles that highlight the social and economic conditions at the apex
of the Industrial Revolution in Britain and The United States.
Multicultural studies: Students will read poems written during the Harlem Renaissance Period and
explore how African American culture and experiences influences the writing.
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Methods of Assessment
Suggested Formative/Summative Classroom Assessments
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Short constructed response questions
Multiple Choice questions
Academic/Domain specific vocabulary
Critiques
Quizzes
Journals
Essays
Quick writes
Accountable talk
Projects
Observation
Graphic Organizers
Presentations (incorporating Web 2.0 tools)
Homework
Role Playing
Concept Mapping
Student Conferencing
Proper tool and material use, which includes rubrics
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Portfolio Assessment (included materials):
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Short Stories
Poetry
Scenes
Literary art publication materials
Completed departmental assignments
Rubrics and student reflections
Essential Focus Questions
 What is poetry?
 What strategies do you use to analyze poetry?
 What devices do poets use?
 What is the central idea/theme of a poem?
 How does self-reflection create growth as an independent reader?
 What are some different poetic forms and structures and how do they affect meaning?
 What is the significance of a poem’s cultural and historical context?
Outcomes
 Develop abilities to write creatively and expressively
 Practice the behavior of committed writers
 Develop knowledge of writing and appropriate vocabulary for discussing writing
 Recognize reading and listening as a constructive, meaningful process
 Learn the conventions of poetry
 Write a variety of poetry, using the different forms
 Discuss literary fiction/nonfiction and its development
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Skills, Strategies & Concepts
Student Learning Objectives
CCSS:
RL.9-10.1, RL.9-10.4,
RL.9-10.6, RL.9-10.9, RL.910.10
Learn about literary devices
and figurative language used
within poetry. Read and
interpret poetry ranging from
the Romantic Period to
contemporary poetry.
 Students will learn and understand the definition of the following terms and apply them to
their work:
Allegory
Meter
Allusion
Anaphora
Oxymoron
Ballad
Blank Verse
Connotation
Consonance
Couplet
Denotation
Elegy
Epic
Epigram
Figurative Language
Foot/Feet
Free Verse
Haiku
Hyperbole
Iambic Pentameter
Lyric
Metaphor
Metonymy
Onomatopoeia
Paradox
Pastoral
Personification
Prose Poem
Pun
Refrain
Romanticism
Simile
Sonnet
Stanza
Synecdoche
Verse
Villanelle
Ode
 Students will identify and analyze figurative language and poetic devices
 Students will determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings
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Student Learning Objectives
CCSS:
RL.9-10.1, RL.9-10.4,
RL.9-10.6, RL.9-10.9, RL.910.10
Skills, Strategies & Concepts
 Students will apply different strategies to comprehend, interpret and evaluate text
 Students will analyze the overall significance, meaning, and theme of a piece of literature
 Distinguish between different forms of poetry, such as sonnet, lyric, elegy, narrative, epic
and ode
Learn how to evaluate text
using different strategies.
Student Learning Objectives
CCSS :
W.9-10.1, W.9-10.3.A, W.910.3.B, W.9-10.3.C, W.910.3.D
Using text support conclusions
with the use of textual
evidence. Analyze authors use
of personal experiences in their
work.
Skills, Strategies & Concepts
 Students will support their conclusions with evidence form the text in both oral and written
form
 Students will explore how authors rely on personal experiences in their writing
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Student Learning Objectives
CCSS :
W.9-10.3, W.9-10.3.A, W.910.3.B, W.9-10.3.C, W.910.3.D
Using a variety of techniques,
students will develop a solid
foundation in writing poetry.
Understand and apply the rules
and conventions of poetry.
CCSS:
RL.9-10.1, RL.9-10.4,
RL.9-10.6, RL.9-10.9, RL.910.10
Skills, Strategies & Concepts
 Students will apply knowledge of language structure, figurative language, and
genre to create short text.
 Students will use sensory language to create a vivid picture
 Students will demonstrate an understanding of tone in Poetry.
 Students will be able to understand a narrator’s attitude is a part of tone.
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Student Learning Objectives
CCSS :
W.9-10.3, W.9-10.3.A, W.910.3.B, W.9-10.3.C, W.910.3.D
Using a variety of techniques,
students will develop a solid
foundation in writing poetry.
Understand and apply the rules
and conventions of poetry.
