Exploring Poetry Types

Curriculum Focus

Subject Area: English Language Arts
Grade Level: 7th - 8th Grade
Standards Alignment:

• CCSS.ELA-LITERACY.RL.7.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.
• CCSS.ELA-LITERACY.RL.7.5: Analyze how a poem’s form or structure contributes to its meaning.
• CCSS.ELA-LITERACY.W.7.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

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Lesson Objective

By the end of the lesson, students will:

1. Identify and differentiate between three common types of poetry: Haiku, Free Verse, and Limerick.
2. Analyze the key structural and thematic components of these forms.
3. Create an original poem in one of the identified structures using descriptive language and figurative devices.

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Materials Needed

• Whiteboard/markers
• Individual student notebooks
• Handout: Examples of Haiku, Free Verse, and Limericks (pre-prepared by the teacher)
• Timer or stopwatch
• Colored sticky notes (3 colors)

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Lesson Breakdown

Warm-Up (10 Minutes)

Activity: Poetry Word Splash (Group Engagement)

1. Write the word “Poetry” in large letters on the whiteboard.
2. Ask students: “What comes to mind when you hear the word ‘poetry’?” Write their responses around the word in a “word splash” format. Encourage creative and varied answers (e.g., rhymes, feelings, rhythm, stories).
3. Discuss: "Does all poetry have to rhyme? Must it follow specific rules?" Introduce the idea that poetry comes in different forms.

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Introduction (15 Minutes)

Mini-Lesson: Types of Poetry

1. Explain: Provide a brief definition of each selected poetry type using age-appropriate language.
   • Haiku: A 3-line poem with a 5-7-5 syllable structure, often focusing on nature or a fleeting moment.
   • Free Verse: A poem without a fixed rhyme scheme or rhythm, allowing for creative freedom.
   • Limerick: A humorous 5-line poem, typically with an AABBA rhyme scheme and a distinct rhythm.
2. Model:
   • Read one example of each type aloud from the handout, discussing the structure and mood of each.
   • Evaluate each poem by asking: What makes it unique? What feelings or ideas does it convey?

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Guided Practice (15 Minutes)

Activity: Poetry Sorting Challenge (Collaborative Learning)

1. Preparation: Create three categories on the whiteboard: Haiku, Free Verse, Limerick.
2. Provide students with sticky notes of three colors (each color representing a poetry type) and a set of mixed poetic lines on slips of paper (these can include examples of Haiku, Free Verse, and Limericks).
3. Working in pairs, students read each line and determine which category it belongs to, based on structure and tone. They place the sticky notes under the appropriate section on the board.
4. Class Review: Go over the choices as a group, correcting misplacements, and reinforcing the unique features of each form.

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Independent Practice (20 Minutes)

Activity: “Write Like a Poet”

1. Students choose one type of poetry to create their own based on today’s lesson.
   • Haiku: Students reflect on a season, nature, or a simple moment they’ve experienced and write a 5-7-5 poem.
   • Free Verse: Students pick a topic or emotion and write freely, utilizing imagery and descriptive language.
   • Limerick: Students use humor to compose a short, cheeky narrative using the AABBA rhyme scheme.
2. Provide prompts for students who need inspiration:
   • Haiku Prompt: “Describe the last time you felt calm in nature.”
   • Free Verse Prompt: “What would it feel like to fly for a day?”
   • Limerick Prompt: “Write about someone with an interesting hobby.”

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Wrap-Up (5 Minutes)

Activity: Sharing and Reflection

1. Invite 2-3 students to read their poems aloud. Encourage applause and positive feedback based on creativity and adherence to form.
2. Ask students: "What did you learn about the different types of poetry today? Which form do you think is the most fun to write, and why?"
3. Collect all poems for display in the classroom or compilation into a class poetry book.

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Extension/ Differentiation

• For Advanced Students: Challenge them to write a second poem in a different form or incorporate figurative language such as metaphors or similes.
• For Struggling Learners: Provide partially completed templates (e.g., a Haiku missing one line, a Limerick with a written first line) for students to fill in.
• Extension: Share a famous poem in Free Verse, Haiku, or Limerick format as homework for analysis or inspiration.

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Assessment Criteria

1. Classroom Participation: Engagement in the Word Splash and Poetry Sorting Challenge.
2. Creative Output: Poems will be evaluated based on adherence to selected poetic structure and incorporation of sensory/figurative language.
3. Reflection: Insights shared during the wrap-up show understanding of the distinct characteristics of each poetry form.

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Teacher Notes

This lesson allows creativity, collaboration, and individual expression. Students are encouraged to play with words and will surprise themselves with what they can create. The use of humor in limericks increases engagement, while the freedom of Free Verse caters to their individuality. Haikus encourage conciseness and focus, blending well with reflective elements.