This online tool enables students to learn about and write acrostic poems. Elements of the writing process are also included.

""Reading Poetry" has several aims: primarily, to increase the ways you can become more engaged and curious readers of poetry; to increase your confidence as writers thinking about literary texts; and to provide you with the language for literary description. The course is not designed as a historical survey course but rather as an introductory approach to poetry from various directions -- as public or private utterances; as arranged imaginative shapes; and as psychological worlds, for example. One perspective offered is that poetry offers intellectual, moral and linguistic pleasures as well as difficulties to our private lives as readers and to our public lives as writers. Expect to hear and read poems aloud and to memorize lines; the class format will be group discussion, occasional lecture."

How do you read a poem? Intuition is not the only answer. In this class, we will investigate some of the formal tools poets use—meter, sound, syntax, word-choice, and other properties of language—as well as exploring a range of approaches to reading poetry, from the old (memorization and reading out loud) to the new (digitally enabled visualization and annotation). We will use readings available online via the generosity of the Poetry Foundation and the Academy of American Poets. We will also think collectively about how to approach difficult poems.

In Unit 1, students begin their study of frogs by working with a series of short, engaging poems. These poems are used as a springboard for the unit, piquing student curiosity about frogs and raising questions about these unusual creatures. For each poem, the class develops one or more questions that begin with "why." These "why" questions will be used as the base for two different types of writing throughout the module. In Unit 1, students also study pourquoi tales and write narratives to answer the questions they raised. They will revisit these questions in Unit 2 when they study informational writing about frogs.
The first half of the unit focuses on reading and analyzing poetry and pourquoi tales. Students closely read poems about frogs with a focus on vocabulary, structure of poetry, and reading fluency. They also read and analyze pourquoi tales and plan and draft a pourquoi tale answering the question "Why do polliwogs wiggle?" as a class. For a mid-unit assessment, students will demonstrate their reading skills through reading a new poem about frogs and a new pourquoi story.
In the second half of the unit, students will apply what they have learned about narrative writing to plan and draft their own pourquoi stories. They focus on the components of narrative writing: a beginning that establishes the character and situation, a middle that introduces a problem and the characters' response to the problem, and an ending that resolves the problem. Students will revise and edit their stories for word choice, including comparative and superlative adjectives and adverbs, and publish their stories to be included in their Freaky Frog books as part of the final performance task. In the End of Unit 1 Assessment, students write a new pourquoi tale that answers one of the "why" questions that arose from the first half of the unit. Unit 1 culminates in a Frog Festival.
RL.3.2, RL.3.4, RL.3.5, RL.3.10, RF.3.3, RF.3.4a, RF.3.4b, RF.3.4c, W.3.3, W.3.4, W.3.10, L.3.1g, L.3.3a, L.3.4, L.3.6

This lesson plan is the ninth in the "Incredible Bridges: Poets Creating Community" series. It provides a video recording of the poet, Joy Harjo, reading the poem "Remember." The companion lesson contains a sequence of activities for use with secondary students before, during, and after reading to help them enter and experience the poem.

Studying Robert Frost's "Mending Wall," students explore the intricate relationship between a poem's form and its content.

Published April 2013 by Amanda Kennedy (www.glamumous.co.uk)This volume contains media by various authors and artists which has been sourced from the public domain (where the copyright for this material has expired).As such, the publisher has chosen to publish this volume under the CC0 License. This means you can copy, modify, distribute and perform the work, even for commercial purposes, all without asking permission.If you would like to distribute this eBook on your own website, it would be much appreciated to link back to the editors own website, www.glamumous.co.uk, however this acknowledgement is not strictly required.

Close readings of the major British Romantic poets (Blake, Wordsworth, Coleridge, Byron, Scott, Shelley, Keats), perhaps including some of the period's important fiction writers (e.g. Mary Shelley, Walter Scott). Some attention to literary and historical context. Lecture/discussion; at least two papers.

Sor Juana Inés de la Cruz, la primer gran poeta de América Latina, es considerada una de la figuras literarias más importantes del continente americano y una de las primeras feministas. En el siglo XVII, defendió su derecho a la educación, proponiendo la mayor participación de las mujeres en la cultura y la pedagogía en una sociedad dominada por los hombres.

Sor Juana Ines de la Cruz, the first great Latin American poet, is still considered one of the most important literary figures of the American Hemisphere, and one of the first feminist writers. In the 1600s, she defended her right to be an intellectual, suggesting that women should be educated and educators and accusing men of being the cause of the very ills they blamed on women.

Designed for students of Hispanic descent and raised in the US. Expands oral and written grammar study and increases contact with standard Spanish. Studies recent fiction and poetry as well as specific historical, social, economic, and political aspects of Mexican-American, Puerto Rican, and Cuban cultures. Many of the nonliterary readings are in English; class discussions in Spanish. Taught in Spanish. Fron the course home page: Course Description Spanish for Bilingual Students is an intermediate course designed principally for heritage learners, but which includes other students interested in specific content areas, such as US Latino immigration, identity, ethnicity, education and representation in the media. Linguistic goals include vocabulary acquisition, improvement in writing, and enhancement of formal communicative skills.