Skills, Strategies & Concepts
 Students will follow the writing process to create original poetry
 Students will identify sounds devices in poetry and incorporate them into their
own writing.
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Student Learning
Objectives
CCSS :
RL.9-10.1, RL.9-10.4,
RL.9-10.6, RL.9-10.9, RL.910.10
Learn about literary devices
and figurative language used
within poetry.
Skills, Strategies & Concepts
 Students will learn and understand the definition of the following terms and
apply them to their work:
Alliteration
Assonance
Consonance
Enjambment
Imagery
Repetition
Rhyme
Rhythm
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CCSS:
W.9-10.4, W.9-10.5, W.910.6
Strengthen writing skills and
strategies through editing the
revision process
 Students will self-edit poetry for errors in content and structure.
 Students will collaborate with others through peer editing.
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RESOURCES FOR UNIT # 1
Burke, Joette, et al. Creative Writing, The Center for Learning, 2000. Print.
Kinnel, Galway, ed. The Essential Whitman. New York, New York: Harper Collins, 1987. Print
Burron, Collin, ed. Complete Sonnets and Poems by William Shakespeare. Oxford: Oxford University Press, 2008. Print.
Auden, W.H. and Pearson, Norman Holmes, ed. Portable Romantic Poets: A Selection of Works From American and British
Poets. New York, New York: Penguin Group, 1978. Print.
International Reading Association. http://www.readwritethink.org/
New York City, Department of Education. http://schools.nyc.gov/documents/teachandlearn/poetryunit_2-24final.pdf
The American Academy of Poets. http://www.poets.org/poetsorg/lesson/voice#node-124921
The American Academy of Poets. http://www.poets.org/
Purdue University. https://owl.english.purdue.edu/
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SAMPLE ACTIVITIES/LESSON STARTERS
For each lesson, when the students answer questions, they should incorporate the “3C Method” in their responses:
1. Restate the question and state the claim.
2. Cite textual evidence to support the claim.
3. Explain the textual evidence and connect it to the claim.
Billy Collins, Introduction to Poetry
Use Introduction to Poetry by Billy Collins to begin a discussion on how readers approach a poem. Ask students to skim quickly through the poem and
write their initial responses in their journals.
• What words and images stand out for them?
• What is their emotional reaction to the poem (e.g., surprise, dismay, anger)? Ask students to share their responses with the class.
• Have students read the poem a second time, and write down examples of any figurative language (e.g., simile, metaphor, hyperbole) they encounter.
• Ask students what they think Collins is saying about the study of poetry, and what is the real goal of reading poetry?
Ask students to think about a favorite poem and imagine the perfect way to read it. Where would they be when they read it? Would they read it fast or
slow? Out loud or to themselves?
• Writing Extension
Students will compose their own poem about reading poetry. The poem must contain at least one example of a metaphor, simile and alliteration. Begin
this assignment during class and circulate among the students to provide feedback.
Assessment will be based on appropriate rubric.
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Learning Poetic Devices- Onomatopoeia
• Begin by revealing the definition of onomatopoeia and ask them to discuss why poets and writers use it in their writing.
• Hand out and display The Bells by Edgar Allen Poe and the Onomatopoeia worksheet
• Demonstrate how to find and think about the purpose of the onomatopoeia using the following example from the poem:
Hear the sledges with the bellsSilver bells!
What a world of merriment their melody foretells!
How they tinkle, tinkle, tinkle,
In the icy air of night!
• Once students have worked through the poem, and ask students to share their analysis. Focus the discussion on the poet's word choice.
Consider how descriptive the sound words are as well as what they add to the poem as a whole.
• Point to the example on the Exploring Onomatopoeia Worksheet, which details the response for this example. • Individually or in small groups, have students work through the full poem, recording the examples of onomatopoeia that they find and
indicating why they think the poet made the choices that he did. Have them discuss their examples.
• If time allows, ask students to brainstorm a list of sound words and record their responses on the board.
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Walt Whitman, O Captain, My Captain
Have students read Walt Whitman’s, O Captain, My Captain and ask them to write their first impression of the poem in their journal.
During a whole class discussion, ask the following questions:

Read the first sentence (stanza one). What does exulting mean? Who is exulting, and where are they?

Who is the narrator of this poem? What is (his) mood in the first stanza? What evidence from the text supports your analysis and thinking?

