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Crafting Poetry: A Sensory Journey

Lesson Plan

Crafting Poetry: A Sensory Journey

Grade Levels

9th Grade

Course, Subject

Related Academic Standards
CC.1.4.9-10.O CC.1.4.9-10.O
Use narrative techniques such as dialogue, description, reflection, multiple plot lines, and pacing, to develop experiences, events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters.
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Vocabulary

Sensory details - details that appeal to or evoke one of the five senses: sight, sound, touch, taste, smell
Imagery - descriptive writing that appeals to one or more of the five senses and paints a vivid picture in the reader's mind
Metaphor - a comparison of two unlike things without using like or as
Simile - a comparison of two unlike things using like or as

Personification - giving human traits to non-living things

Line Breaks - the end of a line of poetry, not necessarily the end of a complete thought. Line breaks are used for emphasis and rhythm.
Stanza - a group of lines in poetry, similar to a paragraph.
Free Verse - poetry without a fixed pattern of meter and rhyme 

 

 

Objectives

Students will be able to:

  • generate ideas / first drafts for at least three poems.
  • experiment with a variety of poetic devices to create mood and tone.
  • revise and polish two poems.
  • incorporate sensory detail / strong imagery.
  • utilize at least two of the following literary devices: metaphor, simile, personification.

Lesson Essential Question(s)

How does a poet generate ideas?

What techniques does a poet use to achieve his or her purpose?

 

Duration

90 - 120 minutes (one block or two 50-60 minute class periods)

Co-Taught or College Prep: you may need to plan for additional time, maximum of two more hours

Materials

 You need to gather materials for the different sensory stations: visual, touch/visual, sound, smell. The  materials will include physical items and virtual resources.

  • visual (virtual resource): National Geographic photographs: http://photography.nationalgeographic.com/photography/ "Photography." National Geographic via Xpeditions. Thinkfinity.org. Web. 1 Mar. 2010 <http://www.thinkfinity.org>.
  • visual (physical images): a collection of photographs and/or fine art prints (optional if you have the resources)
  • touch/visual: found objects  such as objects from nature, household objects, jewlery, clothing, school supplies, recreation, etc.  
  • scent: bring in a varietyof different scents. lemon slices, orange slices, vanilla extract, peppermint, oregano and basil, coffee. You will want to have each item concealed (brown paper bags work well). Alternatively, you can use a variety of essential oils that represent different types of scent (orange, lemon, lavender, eucalyptus, peppermint). To conceal the origin of the scent, you can add drops of oil to cotton balls and then enclose in a glass jar with a lid.
  • music: as an alternative you may bring in a variety of recorded music as long as it is instrumental only. Lyrics will get in the way of the students generating original ideas.

You will also need:

  • headphones
  • computers with internet access
  • a model poem from one of the sensory stations with the image, object, scent, or music that inspired it. Ideally, you will create your own to share with your students. However, you may also use work from one of the following collections of poetry:
    • Greenberg, Jan, Ed. Heart to Heart.  New York: Harry N. Abrams, Inc., 2001.
    • Ferlinghetti, Lawrence. When I Look at Pictures. Peregrine Smith Books, 1990.
  • Create a list of brainstorming/notetaking questions or prompts for each station. Your list should fit the needs of the students. Here is a suggested list from which to begin:
    • Visual
      • Focus on a small section of the picture and record everything you see - every minor detail
      • What is the prominent emotion that you would associate with this picture?
        • consider color, movement or lack of movement as well as body language and facial expressions
        • also consider whether it is a crowded picture or has a feeling of space
      • What is happening in the picture? beyond the picture?
      • What does the person, object, animal, or element of nature (tree, lake, mountain, etc) see, think, believe, feel? What is its past like? present? future? What does it dream about, wish for, regret?
    • Touch/Visual (found objects)
      • What does it feel like? smooth? rough? ect.
      • Does it make a sound or is it silent?
      • What does it make you think about?
        • Does it remind you of anything in your life?
        • Can you make any connections to it?
      • What does it think, feel, see, hear?
      • What emotions do you associate with it?
      • What is its life like? What is its job? What does it long for? What does it regret?
    • Scent
      • What does it smell like? (remember, you are not telling the students what each scent is)
      • What does the smell remind you of? Make connections to your life. Close your eyes; what do you see?
      • Do you like it or not? Why?
    • Music
      • What emotions do you associate with it?
      • What colors do you associate with it?
      • Close your eyes; what type of movement do you see or would you associate with the sound?
      • Is it fast, slow, chaotic, peaceful, etc.
      • Does it remind you anything? Can you associate it with someone or something in your life?
  • Tips for creating imagery, metaphor, similes. You can use this handout or modify to suit the  needs of your students. At the minimum, you should remove the word pool words and allow your class to brainstorm a list. Use their words for the word pool.

