Me with my best friends, Willow and Christy.

Kayla Groshong

Whenever I tell people that I’m going to be a teacher, they always look at me like I’m crazy. At first it bothered me, but over time you get used to it. Truth is, there are a thousand reasons why I want to do this, and every reason is different from the last. English has always been “my thing”. I’ve been reading and writing stories since I was a child, and I would love to show my students the beauty and humanity that is held within the pages of a good book. I can still remember “playing class” on the playground and tutoring my fellow students when Shakespeare was too much for them to handle. I’ve never been as sure about anything in my life as I am sure about being an educator. I was born to so this, and I’ll never give up on my dream. When I’m not attending UMSL or waiting tables at the local restaurant, I’m watching my favorite televisions shows, playing catch with my three little brothers, or spending time with my dogs, Gucci and Cooper.

“NO MATTER WHAT ANYBODY TELLS

YOU, WORDS AND IDEAS CAN CHANGE

THE WORLD.” –DEAD POETS SOCIETY

Poetry- Then and Now Kayla Groshong

American Literature 11th Grade

The Overview

Rationale: Through this unit, students will begin to view poetry as the epitome of life and the

human experience. Poets give voice to feelings that are experienced on a daily basis, and this unit

will help students connect poetry to their everyday lives. Many students dread poems, but it is

my hope to show them the beauty and depth of these works, proving that we all carry the themes

of poetry within us.

The Summary: During this unit, students will improve their communication, writing, and reading

skills. Each student will be given one American poet to track through history, following the

themes of love, “love gone wrong”, war, religion, and nature. All of the poems and themes will

be in their textbook, and many will have been read previously in class. Once students have done

their research on both their poet and the poetry that their poet wrote, they will prepare a

presentation about their poet and anthology of their own poems to share with the rest of their

class members. The presentations must be creative and fun but also factual and professional. At

the end of the unit, I will combine everyone’s anthology into one and give each student a copy to

keep.

Essential Questions: How does poetry embody the human experience? Why is poetry important?

What was the poet trying to say to me? How does society change what is being written during a

certain time period? How have feelings about these central themes changed over the years? How

is this poet’s life reflected in their poetry?

Objectives:

•CCSS.ELA-Literacy.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of

what the text says explicitly as well as inferences drawn from the text.

•CCSS.ELA-Literacy.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail

its development over the course of the text, including how it emerges and is shaped and refined

by specific details; provide an objective summary of the text.

•CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or

conflicting motivations) develop over the course of a text, interact with other characters, and

advance the plot or develop the theme.

•CCSS.ELA-Literacy.RL.9-10.4 Determine the meaning of words and phrases as they are used

in the text, including figurative and connotative meanings; analyze the cumulative impact of

specific word choices on meaning and tone (e.g., how the language evokes a sense of time and

place; how it sets a formal or informal tone).

•CCSS.ELA-Literacy.RL.9-10.5 Analyze how an author’s choices concerning how to structure a

text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks)

create such effects as mystery, tension, or surprise.

Literary Strategies: Exit Slip, Drawing and Illustrating, Clustering, Mapping, RAFT, Facebook,

etc.

Length of Unit: 4 weeks

Materials and Resources: The school will provide computers, the library, and textbooks. I will

provide extra books and poems to be used as outside sources as well as videos and binders to

make their class anthology. Students will provide their own papers, pencils, etc. and supplies that

they will need to do their presentations (costumes, posters, etc.).

Means of Assessment:

-Pre-assessment: Background on the different types of poetry

-Formative assessment: Participation points, in-class activities

-Summative assessment: Class anthology, presentations

Lesson Plan #1

Kayla Groshong

Am. Lit Groshong

“Music is Poetry” 9-9:50

Rationale Students seem to love music, but poetry makes them nervous, so today I am going

to start their poetry unit by showing them that music and poetry are one in the

same. Like music, poetry speaks to the soul and is the essence of the human

experience.

Objectives Show students that different types of music are similar to poetry

Get them to start thinking like poets

Make poetry not seem as scary

HAVE FUN!