In the second stanza, one phrase is repeated 5 times. What is it? Why do you think Whitman chose to repeat this phrase? What effect does it
create?
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If you had to describe this poem’s mood(s) with two adjectives, what would they be? Explain. If you had to go down to just a one-word
description of the overall mood, what one word would you pick? Why?
After reading and discussing the poem, have students respond in writing to the following writing prompts:

Write a paragraph that tells who “the captain” is an extended metaphor for as well as what “the trip” is an extended metaphor for. Include in
the paragraph how you can infer that from the poem or what you know about when it was written.

“O Captain! My Captain!” is about a real event and a real person in American history. Explain whom the poem was written to honor and what
event inspired Whitman to write it. Then track how the poem captured the feelings of a whole nation.
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This poem is considered an Elegy, which means it is written to express sorrow. Do you think it should be considered an Elegy?
Use direct quotes from the text to support your analysis and reasoning.
Assessment will be based on appropriate rubric.
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Tone Words - Attitude
Tone Words - Positive Connotation
Admiring
Delightful
Hopeful
Reflective
Adoring
Earnest
Humorous
Relaxed
Affectionate
Ecstatic
Independent
Respectful
Appreciative
Elated
Interested
Reverent
Approving
Empathetic
Introspective
Romantic
Bemused
Encouraging
Jovial
Scholarly
Benevolent
Euphoric
Joyful
Self-assured
Calm
Excited
Lively
Sentimental
Casual
Exhilarated
Modest
Serene
Cheerful
Expectant
Nostalgic
Straightforward
Comforting
Felicitous
Optimistic
Sympathetic
Comic
Fervent
Passionate
Tender
Compassionate
Flippant
Playful
Tranquil
Complimentary
Forthright
Poignant
Whimsical
Confident
Friendly
Proud
Wistful
Contented
Hilarious
Reassuring
Worshipful
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Tone words - Neutral Connotation
Commanding
Indirect
Objective
Unambiguous
Direct
Meditative
Questioning
Unconcerned
Impartial
Ordinary
Speculative
Understated
Tone words - Negative Connotation
Abhorring
Desolate
Haughty
Psychotic
Ambiguous
Despairing
Hopeless
Resigned
Ambivalent
Desperate
Hostile
Reticent
Angry
Detached
Impatient
Righteous
Annoyed
Diabolic
Incredulous
Sarcastic
Antagonistic
Disappointed
Indifferent
Sardonic
Anxious
Disliking
Indignant
Scornful
Apathetic
Disrespectful
Inflammatory
Selfish
Apprehensive
Doubtful
Insecure
Severe
Belligerent
Embarrassed
Insolent
Sinister
Bewildered
Enraged
Irreverent
Skeptical
Biting
Evasive
Lethargic
Sly
Bitter
Facetious
Melancholy
Somber
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Blunt
Fatalistic
Mischievous
Sorrowful
Bossy
Forceful
Miserable
Stern
Cold
Foreboding
Mocking
Stressful
Conceited
Frantic
Mournful
Suspicious
Condescending
Frightened
Nervous
Tense
Confused
Frustrated
Ominous
Threatening
Contemptuous
Furious
Outraged
Tragic
Curt
Gloomy
Paranoid
Uncertain
Cynical
Grave
Pathetic
Unfriendly
Demanding
Greedy
Patronizing
Unsympathetic
Depressed
Grim
Pessimistic
Violent
Derogatory
Harsh
Pretentious
Zealous
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1.Answers: Alliteration, Consonance, Onomatopoeia, Repetition, Rhyme, Rhythm 1. I'm growing fonder of my staff; / I'm growing
dimmer in the eyes; I'm growing fainter in my laugh; / I'm growing deeper in my sighs; Which techniques are being used (list two or
more)? ________________________________________________
Alliteration, Consonance, Onomatopoeia, Repetition, Rhyme, and/or Rhythm How do you figure? Explain how you got your answer
2. Confound the cats! All cats--away-- / Cats of all colors, black, white, gray; By night a nuisance and by day-- / Confound the cats!