 

Suggested Instructional Strategies

W = The brainstorming activity with the word pool and experimenting with the tips for creating poetry (see steps 2-5 in instructional procedures), and the model that will be explored with the class prior to exploring the sensory stations will allow students to understand where they are headed and why they are taking that road. Along the way, students will be evaluated by their verbal contributions to the brainstorming and their written brainstorming in each station. Additionally, the teacher will circulate as they work and read first drafts, discuss ideas and provide feedback. The final evaluation will be polished drafts of two of their favorite poems from this lesson.

H = At the beginning of the lesson the class brainstorming and poetry writing will hook and hold students' interest. Additionally, the Dodge Ram poem commercial will add enthusiasm and drive home the point that poetry is alive and relevant beyond the English classroom. Movement through the sensory stations creates excitement and builds motivation.

E = The brainstorming, modeling, and active engagement in the different sensory stations will help students make their understandings real and equip them for success in this project and unit.

R = The process of brainstorming ideas through active engagement in each sensory station and then sifting through these ideas to create poetry is a reflective process that requires students to revisit, revise, and rethink.

E = Students will express their understanding ithrough the poems they compose. The meaningful self-evaluation will occur when students choose their two favorite poems and polish them.

T = By design, this lesson is differentiated. The needs of different types of learners are addressed through the use of images, music, found objects, and scent. It is visual, musical, and kinesthetic/tactile. The lesson will be tailored further by providing graphic organizers to students who need this tool to record their ideas. Additionally, technology can be used to create first drafts and polish. Furthermore, the students can either be free to explore the stations or can be grouped and paced as they move through. The choices can also be pared down so only two stations are explored per day, or however the teacher deems appropriate.

O = We begin by brainstorming and creating lines of poetry together as a whole class. Next, we review models. Then students move independently through the sensory stations. Finally, students will write and revise poems.

Instructional Procedures

  1. Set the room up before class begins. You need to create four distinct stations. There needs to be space for students to explore and move.
  2. To begin the brainstorming process, create a class word pool. Write "Word Pool" on the board. Explain that each student must contribute a word. The word they contribute must be an emotion or an abstract idea, such as freedom, hate, or pride. Additionally, remind them that they cannot repeat a word already given. However, it can be a synonym.
  3. After everyone has contributed, ask the students if anyone has additional words they would like to add to the list.
  4. Next, experiment with the words using the tips from the tip sheet. Ask a student to choose a word from the word pool. Add a color to the word and then use that phrase to create a line of poetry. Now experiment with the other tips: add texture, flavor, movement, sound.
  5. Introduce the sensory stations and provide the students with the brainstorming strategies for each station. This list of strategies can be a handout or can be written on posterboard and placed at each station.
  6. Show your sample and the inspiration behind it  (image, object, scent, music) or a sample from one of the poetry collections suggested in the materials section.
  7. Additionally, show the Dodge Ram commercial "My Name is Ram and My Tank is Full." You can find the link in the Related Materials and Resources section.
  8. Allow students to circulate around the stations and decide where they want to begin. There should be little talking as the purpose is for students to independently work with the different sensory stations to generate ideas for a poem.
  9. The goal for day one should be to at least complete one station and one poem from that station.
  10. By the end of the second day, the goal is to have all four stations complete with four first drafts.

 

Formative Assessment

Teacher observation

Verbal contributions to the brainstorming

Written brainstorming in each station

The teacher will circulate as students work and read first drafts, discuss ideas and provide feedback.

The final evaluation will be polished drafts of two of their favorite poems from this lesson.

 

Related Materials & Resources

 

 

Author

Date Published

March 01, 2010
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