About This Lesson
Poetry Unit
Valerie Davidson
08/08/2017
This lesson is created for 11-12 graders.
In this lesson, students explore ekphrasis—writing inspired by art. Students begin by reading and discussing several poems inspired by works of art. Through the discussion, students learn ways in which poets can approach a piece of artwork (for instance, writing about the scene being depicted in the artwork, writing in the voice of the person depicted in the artwork, speaking to the artist or subject of the painting, etc.). Students then search online for pieces of art that inspire them and, in turn, compose a booklet of poems about the pieces they have chosen.
The internal emotions of this age are exploding without many outlets for release. Poetry is an important factor in instilling trust and empathy. It develops excellent listening skills. Poetry can be a step in an undiscovered path for a student. Poetry can help express creativity that can lead to future choices. Art also has content that can provoke internal feelings. It is expressive and dynamic. Art is visionary and can promote deeper vision in a student and their life. Both of these topics can provide a bridge into life skills that can prepare the student for life after high school.
Topics included in this unit:
- Types of poetry
- Styles of art
- Creating art pieces
- Writing poetry
- Group project
- Presentation
- A field trip to a museum
Ekphrasis: Using Art to Inspire Poetry
Unit Overview
Week One: Lesson 1: Types of Poetry
Lesson 2: Types of Poetry
Lesson 3: Types of Art
Lesson 4: Types of Art, Guest Artist and Poet
Lesson 5: A Trip to the Museum
Week Two: Lesson 6 - 8: Writing Poetry - Group
Lesson 9: Writing Poetry - Individual
Lesson 10: Presentation
Unit Objectives
- Students will understand types of poems.
- Students will have a clear understanding of the goal for the unit and the final project.
- Students will identify art pieces that inspire them. Encourage a passionate form of writing, and bridge visual elements with reading, writing and speaking skills.
- Students are introduced to local artist/poet.
- Explore creative expression and inquiry at the crossroads of poetry and visual art.
- Explore creative expression and inquiry at the crossroads of poetry and visual art through group deduction.
- Explore personal insight and express creativity.
- Enhance listening and speaking skills.
- Students have an opportunity to perform abstract thinking with this unit.
- Improving technical skills in writing, reading and language based on California standards.
Unit Standards
California state English Language Arts standards for 9-12:
Lesson 1
Title: Introduction to types of poetry
Main Idea: Refresh and expand poetic vocabulary with a collection of poetic forms, complete with historical contexts and examples as well as artist/poets. Include poetic devices such as rhyme, alliteration, repetition, etc.
Objectives: Students will understand forms of poems. Students are to identify poetry devices.
Standards:
11-12.L.4. 11-12. W.6, 11-12.L.4a
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Materials: Devices handout
Resources:
http://www.chaparralpoets.org/devices.pdf
https://www.poets.org/poetsorg/collection/poetic-forms http://www.readwritethink.org/files/resources/interactives/acrostic/
http://www.readwritethink.org/files/resources/interactives/diamante/
Strategies:
Individual traditional instruction is used in the first portion of the period while instruction and review is explained. Combining computer time adds a blended element into the lesson for the day.
Differentiated Learning: A printed list of the forms of poetry can be used for extended understanding.
Activities: The opening of the class will begin with a brief explanation of the upcoming unit. Introduce the project plan and the goals. The students will be given a handout defining the variety of devices used in poetry. The handout will be used as a reference throughout the unit. Students will interact with web-based lessons on writing Diamante Poems and Acrostic Poems.
Assessment: Students will have open discussion about what form of poetry they are drawn to and why.
Lesson 2
Title: Introduction to types of poetry
Main Idea: Define Ekphrasis “writing inspired by art.”
Objectives: Students will have a clear understanding of the goal for the unit and the final project.
Standards:
11-12.W.3d, 11-12.SL.1d, 11-12.L.4d
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
- Prewriting Chart
- Perspectives in Writing Ekphrastic Poetry
- Ekphrastic Poetry Booklet Checklist
- Ekphrastic Poetry Booklet Rubric
- Links at the bottom of the lesson plan.
Resources:
Prewriting Chart http://www.readwritethink.org/files/resources/lesson_images/lesson1093/PrewritingChart.pdf
Book Checklist http://www.readwritethink.org/files/resources/lesson_images/lesson1093/PoetryBookchecklist.pdf
Perspectives Writing http://www.readwritethink.org/files/resources/lesson_images/lesson1093/PerspectivesinWritingEkphrastic.pdf
Poetry Book Rubric http://www.readwritethink.org/files/resources/lesson_images/lesson1093/PoetryBookRubric.pdf
Strategies: The students are encouraged to learn by doing, not eliminating the necessary need to listen to lecture and construct their own new knowledge.