Materials iPod, speaker hookup, printed copies of song lyrics, journals, pencils

Instructional

Framework

Initiating

Lesson Plan

Format

Student Centered:

Discussion

Grouping Whole Class

Materials &

Resources

School -

Teacher – iPod, speakers, song lyrics

Student – journals, pencils

Literacy Strategies

Free writing, brainstorming, Exit Slip

Phase One Hand out song lyrics and let the students read over them. Do they know these

songs? Do they understand the lyrics?

Then play the songs while the students have their heads down and eyes closed,

only taking in the music.

Phase Two Begin journal writing about what they thought of the songs. Do the lyrics make

more sense with the music? Were they expecting the song to sound that way

based on the lyrics? Do they like these songs? How do the lyrics relate to them as

individuals? Free write and share in a class discussion.

Phase Three Make the connection to poetry. Discuss how these songs are similar to poems and

that everyone will have preferences and relationships with different poems in the

same way that they do with music. We are simply trying to make poetry seem

unthreatening.

An Exit Slip will be used to help me see if the students understand the connection

between poetry and music.

Formative

Assessment

Discussion

Summative *

Assessment

This introduction will help me see if students are prepared for the poetry unit.

They will eventually have to write their own poems, so they need to realize that

poetry can be about anything!

Homework

Assignment

Go home and find their own song to share with the class the next day. The song

needs to be something that they relate to, but it must be appropriate for school.

Reminder Tomorrow we start talking about the different kinds of poems.

How does this individual lesson lead to the summative assessment?

This is our introduction and the first day that we will be dealing with poetry. We need to start the unit

with something fun and laidback so they are not threatened by having to do four weeks of poetry.

Through these songs, students will be able to see how poetry is about being a human being.

Lesson Plan #2

Kayla Groshong

Am. Lit. Groshong

Early American Poetry 9-9:50

Rationale We are going to start looking at American poetry in the colonial period. Today,

we are going to learn about Anne Bradstreet and Edward Taylor. In order to do

this, we must first understand colonial life. We are also going to look at the

“American Dream” and how it will progress throughout our readings.

Objectives Introduction to colonial life in America

Explain the lives and poetry of Bradstreet and Taylor

Watch a video on the time period

“What’s in a Picture?” activity

Materials Smartboard, video, journals

Instructional

Framework

Initiating

Lesson Plan

Format

Teacher Centered:

Concept

Student Centered:

Discussion

Grouping Whole Class/ Groups

Materials &

Resources

School – Smartboard

Teacher – Video, pictures

Student – Journals, pencils

Literacy Strategies

Exit Slips, “What’s in a Picture”

Phase One Watch clips of “America: The Story of Us” from the History Channel.

Before ever reading the poetry, try to understand the lives of these poets.

Students will jot down quick notes and questions to be discussed later.

Phase Two Do the “What’s in a Picture?” activity using images from colonial life (Puritan grave

stones, clothing, etc.) Students will discuss and write in groups what each picture

might represent to the Puritans. How have things changed? What would be the

most challenging part of living this life? What did we already know about the

Puritans? What is the “American Dream” and how was it different then than it is

now?

Phase Three Introduce Bradstreet and Taylor, looking over some poems quickly (we will discuss

them thoroughly tomorrow).

“Exit Slips” will be used to help me understand where we need to start tomorrow.

Formative

Assessment

Discussion, “What’s in a Picture?”, Exit Slips

Summative *

Assessment

The religious aspects of Puritan poetry are extremely prominent, so I would like to

see this used in presentations. This poetry is very different from what we will be

reading in the next few weeks. Students need to notice the progression.

Homework

Assignment

Read Bradstreet’s “Verses upon the Burning of our House” and Taylor’s

"Huswifery”. We’re going to dig deep into the religious side of Puritan life upon

our return.

Reminder We will continue with Bradstreet and Taylor tomorrow. Students should be

researching their assigned poet.

How does this individual lesson lead to the summative assessment?

Not only will this be the first time we are tackling poetry, it is important to note what these early works

are about. Two students will also have been assigned Bradstreet and Taylor for their presentations, so it

is their day to begin asking questions.

Lesson Plan #3

Kayla Groshong

Am. Lit. Groshong

“POE”try 9-9:50

Rationale Poe is one of the most famous American poets as well as one of the most fun to

read! Today, we are going to dissect “The Raven” using videos, class discussions,

a Facebook profile, and “POE”try writing.

