Lesson 1: The Music of Poetry

Grade Level: 7th Grade

Duration: 60 minutes

Class Size: 30 students

Unit: Rhythm, Resistance, and Voice

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Learning Objectives

Students will be able to:

• Identify and analyze sound devices in poetry: rhythm, repetition, and rhyme.
• Compare and contrast poetry and prose based on sound and structure.
• Explain how sound devices contribute to the mood and meaning of a poem.

I can...

• I can recognize rhythm, repetition, and rhyme in poetry and music.
• I can explain how these sound devices affect how a poem or song feels.
• I can compare poetry to prose to understand their differences in sound and style.

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Alignment to Common Core State Standards (CCSS)

Reading Literature (RL.7.4):

• Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

Reading Informational Text (RI.7.7):

• Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

Writing (W.7.3):

• Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Speaking & Listening (SL.7.1):

• Engage effectively in a range of collaborative discussions with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

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Materials Needed

• Copies of a short, rhythmic poem (e.g., "The Road Not Taken" excerpt or a short original poem with clear rhythm and rhyme) – dyslexia-friendly formatting (font: OpenDyslexic or Arial 14pt, increased spacing)
• Audio of a popular song with clear rhythm, repetition, and rhyme (choose a clean, age-appropriate song such as “Happy” by Pharrell Williams or a classic folk song)
• Chart paper or whiteboard and markers
• Student journals or notebook paper
• Headphones (optional for audio listening)
• Graphic organizer for comparing prose and poetry

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Lesson Procedure

1. Engage & Activate Prior Knowledge (10 minutes)

• Begin with a quick think-pair-share: "What makes music and poetry feel like they ‘sing’?"
• Prompt students to brainstorm elements they hear in songs (rhythm, rhyme, repetition) and write student responses on the board.
• Play a short clip of the selected song (30-45 seconds). Ask: “What do you notice about the sounds and words?”
• Teacher models identifying some rhythms and repeated phrases in the song.

2. Direct Instruction: Exploring Sound Devices (15 minutes)

• Define and explain:
  • Rhythm: the pattern of stressed and unstressed syllables; the beat of a poem or song
  • Repetition: repeating words or phrases to create emphasis
  • Rhyme: words that have the same ending sound
• Using the poem provided, read it aloud twice — once normally, once with emphasis on rhythm and rhyme.
• Guide students to highlight or underline examples of rhyme, repetition, and rhythmic patterns.
• Use the chart paper to collect their examples, categorizing them under “Rhythm,” “Repetition,” and “Rhyme.”
• Discuss how these devices affect the poem’s mood or meaning (e.g., repetition may create a sense of urgency or importance).

3. Guided Practice: Comparing Poetry to Prose (15 minutes)

• Provide students with a short prose passage (2-3 sentences) that conveys a similar theme as the poem.
• In pairs, have students use a graphic organizer to compare:
  • How does the poem use sound devices?
  • How does the prose sound different?
• Facilitate a brief whole-class discussion on the differences and why an author might choose poetry over prose for certain messages or feelings.

4. Independent Application: Creative Sound Device Hunt (15 minutes)

• Students work individually or in pairs to find an example of rhythm, repetition, or rhyme in a poem or song they know (prior knowledge encouraged).
• If possible, allow students to use headphones and devices for research or recall songs/poems from memory.
• Students write down their examples in journals, labeling the sound device and explaining its effect on the listener or reader.
• Invite volunteers to share their examples aloud.

5. Closure and Formative Assessment (5 minutes)

• Exit Ticket: “Write one ‘I can’ statement about what you learned today AND give an example of one sound device we studied.”
• Collect exit tickets to assess understanding and inform next lesson planning.

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Success Criteria

• Identify at least one example each of rhythm, repetition, and rhyme in a poem or song.
• Explain in writing how sound devices contribute to a poem’s mood or message.
• Accurately compare how poetry uses sound devices differently from prose.
• Participate in class discussion with clear, focused ideas.

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Differentiation Strategies

For Diverse Learners:

• Provide dyslexia-friendly reading copies (larger fonts, OpenDyslexic or similar font).
• Use multisensory approaches (listening to audio, reading aloud together).
• Pair ELL or struggling readers with stronger peers for paired activities.
• Provide graphic organizers that scaffold identifying sound devices.

For Advanced Learners:

• Ask students to write their own 4-6 line poem using at least two sound devices discussed.
• Encourage explanation of how their chosen sound devices affect the reader’s experience.
• Challenge them to analyze the song’s lyrics more deeply by identifying additional sound devices or figurative language.

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Extensions & Homework

• Students find a poem or song at home that uses sound devices and prepare to share it with the class.
• Begin a journal project: daily or weekly reflections on how sound devices appear in different texts or media.

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Teacher’s Reflection Notes

• Monitor student engagement with audio and poem readings; adjust volume and pacing as needed.
• Note which sound devices students identify most readily; use this to build scaffolding in future lessons.
• Record participation in discussion and quality of exit tickets to gauge comprehension.

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This lesson sets a rhythmic and interactive foundation for the unit “Rhythm, Resistance, and Voice,” connecting students’ love of music to poetic forms and sound devices in ELA. This approach fully addresses CCSS standards and encourages active listening, analysis, and creative expression.