Some of the most the most essential works of literature in the world are examples of epic poetry, such as The Odyssey and Paradise Lost. This lesson introduces students to the epic poem form and to its roots in oral tradition.

William Butler Yeats occupies a dominant position in the lives and work of the Irish poets who followed him. We will explore some of that poetry, and consider how later poets, especially female poets, tried to come to grips with, or escape from, that dominance. As a seminar, the subject will place special emphasis on student involvement and control. I will ask you to submit one ten-twelve page essay, two shorter (five page) essays, and to accept the role of "leadoff person," perhaps more than once, That role will demand that you choose from among the assigned readings for that session the poem we should focus upon, and to offer either a provocative articulation of what the poem is about, or a provocative question which the poem confronts, and which we should grapple with, as well.

Extensive reading of works by a few major poets. Emphasizes the evolution of each poet's work and the questions of poetic influence and literary tradition. Instruction and practice in oral and written communication. Topic for Fall: Does Poetry Matter? Topic for Spring: Gender and Lyric Poetry. From the course home page Course Description The landscape we will explore is the troublesome one of the relevance, impact, and importance of poetry in a troubled modern world. We will read both poetry and prose by several substantial modern writers, each of whom confronted the question that is the subject's title.

Extensive reading of works by a few major poets. Emphasizes the evolution of each poet's work and the questions of poetic influence and literary tradition. Instruction and practice in oral and written communication. Topic for Fall: Does Poetry Matter? Topic for Spring: Gender and Lyric Poetry. The core of this seminar will be the great sequences of English love sonnets written by William Shakespeare, Philip Sidney, Edmund Spenser, and Mary Wroth. These poems cover an enormous amount of aesthetic and psychological ground: ranging from the utterly subjective to the entirely public or conventional, from licit to forbidden desires, they might also serve as a manual of experimentation with the resources of sound, rhythm, and figuration in poetry. Around these sequences, we will develop several other contexts, using both Renaissance texts and modern accounts: the Petrarchan literary tradition (poems by Francis Petrarch and Sir Thomas Wyatt); the social, political, and ethical uses of love poetry (seduction, getting famous, influencing policy, elevating morals, compensating for failure); other accounts of ideal masculinity and femininity (conduct manuals, theories of gender and anatomy); and the other limits of the late sixteenth century vogue for love poetry: narrative poems, pornographic poems, poems that don't work.

In this unit, students explore the attributes necessary for survival by reading excerpts from Julie of the Wolves, Endangered, Hatchet, and a variety of poems. With each story, students will explore if one needs more physical or mental strength, or a combination of both, in order to overcome an obstacle or problem. Students will also explore how our ability to adapt and make changes impacts our lives and ability to survive. It is our hope that this unit challenges students to think about the way in which they tackle obstacles and the power and influence they have over their own lives.

When analyzing individual stories, students will focus on explaining how scenes fit together and contribute to the overall structure of a story or poem, and summarizing a text and determining theme. After analyzing a story or poem in-depth, students will then practice comparing and contrasting across stories and analyzing the way in which different stories approach similar themes and topics. This unit places a large emphasis on the power of rereading a text in order to build deeper meaning. Over the course of the unit, students will have multiple opportunities to engage with a particular text multiple times in order to analyze and notice author’s craft and additional layers of meaning.

In this lesson, students continue reading Love That Dog to analyze what happened in those pages and how Jack felt about it (RL.4.1, RL.4.3). Students then closely read "Street Music" by Arnold Adoff (in the back of Love That Dog), to identify characteristics of poetry (RL.4.5).
In this lesson, students prepare for and participate in a short text-based discussion in preparation for the end of unit assessment in Lesson 12 (RL.4.1, RL.4.5, W.4.9a, SL.4.1).
In this lesson, the habit of character focus is on working to become an ethical person. The characteristic that students practice is respect, as they have a respectful collaborative discussion.
Students practice their fluency in this lesson by following along and reading silently in their heads as the teacher reads Love That Dog aloud during Work Time A.
The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to poetry and creative writing. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.

"In diesem Kurs erhalten Sie einen ?berblick ?ber einige wichtige literarische Texte, Tendenzen und Themen aus der deutschsprachigen Literatur- und Kulturszene. Wir werden literarische Texte, Gedichte, Theaterst?cke und Essays untersuchen, sowie andere ?sthetische Formen besprechen, wie Film und Architektur. Da alle Texte gleichzeitig in ihrem spezifischen kulturellen Kontext gelesen werden, tragen sie zu einem Verst?ndnis von verschiedenen historischen Aspekten bei. Unter anderen werden folgende Themen und Fragestellungen besprochen: Technologie und deren Einfluss auf die Gesellschaft, Fragen der Ethik bei wissenschaftlicher Arbeit, Konstruktion von nationaler Geschichte und kollektivem Ged?chtnis."

A selection of poems, arranged by theme, with a list of poetic terms.