Differentiated Learning: A printed list of the forms of poetry can be used for extended understanding. Use of an overhead to show the handouts for clear understanding of handouts.
Activities: The question “What does Ekphrasis mean?” will be asked. Students will discuss how emotions might play a role in the relationship between art and poetry.
Assessment: After each handout students are to raise their hand if they understand the instructions. Ask for questions and provide clarification if needed.
Lesson 3
Title: Types of Art
Main Idea: Students will further explore poetry and art. Finding artwork. Read two selected poems.
Objectives: Students will explore art pieces and start to build an understanding of how expression can be related through visual elements. Students will identify art pieces that inspire them. Encourage a passionate form of writing, and bridge visual elements with reading, writing and speaking skills.
Standards:
11-12.RL.3, 11-12.RI.1, 11-12.W.3, 11-12.W.3d
Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters/archetypes are introduced and developed).
Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters/archetypes are introduced and developed).
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
Materials: List of art sources. Poet Among Painters – Website A Poets Glossary – Website
Resources:
https://www.poets.org/poetsorg/book/poet%E2%80%99s-glossary
https://www.poets.org/poetsorg/text/frank-ohara-poet-among-painters
http://www.artic.edu/aic/collections/index.php
http://www.pbs.org/wnet/americanmasters/database/database_visual_arts.html
Strategies: Students independently choose the artwork based on individual interpretation. This begins a project-based independence for each student to utilize inquiry based learning skills. The goal of instruction is to incorporate a flexible learning environment where students are utilizing blended learning.
Differentiated Learning: Pair up students that can assist any student with diverse needs.
Activities: Students will research art sites and select 10 art pieces that they are drawn to. Students will be instructed to write an emotion for each piece. Watch how to make a visual poem. It is a 5-minute video that will show the students other options for creating poetry. https://www.youtube.com/watch?v=wWpMB6gmBYA
Assessment: Students have an opportunity to perform abstract thinking by sharing why they choose an art piece and what emotion it invoked.
Homework: Students will be asked to talk with families about any artists or poets they may be related to. They can bring in examples.
Lesson 4
Title: Guest speaker day
Main Idea: Guest Local Artist. Guest Local Poet
Objectives: Students will have an opportunity to meet local artist and poet. They will be exposed to local community participants connected to this unit.
Standards:
11-12.SL.1, 11-12.SL.1a, 11-12.SL.1c
Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
Strategies: Inquiry based learning is optimal in this lesson. The students will be guided on interview techniques.
Activities: Students will watch and listen to presentations from a local artist and a local poet. Students will prepare questions for the guests. Students will have an open interview opportunity with the guest speakers.
Assessment: Students will be assessed on participation, and listening skills.
Lesson 5
Title: A Day at the Museum
Main Idea: Students will visit a local museum to view a large variety of physical artwork from local artisans.
Objectives: Explore creative expression and inquiry at the crossroads of poetry and visual art. To give students a real-life experience away from digital exposure only. To introduce the students to community resources.
Standards:
11-12.W.3b, 11-12.W.3d
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, 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, setting, and/or characters.
Materials: Students to bring the Prewriting chart to refer to regarding art pieces they observe.
Resources: Prewriting Chart
Strategies: Reflection of the student’s prior idea of art and poetry will create a new interpretation through inquiry-based learning activities.
Differentiated Learning: Wheelchair accessible and audio device if needed from museum.
Activities: Students will arrive at the museum for a 3 hour visit Students are to examine and view artwork. They will be instructed to select 5 favorites and use their prewriting form to check off
- Title of art
- Artist
- Reaction to art
- Possible perspectives
- Possible poetic devices
Assessment: Check that students are using the prewriting chart.
Lesson 6-8
Title: Writing Poetry - Group
Main Idea: The students have researched and explored art and poetry, now they will create poetry and art of their own. As a group the students will create a poetry/art book.
Objectives: Explore creative expression and inquiry at the crossroads of poetry and visual art through group deduction. Students are empowered to design their own learning experience in a student-centered work environment.