Objectives Introduce students to Edgar Allan Poe and “The Raven”

Introduce students to macabre and mystery in poetry

Try our hand at some gothic poetry

Write out Poe’s Facebook profile

Materials Computer, journals, notebooks, copy of “The Raven”

Instructional

Framework

Constructing

Lesson Plan

Format

Teacher Centered:

Presentation

Student Centered:

Discussion

Grouping Whole Class/ Pairs

Materials &

Resources

School - computers

Teacher – Facebook template

Student – journals, pencils

Literacy Strategies

Free writing, Facebook activity, poetry writing

Phase One Start class by listening to a video of Christopher Walken reading “The Raven”.

Introduce Poe and all of his eccentricities.

Go over “The Raven” together in class.

Phase Two Discussion: What is up with this crazy poem? Is the Raven actually talking? Who is

the cracked one in the poem?

Explain the poem as a class.

Using computers and what we know about Poe, fill out a funny Facebook profile

for Poe.

Phase Three With a partner, students will try to write some gothic poetry. There is no right or

wrong way to do this, and they will be graded simply on attempting such a difficult

task!

Students will then act out their poems aloud.

Formative

Assessment

Discussion, talking one-on-one with pairs, presentations, Facebook activity

Summative *

Assessment

Poe’s form of dark poetry will be appearing again during our unit. It will be

important to note the changes that are coming up in comparison to Poe. His work

will also be useful while writing the anthology.

Homework

Assignment

Read “Annabel Lee” and “A Dream Within a Dream”. We will compare them to

“The Raven” at the beginning of the next class period before moving on.

Reminder Tomorrow we move on to 20th century poetry!

How does this individual lesson lead to the summative assessment?

Almost every theme that will be presented in the summative assessment has deep roots in Poe’s work.

I’d like to see every student recognize how diverse Poe is while also sticking to a mystical and gothic feel.

Also, one student will have been assigned Poe for their presentation.

Lesson Plan #4

Kayla Groshong

Am. Lit. Groshong

“Song of Walt Whitman” 9-9:50

Rationale Today is all about Walt Whitman. Students will be introduced to Whitman and

his poetry. We will also be writing a “poem about the poet”, an activity that will

hopefully help them understand Whitman as well as help them with their own

poetry writing.

Objectives

Introduce Whitman

Read the selected parts of “Song of Myself”, dissecting the poem

Write a “poem about the poet”

Materials Books, computers, journals, pencils

Instructional

Framework

Constructing

Lesson Plan

Format

Teacher Centered:

Presentation

Student Centered:

Problem Solving

Grouping Individuals

Materials &

Resources

School - Computers

Teacher –

Student – Journals, pencils

Literacy Strategies

“Poem about the Poet” activity, note taking

Phase One We will first get to know Walt Whitman as a man. What made him tick? Why is he

so unique and still famous today?

Phase Two As a class, we will begin reading selected sections of “Song of Myself”. It is much

too long to read during one class period.

Students should be writing notes and thinking about what this poem really means.

Is Whitman the main character of the poem? Is this work really poetry?

Phase Three We will end class by writing a poem about Whitman. Students will use computers

to research Whitman and write their own freeform poetry about him.

Formative

Assessment

“Poem about the Poet” activity, discussion

Summative *

Assessment

Whitman’s work is very different from what we have read previously. Students

need to realize that their anthology can be as different and bizarre as his work is.

Homework

Assignment

Finish up their “poem about the poet” activity.

Reminder Students should be researching for their presentations. We will begin poetry

writing very soon!

How does this individual lesson lead to the summative assessment?

Whitman’s poetry is a great example of how diverse poetry can be. Students can use this to their

advantage while writing their own poems. Also, one student will have been assigned Whitman for their

presentation.

Lesson Plan #5

Kayla Groshong

Am. Lit. Groshong

“E.E. is Coming” 9-9:50

Rationale Today we will be learning about the life and poetry of E.E. Cummings. We will

also do an activity using his artwork.

