Exploring
Poetry
Created by Laura Candler
www.lauracandler.com
Teacher Information and Directions
This poetry packet includes several days worth of lessons for introducing students to poetic
devices and poetry response. You’ll find an overview of six common poetic devices,
poetry puzzles, a graphic organizer, and a poetry response foldable. Because of copyright
laws, this packet does not include specific poems for discussion and interpretation.
However, you can find many poems online at Poemhunter.com and other websites.
How to Use the Lessons:
1. Advanced Preparation - Gather a wide variety of poems for your students. Collect
poetry books from your school or public library, search your basal reading text, or
look online for suitable examples. These lessons work best with thoughtful poems that
were crafted with a variety of poetic devices. Check out the list of suggested poetry
books and poems on the Teaching Resources (www.lauracandler.com) poetry page. In
general, silly poems and nonsense rhymes won’t work as well with these lessons.
2. Introduction to Poetry - Begin by sharing a special poem with your students. If
possible, display a copy while you read it. Be sure that the poem contains strong
imagery and other poetic devices such as metaphors, alliteration, and so on. Ask
students how a poem is different from a story or article. Introduce them to terms like
line and stanza that are often used to discuss poetry. Read the poem several times,
slowly, and ask your students to think about what it means. Have students discuss the
meaning with a partner, and then conduct a short class discussion to be sure everyone
understands the meaning.
3. Poetic Devices - Explain that poets often convey a lot of meaning
with just a few words. To do this, they use a variety of techniques
called “poetic devices.” Point out these devices in the poem you
shared. Then display the Poetic Devices chart on page 3 and discuss
each definition and example with your students. (Note: there are
additional devices such as repetition and exaggeration; however, for
simplicity, this lesson focuses on just six commonly used devices.)
4. Poetic Devices Hunt - If you have a basal reading textbook that
contains poems, you can have your students take part in a Poetic
Devices Hunt. Working with one device at a time, challenge them to
find poems in their reading text that contain examples of each type of poetic device.
Since this is an introductory lesson, examples should be shared and discussed as a class.
Keep the pace fun and exciting; don’t assign this as homework or turn it into a chore!
© 2010 by Laura Candler ~ Teaching Resources ~ www.lauracandler.com
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5. Poetry Puzzles - Duplicate one copy of each of the three Poetry
Puzzles pages for each team or pair of students. It’s best if you
duplicate each page on a different color. Have students cut out the
Poetry Phrases and stack them in a pile. Then ask them to take take
turns selecting one of the Poetry Phrases to place on the Poetry Puzzle
Practice page with the terms and definitions. Walk around and check
their matches as they work. After they master this page, challenge
them to match the same phrases with the words on the Poetry Practice
Challenges page which lists only the poetic devices without definitions.
Answer Keys can be found on pages 11 and 12.
6. Poetry Peace Map - The Poetry Peace Map graphic organizer
addresses the reluctance of many students to read a poem more than
once. They don’t understand that most poems are so packed with
meaning that even adults need to read them repeatedly to understand
them. Start with a poem such as “Dreams” by Langston Hughes.
Distribute copies of the Poetry Peace Map graphic organizer (page 8) or
have students draw it on individual dry erase boards. Post the Poetry
Peace Map questions (page 7) and lead your students through them,
one at a time. The first time they read the poem, they jot down what
they think it’s about in section one. If they don’t have any idea, they
write “I don’t know.” The next time they read it, they refine their understanding and add
more detail. The last section of the graphic organizer is for repeated readings. They can also
add details about the poetic devices that were used, if any. Don’t discuss the poem as a class
until everyone has completed their graphic organizers. Then conduct a class discussion about
the meaning of the poem. For the next few days, start each day with a Poetry Peace Map
session. After the first time, students can draw their own peace sign graphic organizers. This
activity works well in a center, too.
7. Poetry Response Foldables - The last lesson requires
students to draw upon their knowledge of poetic
devices as well as their ability to decode a poem’s
meaning. Duplicate pages 9 and 10 front to back. Fold
lengthwise and cut on the dotted lines to form 3 flaps.
(Note: duplicate one and cut it to be sure of the page
orientation before duplicating the remainder of the
foldables). Ask students to find three different poems
that demonstrate examples of the poetic devices you
have studied. You might want to provide the first poem for the class and use it to
demonstrate how to complete the foldable. On the top flap, write the name of the poem
and the title. Then have students read the poem silently at least 3 times to figure out the
meaning and any symbolism. Ask them to write a few sentences on the inside of the top flap
to explain the meaning of the poem. Finally, have them reread the poem to look for
examples of poetic devices such as similes, metaphors, and so on. For the remaining flaps,
you can assign poems or let students choose their own. It might also be helpful for them to
do this activity with a partner, switching partners after each flap is completed.
Visit the Poetry Page on Teaching Resources for links to poetry books and poems!
www.lauracandler.com/filecabinet/literacy/poetry.php
© 2010 by Laura Candler ~ Teaching Resources ~ www.lauracandler.com
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Rhyme
Simile
Words that have the same
ending sounds
A figure of speech in which
things are compared using
the words “like” or “as”
“The tiny bird in the tree
Was singing songs just for me.”