Standards:
11-12.W.3, 11-12.W.3a, 11-12.W.3b, 11-12.W.3d, 11-12.W.4, 11-12.W.5, 11-12.W.6, 11-12.W.8, 11-12.W.10, 11-12.SL.1b, 11-12.SL.1d, 11-12.SL.1
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation including footnotes and endnotes.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Materials: Various art supplies can be used to create the book. Students will be given an option to create a digital presentation for the final project. They will also have access to computer, smart board or digital projector.
Resources: Students can refer to all resources already presented
Strategies: Using a constructivist learning method, the students are asked to break down the goal into segments that are based on previous knowledge. They are then to create a project based on new discovery and critical thinking. The students will perform unified learning skills by interacting and acknowledging group analysis and selection of the project goal. Group the diverse students with high achievement students for a balance of interaction if needed.
Activities: Students begin to create poems based on the artistic selection. Students will also collaborate with groups. Students will work in groups of 4 each. The students will select 3 pieces each of the 10 individual art selections. Each group will determine 1 of the 3 pieces and write a poem. The group must use a different poem form for each poem written for the 1 selected. Each group will have 4 art and poem pieces total. Groups will combine the 4 poems into a book format, including a cover and title of the book.
Assessment: Students are working together. Walking about and engaging the groups for any questions and comments will be the formative assessment for this project.
Lesson 9
Title: Writing Poetry – Individual
Main Idea: Give the students the experience of writing individual poems based on artwork they have selected.
Objectives: Explore personal insight and express creativity. Students will express a deeper meaning of artwork through poem they write based on art they have chosen.
Standards:
11-12.RL.3, 11-12.W.3, 11-12.W.3d
Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters/archetypes are introduced and developed).
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
Resources: Students will use the handouts, web resources and any other material and resources used throughout the unit to reference as needed.
Strategies: Using a constructivist learning method, the students are asked to break down the goal into segments that are based on previous knowledge. Students will use critical thinking to create individual poems.
Activities: Students will write a short format form of their choice poem of the remaining 2 art pieces not chosen in the group.
Assessment: The student will name the form and turn in the poems for assessment. Assessment will be summative and accessed for spelling, format and other technical aspects. Poems will be graded.
Lesson 10
Title: Presentation
Main Idea: Students will give a presentation of the poem and art book
Objectives: To enhance listening and speaking skills.
Standards:
11-12.L.6. 11-12.SL.4, 11-12.SL.4a, 11-12.SL.5
Acquire and use accurately general academic domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Present information, findings, and supporting evidence (e.g., reflective, historical investigation, response to literature presentations), conveying a clear and distinct perspective and a logical argument, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. Use appropriate eye contact, adequate volume, and clear pronunciation. CA
Plan and deliver a reflective narrative that: explores the significance of a personal experience, event, or concern; uses sensory language to convey a vivid picture; includes appropriate narrative techniques (e.g., dialogue, pacing, description); and draws comparisons between the specific incident and broader themes. (11th or 12th grade) CA
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Materials: Use of presentation devices needed for each students chosen presentation method.
Strategies: Students will be asked to assess their learning knowledge by presenting the project they developed in a group.
Differentiated Learning: Opportunities for diverse students to work with another student in their presentation.
Activities: Each group will present the book by showing the art piece and reading the poem created for it. Each student will read one of the 4 selected pieces from the book.
Assessment: Students will be given an opportunity for response, revision, and positive critique. The finished poetry booklets will be collected for assessment. Assessment is based on a series of acknowledgement that the students are enlarging each step of achievement and gaining new perspective. Students prepare a final project for analysis, which is evidence of knowledge gained.
Resources:
Common Core State Standards http://www.cde.ca.gov/re/cc/
Common Core State Initiatives http://www.corestandards.org/
Resources
Prewriting Chart http://www.readwritethink.org/files/resources/lesson_images/lesson1093/PrewritingChart.pdf
Book Checklist http://www.readwritethink.org/files/resources/lesson_images/lesson1093/PoetryBookchecklist.pdf
Perspectives Writing http://www.readwritethink.org/files/resources/lesson_images/lesson1093/PerspectivesinWritingEkphrastic.pdf
Poetry Book Rubric http://www.readwritethink.org/files/resources/lesson_images/lesson1093/PoetryBookRubric.pdf
Poetic Vocabulary https://www.vocabulary.com/lists/251961
J.Paul Getty Museum. (2017) Retrieved on August 1, 2017 from http://www.getty.edu/education/teachers/classroom_resources/curricula/poetry_and_art/
Visual Poetry