All cats, always. Which techniques are being used (list two or more)? ________________________________________________
Alliteration, Consonance, Onomatopoeia, Repetition, Rhyme, and/or Rhythm How do you figure? Explain how you got your answer
3. I dreamed a dream next Tuesday week, / Beneath the apple-trees; I thought my eyes were big pork-pies, / And my nose was Stilton
cheese. Which techniques are being used (list two or more)? ________________________________________________ Alliteration,
Consonance, Onomatopoeia, Repetition, Rhyme, and/or Rhythm How do you figure? Explain how you got your answer
4. O Sea! whose ancient ripples lie on red-ribbed sands where seaweeds shone; O moon! whose golden sickle's gone, Which
techniques are being used (list two or more)? ________________________________________________ Alliteration, Consonance,
Onomatopoeia, Repetition, Rhyme, and/or Rhythm How do you figure? Explain how you got your answer
5. Across the moorlands of the Not / We chase the gruesome When; And hunt the Itness of the What / Through forests of the Then.
Which techniques are being used (list two or more)? ________________________________________________ Alliteration,
Consonance, Onomatopoeia, Repetition, Rhyme, and/or Rhythm How do you figure? Explain how you got your answer
6. Big Balloons Bounce into the / Big Blue Sky / Up, up, and away / There they go Which techniques are being used (list two or
more)? ________________________________________________ Alliteration, Consonance, Onomatopoeia, Repetition, Rhyme,
and/or Rhythm How do you figure? Explain how you got your answer
7. BANG!!! There goes another building, / BOOM!!! And there go 2 more, Said the man who took target practice / In the seat of a
military tank. BAM!!! There goes another. / Life is hard when you don’t have a father to guide you. BOOM!!! You could end up in
jail, / BANG!!! You could end up crazy, AHHHH!!! Or you could end up dead / Because you pressed the wrong button. Which
techniques are being used (list two or more)? ________________________________________________ Alliteration, Consonance,
Onomatopoeia, Repetition, Rhyme, and/or Rhythm How do you figure? Explain how you got your answer
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8. Buzz, goes the blue fly, / Hum, goes the bee, Buzz and hum they cry, / And so do we: Which techniques are being used (list two or
more)? ________________________________________________ Alliteration, Consonance, Onomatopoeia, Repetition, Rhyme,
and/or Rhythm How do you figure? Explain how you got your answer
9. There was a crow sat on a stone, / When he was gone, then there was none. Which techniques are being used (list two or more)?
________________________________________________ Alliteration, Consonance, Onomatopoeia, Repetition, Rhyme, and/or
Rhythm How do you figure? Explain how you got your answer 10. Tiger, Tiger burning bright, / in the forests of the night, Which
techniques are being used (list two or more)? ________________________________________________ Alliteration, Consonance,
Onomatopoeia, Repetition, Rhyme, and/or Rhythm
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Walt Whitman, I Hear America Singing
• Pass out or display “I Hear America Singing” by Walt Whitman.
• Define list poem (or catalog verse) as “a poem comprised of a list of persons, places, things, or abstract ideas which share a
common denominator.”
• Read Whitman's I Hear America Singing aloud to the class or ask for student volunteers.
• Invite students to discuss responses and aspects of the poem, which coincide with the two-part definition: the list and the common
denominator. Note student responses on board.
• Explain that students will be writing a similar poem, using their school as the subject (this can be accomplished individually or in
small groups).
• Give students a copy of I Hear My School Singing model poem and point out the blank spaces, which they will fill in with people
and their roles in the school environment.
• Note that in his poem, Whitman does not use individual names but roles or occupations. Students should model Whitman’s format.
Show the students the I Hear My School Singing Planning Sheet.
• Review parts of speech if necessary, telling students they will fill each major point of the organizer with the different roles of people
associated with their school (nouns). Secondary slots will contain a verb—an action for the person and two objects (nouns)
related to that person's role. They may also refer to the model poem to determine whether other parts of speech are needed for a
particular person's role. • Once the students have completed the “I Hear My School Singing” Planning Sheet, either online or in print, they should refer to it to
choose meaningful terms as they fill in the blanks on the “I Hear My School Singing” model poem. • Circulate among students, providing feedback and support, as they work on their poems. • After students have completed their model poems, ask them to read their work to the class. As they read, list the various roles
mentioned in their poems on the board or on chart paper.
Writing Extension
• Have students select another location, such as their community, an athletic event, or another extra-curricular activity, and create an
“I Hear ______ Singing” poem.
• Assessment will be based on appropriate rubric.
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