Poetry in Motion: Learning to Write Poems in English

Poetry in Motion: Learning to Write Poems in English
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Slide 1: Slide
EngelsMiddelbare schoolhavo, vwoLeerjaar 4

This lesson contains 28 slides, with interactive quizzes, text slides and 2 videos.

time-iconLesson duration is: 45 min

Items in this lesson

Poetry in Motion: Learning to Write Poems in English

Slide 1 - Slide

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Learning Objective
At the end of the lesson, you will be able to write a poem in English.

Slide 2 - Slide

Clearly state the learning objective for the students.

Slide 3 - Video

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Slide 4 - Video

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What is a Poem?
A poem is a piece of writing that uses imaginative and creative language to express emotions, thoughts, or ideas.

Slide 5 - Slide

Introduce the concept of poetry and its purpose.
Types of Poems
There are many different types of poems, such as sonnets, haikus, free verse, diamonds, rhymed poems and more.

Slide 6 - Slide

Briefly explain the different types of poems students might encounter.
Brainstorming
Before you start writing, brainstorm ideas for your poem. Think about the theme, tone, and mood you want to convey.

Slide 7 - Slide

Explain the importance of brainstorming and give examples of themes, tones, and moods.
Rhyme Scheme
A rhyme scheme is the pattern of rhyming words at the end of each line in a poem. Some common rhyme schemes include 
ABAB, ABBA, AABB, and ABCB.

Slide 8 - Slide

Teach students the different types of rhyme schemes and provide examples.
Meter
Meter is the rhythm or beat of a poem. It is created by the pattern of stressed and unstressed syllables in each line.

Slide 9 - Slide

Explain what meter is and give examples of stressed and unstressed syllables.
Imagery
Imagery is the use of descriptive language to create sensory experiences for the reader. It can help set the mood and tone of the poem.

Slide 10 - Slide

Discuss the importance of imagery and give examples of sensory experiences.
Figurative Language
Figurative language is the use of words or phrases that go beyond their literal meaning to create a deeper understanding of the poem. Examples include simile, metaphor, and personification.

Slide 11 - Slide

Introduce the concept of figurative language and provide examples.
Drafting Your Poem
Now that you have brainstormed and understand the different elements of a poem, it's time to start writing! Remember to revise and edit your work.

Slide 12 - Slide

Provide guidance on how to start writing a poem and the importance of revising and editing.
Sharing Your Poem
Once you have completed your poem, share it with a partner or the class. Give and receive feedback on how to improve your work.

Slide 13 - Slide

Encourage students to share their work and give constructive feedback.
Sonnet Example
Shall I compare thee to a summer's day? 
Thou art more lovely and more temperate: Rough winds do shake the darling buds of May, And summer's lease hath all too short a date.

Slide 14 - Slide

Provide an example of a sonnet as a reference for students.
Haiku Example
An old silent pond... A frog jumps into the pond— Splash! Silence again.

Slide 15 - Slide

Provide an example of a haiku as a reference for students.
How to write a haiku poem? 
Haiku is an unrhymed poetic form consisting of 17 syllables arranged in three lines: 
1st line  5 syllables
2nd line 7 syllables
3rd line 5 syllables 

Slide 16 - Slide

Provide an example of a free verse poem as a reference for students.
Free Verse Example
I celebrate myself, and sing myself, 
And what I assume you shall assume, 
For every atom belonging to me as good belongs to you.

Slide 17 - Slide

Provide an example of a free verse poem as a reference for students.
How to write a free verse poem? 
A free verse poem is a poem that doesn't rely on any particular form, meter, or rhyme scheme, yet still conveys powerful feelings and ideas. Rather than letting a certain structure define the poem, the poet lets the poem structure itself through the interplay of language, sound, and literary devices.

Slide 18 - Slide

Provide an example of a free verse poem as a reference for students.
Diamond poem Example
Monsters
Evil, Spooky
Howling, Shrieking, Wailing
Ghosts, Vampires, Goblins, Witches
Flying, Scaring, Terrifying
Creepy, Crawly
Creatures

Slide 19 - Slide

Provide an example of a free verse poem as a reference for students.
How to write a diamond poem? 
Noun
Adjective, Adjective
Verb, Verb, Verb
Noun, Noun, Noun, Noun
Verb, Verb, Verb
Adjective, Adjective
Noun

Slide 20 - Slide

Provide an example of a free verse poem as a reference for students.
Rhymed poem example
Share your poem with a partner and give feedback on their work. What did you like? What could be improved?

Slide 21 - Slide

Provide instructions for students to give feedback to their peers.
Rhymed poem example
Share your poem with a partner and give feedback on their work. What did you like? What could be improved?

Slide 22 - Slide

Provide instructions for students to give feedback to their peers.
Peer Feedback
Share your poem with a partner and give feedback on their work. What did you like? What could be improved?

Slide 23 - Slide

Provide instructions for students to give feedback to their peers.
Final Draft
Revise and edit your poem based on feedback. Create a final draft to share with the class.

Slide 24 - Slide

Encourage students to revise and edit their work before submitting a final draft.
Conclusion
Congratulations! You have learned about the different elements of poetry and how to write a poem in English.

Slide 25 - Slide

Wrap up the lesson and congratulate the students on their progress.
Write down 3 things you learned in this lesson.

Slide 26 - Open question

Have students enter three things they learned in this lesson. With this they can indicate their own learning efficiency of this lesson.
Write down 2 things you want to know more about.

Slide 27 - Open question

Here, students enter two things they would like to know more about. This not only increases involvement, but also gives them more ownership.
Ask 1 question about something you haven't quite understood yet.

Slide 28 - Open question

The students indicate here (in question form) with which part of the material they still have difficulty. For the teacher, this not only provides insight into the extent to which the students understand/master the material, but also a good starting point for the next lesson.