Objectives Learn about Cummings as a man

Read some of Cummings’s poetry

Do the “Seeing and Feeling Words” activity using Cumming’s own artwork

Materials Cummings’s poetry, Samrtboard, artwork, journals, pencils

Instructional

Framework

Constructing

Lesson Plan

Format

Teacher Centered:

Presentation

Student Centered:

Problem Solving

Grouping Whole Class/Individuals

Materials &

Resources

School - Smartboard

Teacher – Cummings’s artwork

Student – Journals, pencils

Literacy Strategies

Free writing, “Seeing and Feeling Words” activity

Phase One We will begin class by learning about Cummings as a person.

We will read some of his more famous poems and discuss what they might mean

as a class.

Phase Two Using some of Cummings’s own art, we will do the “Seeing and Feeling Words”

activity. Students will look closely at his artwork for a number of minutes,

describing what they see and how they feel about it using only single words. We

will use these words to develop a more finished piece.

Phase Three Discuss how Cummings’s art relates to his poetry, noting the similarities and

differences.

Formative

Assessment

“Seeing and Feeling Words” activity

Summative *

Assessment

Cummings’s poetry is some of the most outlandish that we have seen yet. I would

like to see students incorporate some of his style into their anthology.

Homework

Assignment

Finish up the in class activity, turning it into a more polished piece of writing to be

turned in tomorrow.

Reminder Students should be deep into researching their poet and have a firm grasp on how

they want to present!

How does this individual lesson lead to the summative assessment?

I would like to see students incorporate Cummings’s odd sense of writing and style into their own

poetry, putting their own unique spin on it. One student will have been assigned Cummings’s for their

presentation.

POETRY: THEN AND NOW

“A poem begins as a lump in the throat, a sense of wrong, a homesickness, a lovesickness.”-Robert Frost

Have you ever wondered what it means to be human? Have you ever

contemplated if others feel the way that you do? Well, it’s time to start

thinking that way! We will now be moving into our poetry unit, and,

believe me, we’re going to have a ton of fun! During this unit, we will

be reading, writing, and contemplating poetry, so put your thinking

caps on and be ready for a crazy ride!

It’s not scary; it’s fantastic!

At the end of this unit, you will have discovered enough about

poetry to not only be able to give a presentation about a famous

American poet but to write poetry yourself! Each student will

be assigned an American poet to do a 15 minute presentation

on, and, as a class, we will complete a poem anthology. Over

four weeks, each of us will learn all about American poetry

through the ages and learn about who we are as humans as

well.

Ms. Groshong

11TH

GRADE

It’s time to get our poetry on!

American Literature

Spring 2014

Our Agreement Poetry is a beautiful thing, and sometimes beauty can’t be truly assessed. What works and what doesn’t work is judged by the heart of both the poet and the reader. Some may find certain

poems beautiful while others find them strange. That being said, the grading system on this poetry unit will be a bit different than

what you might be used to. Our American Poet presentation is worth 100 points, and our Poem Anthology is worth 100 points,

but you will be graded based on your exertion and creativity. This unit is about the relationship you will form with poetry. By signing this agreement, you understand that the grading scale will still be

implemented, but the criteria of the unit will be judged by the originality and effort that you put into your assignments.

Poem Anthology- 100 Points Famous American Poet Presentation- 100 Points

Name: ___________________________ Date:______

Ms. Groshong Poetry: Then and Now

American Literature Spring 2014

We’re going to have fun and learn a lot about ourselves along the way! Get ready! It’s time to get

a little poetic!

March 2014

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

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Poetry Unit

Groshong

11th Grade

Am. Lit.

“Music is Poetry” intro

----

Song sharing/ Types of poetry

----

Themes to watch out for in poetry

----

Bradstreet, Taylor/ Early American Poetry continued

4

Assign poets/ Discuss class project/ Review types of

----

Early American poetry (Puritan life)

1

2

3

19th Century poetry

5

Edgar Allan Poe

6

Walt Whitman

7

20th Century poetry

8

9

10

E.E. Cummings

11

Robert Frost

12

Modern poetry

13

Modern poetry

14

Catch-up day/ individual work

15

16

17

Review day/ Poem Writing

18

Poem Writing

19

Poem Writing/ Turn in anthology

20

Presentations

21

Presentations / Pass out anthologies

22

23

24

25

26

27

28

29

30

31

Happy Learning!