Students will be creating a variety of poetry as well as analyzing poetry. They will work with Language standards and take a performance assessment at the end of the unit.

Adapting the song "A-Hunting We Will Go," students put a "whale" in a "pail" and even "take a little "bear" and hug it if we "dare"."

This online tool enables students to learn about and write acrostic poems. Elements of the writing process are also included.

Less can often be more—especially as students explore the theme of a work of literature through analytical writing. Writing haiku offers a student in the final draft stages of a paper an innovative way to determine if the paper says what he/she means it to say. Students can “lose their way” when writing analytical papers, resulting in wordy, tangled papers with the thesis obscured. To alleviate this problem, students create haiku that, in seventeen syllables, encapsulate the heart of the paper. Because of its brevity, haiku promotes clarity of thought. It further challenges students to work on focused revision.

Studied students stupefy! Students learn about alliteration by listening to an alliterative read-aloud and apply the knowledge they gain to the creation of their own poem and illustration.

Students learn about alliteration, and then practice using alliteration in acrostic poems, tongue twisters, alphabet books, and number books.

Students explore the ballads genre by reading medieval ballads to deduce their characteristics, acting out the ballads, comparing medieval and modern ballads using Venn diagrams, and composing their own ballads.

Following the traditional form of the haiku, students publish their own haikus using Animoto, an online web tool that creates slideshows that blend text and music.

The purpose of this project is two-fold: first, to encourage students to make the reading of poetry a creative act; and, second, to help students appreciate particular literary devices in their functions as semaphores or interpretive signals. Those devices that are about the imagery of a poem (metaphor, simile, personification, description) can be thought of as magnifying glasses: we see most clearly that upon which the poet focuses our gaze. Similarly, those poetic devices that are about the sound of the poem (alliteration, consonance, enjambment, onomatopoeia, and repetition) can be thought of as volume buttons or amplifiers: we hear most clearly what the poet makes us listen to most attentively.

The Bedouins of ancient Arabia and Persia made poetry a conversational art form. Several poetic forms developed from the participatory nature of tribal poetry. Today in most Arabic cultures, you may still experience public storytelling and spontaneous poetry challenges in the streets. The art of turning a rhyme into sly verbal sparring is considered a mark of intelligence and a badge of honor. Students will learn about the origins and structure of Arabic Poetry.

Students' responses to this lesson will be out of this world after they've researched astronomy to write poetry and compile a poetry book.

This article lists seven art techniques and four poetry types that can be used to depict and describe the aurora.

This reader, written specifically for adults, contains eight chapters about Langston Hughes' family history and personal life. It includes excerpts from many of Hughes' poems and is designed to accompany the BC Reads: Adult Literacy Fundamental English - Course Pack 2. This level 2 reader, one of a series of six readers, is roughly equivalent to grades 1.5 to 3 in the K-12 system. Font size and line spacing can be adjusted in the online view, and have been enhanced for the print and PDF versions for easier reading. This reader has been reviewed by subject experts from colleges and universities.

Children find favorite words, phrases, and sentences from familiar stories. Working together, they combine their words and phrases to create a poem. The poem is then shared as performance poetry.

Students research mask-making from various cultures, highlight the masks' connections to cultural practices, compose poetry to reveal their understanding, analyze their own culture, and create personal masks and poetry.

In this lesson, students will consider the many kinds of communities that exist, and reflect on their own special ties to a community they are a part of. After watching the video for "Sunday Candy," and hearing the poetry of Chicago-based Kevin Coval, students will hold their own poetry slam featuring poems about community.

In this lesson, students will discuss how the ideals of the Harlem Renaissance and Locke's New Negro were exemplified by the poetry of Langston Hughes. Specifically, they will examine how Hughes incorporated the vernacular tradition of the Blues in his work, and identify the literary techniques Hughes employs to make his poetry so vivid.

Reading Robert Browning's poem "My Last Duchess," students will explore the use of dramatic monologue as a poetic form, where the speaker often reveals far more than intended.

What do your students think about each other? Find out as you teach them the concepts of acrostic poems and challenge them to write an uplifting acrostic about a classmate.

Shadows, shadows, everywhere! In this lesson, students read fiction, informational text, and poetry about shadows to extend their knowledge of the concept before casting their own shadow poetry.