“The surface of the water
looked as smooth as glass.”
Metaphor
Alliteration
A figure of speech in which
things are compared by stating
that one thing is another
Repetition of words
with the same
beginning sounds
“The clouds are cotton balls
in the sky.”
“Polly planted plenty of
pretty pansies.”
Personification
Onomatopoeia
A figure of speech
in which objects are given
human qualities
Words that sound like the
objects or actions to which
they refer
“The sun played peek-a-boo
with the clouds.”
“A pesky mosquito buzzed
around my head.”
© 2010 by Laura Candler ~ Teaching Resources ~ www.lauracandler.com
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Poetry Puzzle Practice
Terms and Definitions
Rhyme
Words that have the same
ending sounds
Simile
A figure of speech in which
things are compared using
the words “like” or “as”
Metaphor
A figure of speech in which
things are compared by stating
that one thing is another
Alliteration
Repetition of words
with the same
beginning sounds
Personification
A figure of speech in
which objects are given
human qualities
Onomatopoeia
Words that sound like
the objects or actions
to which they refer
© 2010 by Laura Candler ~ Teaching Resources ~ www.lauracandler.com
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Poetry Puzzle Challenge
Terms Only
Metaphor
Simile
Rhyme
Onomatopoeia
Alliteration
Personification
© 2010 by Laura Candler ~ Teaching Resources ~ www.lauracandler.com
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Poetic Phrases
The
st
us in ars dance
d ab
the n
o
ight
sky. ve
Cut out poetic phrases and
match with poetic devices
on puzzle page.
nds
o
m
a
i
ere d elvet
w
s
r
a
t
The s the black v
st
again ight.
n
of the
St
sta acy
re sto
d
at od
sta an
rs. d
ke
ed l i s s
look
a
stars oken gl ky.
r
s
The
s of b
s the
piece ed acros
er
scatt
The
In th star wa
s
e co
ld d bright
a rk
ni gh
t.
As w
e
we h watched
ea
th
clack rd the cli e stars
ck
of a p
assing etytrain.
© 2010 by Laura Candler ~ Teaching Resources ~ www.lauracandler.com
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Poetry Peace Map
What are your thoughts
after each reading?
1st Reading - Read the poem slowly one time
through. What do you think the poem is
about? Record your thoughts.
2nd Reading - Read the poem again, a little
more carefully. Do you see anything you
missed the first time through? Look for
symbolism and figurative language. Is there a
deeper meaning? If you haven’t changed your
opinion from your first reading, record
examples of figurative language and imagery.
3rd+ Reading - Read it again, as many times
as needed to understand the poem fully.
Record any additional thoughts or feelings
about the poem. What techniques did the
poet use to convey his or her message?
© 2010 by Laura Candler ~ Teaching Resources ~ www.lauracandler.com
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Poetry Peace Map
Title _________________________
What are your thoughts after each reading?
© 2010 by Laura Candler ~ Teaching Resources ~ www.lauracandler.com
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Title
___________________________
Poet
Poetry Response Foldable
Date __________________________
Name _________________________________
__________________________
Title
___________________________
Poet
__________________________
Title
___________________________
Poet
__________________________
© 2010 by Laura Candler ~ Teaching Resources ~ www.lauracandler.com
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What is the poem about?
Describe the techniques used.
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
What is the poem about?
Describe the techniques used.
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
What is the poem about?
Describe the techniques used.
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
© 2010 by Laura Candler ~ Teaching Resources ~ www.lauracandler.com
10
Poetry Puzzle Practice
Rhyme
Words that have the same
ending sounds
Simile
A figure of speech in which
things are compared using
the words “like” or “as”
Metaphor
A figure of speech in which
things are compared by stating
that one thing is another
Answer Key
The star was bright
In the cold dark night.
The stars looked like
pieces of broken glass
scattered across the sky.
The stars were diamonds
against the black velvet
Alliteration
Repetition of words
with the same
beginning sounds
Personification
A figure of speech in
which objects are given
human qualities
Onomatopoeia
Words that sound like
the objects or actions
to which they refer
Stacy stood and stared
at stars.
The stars danced above
us in the night sky.
As we watched the stars
we heard the clicketyclack of a passing train.
© 2010 by Laura Candler ~ Teaching Resources ~ www.lauracandler.com
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Poetry Puzzle Challenge
Metaphor
Answer Key
The stars were diamonds
against the black velvet
of the night.
Simile
The stars looked like
pieces of broken glass
scattered across the sky.
Rhyme
The star was bright
In the cold dark night.
Onomatopoeia
As we watched the stars
we heard the clicketyclack of a passing train.
Alliteration
Stacy stood and
stared at stars.
Personification
The stars danced above
us in the night sky.
© 2010 by Laura Candler ~ Teaching Resources ~ www.lauracandler.com
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