Poetry Lesson Plans
Wacky Similes: A Comparative List Poem About A Personal Obsession
Literary Model: Taylor Johnson's "The Smell of Toloache" video poem (linked in lesson) provides a model, as well as student poems from The International School of Tucson (linked in lesson)
Lesson Plan:
johnson_wacky_similes.pdf
Literary Model: Taylor Johnson's "The Smell of Toloache" video poem (linked in lesson) provides a model, as well as student poems from The International School of Tucson (linked in lesson)
Lesson Plan:
johnson_wacky_similes.pdf
Emotional Equations
Literary Model: Based on Marcelo Hernandez Castillo’s “Eclogue: A Field Guide and Cure”
Lesson Plan: johnson_emotional_equations.pdf
Literary Model: Based on Marcelo Hernandez Castillo’s “Eclogue: A Field Guide and Cure”
Lesson Plan:
johnson_emotional_equations.pdf
"Where I Am From" Poem
Literary Model: any sample "Where I Am From" poems can be used, but the packet (linked below) includes several.
Lesson Plan: johnson_where_i_am_from.pdf
Literary Model: any sample "Where I Am From" poems can be used, but the packet (linked below) includes several.
Lesson Plan:
johnson_where_i_am_from.pdf
Rhythm and Music in Poetry, Part III: Slam or Spoken Word Poetry
Literary Model: “Gentrification” by Urban Word, “Cat Poem” by Get Lit LA, “Slam Poem about Bullying,” by Aiya
Lesson Plan: brown_rhythm_and_music_in_poetry_part_iii_slam_poetry.pdf
Literary Model: “Gentrification” by Urban Word, “Cat Poem” by Get Lit LA, “Slam Poem about Bullying,” by Aiya
Lesson Plan:
brown_rhythm_and_music_in_poetry_part_iii_slam_poetry.pdf
Rhythm and Music in Poetry, Part II
Literary Model: N. Scott Momaday's The House Made of Dawn, excerpts from "The Navajo Night Chant." Depending on the age of the students, these excerpts could be longer or shorter. There are many available online—I’ll include the short excerpt I used at the end of this lesson.
Lesson Plan: brown_rhythm_and_music_in_poetry_part_ii.pdf
Literary Model: N. Scott Momaday's The House Made of Dawn, excerpts from "The Navajo Night Chant." Depending on the age of the students, these excerpts could be longer or shorter. There are many available online—I’ll include the short excerpt I used at the end of this lesson.
Lesson Plan:
brown_rhythm_and_music_in_poetry_part_ii.pdf
Rhythm and Music in Poetry, Part I
Literary Model: Langston Hughes, “Harlem,” “Dreams,” and “The Dream Keeper.” Kim Sowol (Korean, 1902-1834) “Azaleas.”If possible, have students listen to: “Arirang,” Korean folk song
Lesson Plan: brown_rhythm_and_music_in_poetry_part_i.pdf
Literary Model: Langston Hughes, “Harlem,” “Dreams,” and “The Dream Keeper.” Kim Sowol (Korean, 1902-1834) “Azaleas.”If possible, have students listen to: “Arirang,” Korean folk song
Lesson Plan:
brown_rhythm_and_music_in_poetry_part_i.pdf
Making Sense
Literary Model: Bernadette Mayer’s “Very Strong February”
Lesson Plan: hong_making_sense.pdf
Literary Model: Bernadette Mayer’s “Very Strong February”
Lesson Plan:
hong_making_sense.pdf
Ekphrasis Poem
Literary Model: Frank O’Hara’s “Why I am Not a Painter”
Lesson Plan: hong_ekphrasis_poem.pdf
Literary Model: Frank O’Hara’s “Why I am Not a Painter”
Lesson Plan:
hong_ekphrasis_poem.pdf