1. By:
Daniel Ramos

2.  Definitions of literature
 Poetry elements
 Provide examples

3.  Read to the punctuation and not end of the line
because sometimes ideas in the poem are spread out
over many lines and we only know when to pause, stop
or are switching ideas by the punctuation or clues the
writer gives us.
 Student volunteer read out loud

4.  Students grab a white board and marker from the teacher
and circle, bracket, asterisk or question mark anything that
caught their attention. (Teacher encourage students a lot at
this point--telling them to mark whatever is popping out to
them.)
 After the poem is marked up on the board, the teachers
goes from the beginning of the poem to the end asking
each student who marked up the poem why they did--and
they talk about their answers as they go. The teachers then
invites the class to make additional comments or
suggestions and its a great way for the class if they struggle
to understand the poem together.

5.  The teachers makes sure to use appropriate literature
or poetry elements vocabulary so students hear it in
action and discussion and they get used to and know
that the teacher expects them to use/understand it.
 If the poetry elements don't come up, the teacher hits
them herself. For example, the teacher might take the
first image the writer suggests and ask the students
something like: "in the first two lines, what picture is
the writer trying to create in your mind?”

6.  Poem class discussion continues
 Format of the poem
 So the class can see what kind it might be and/or if there is
anything unusual about it
 Content of the poem
 Like what it seems to be about

7.  Now that the class has talked about vocabulary and
broken down a poem as a class, next the teacher will
put them in pairs and give them a poem to work
with, asking them to do what we did in class:
1. Read the poem
2. Mark what caught their attention
3. Discuss it with their partner
4. Come to some conclusions about the poem
 Two different pair will have the same poem. After
they are done a period of time the two groups get
together and compare what they found.

8.  Student need to do the same thing they did in pairs
but to make it more interesting and to share with the
class.
1. Students must select a poem
 Must analyze the poem the way they did in class/groups.
2. Post their answers to a class Wiki
1. Use Storybird to interpret the poem
 Incorporate the poetry elements
 Also post the link in their class Wiki

9.  Student need to do the same thing they did in pairs
but to make it more interesting and to share with the
class.
1. Use Wordle
 The words that had the most power of the poem will be
placed in Wordle and post them to your class Wiki as well.
2. Students must leave comments in at least two other
classmates by the end of the week.

10.  Students must look at two or three more poem by
their selected writer, read some biographical
information and then try to write an original poem of
their own in the style of their poet.
1. Then they could read into Wimba and post or do as a
PowerPoint with images or post to class Wiki or
discussion board.

11.  Student readiness level
 The lesson starts basic by defining vocabulary and
providing examples of elements of poetry for students to
understand. The students with different abilities will
understand as any regular student and nothing is
adjusted.
 Learning styles
 Collaborative learning
 Active learning
 Discovery learning
 Self-directed learning

12.  Interests
 Students are given access to poetry content materials
that will be use to improve their liberal arts
understanding.
 Usage of technology tools will give them a motivation to
learn.
 Choosing poetry that they like.
 Personal goals
 Emotion and learning
 The students need to feel good and know that they are
understanding the lessons.