Notes on Poetry Part 2

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Students will participate in an interactive presentation about poetry and figurative language in order to take effective notes for the poetry unit.

Big Idea

Let's Wrap These Notes Up...Hey, That's An Idiom!

Anticipatory Set

5 minutes

I have the students partner up with a partner at their table and review the terms and concepts from the previous day's notes. This process is fun because it allows the students to more naturally transition from one class to the next, while being able to talk and interact with one another, all while reviewing the necessary content for the unit. Due to the many concepts addressed in the Powerpoint, it takes two class periods to get through all of the notes and I require the students to follow the Cornell Notes format as demonstrated for them.

Instructional Input

40 minutes

Since each of my classes ended up on a different slide of the presentation, we start the day where we left off and wrap it up. Once we have done so, we move on and set up a second set of Cornell notes. Today's notes will be focused on the different types of poems that are included in our scope and sequence.

As I present the information for the students, I make sure to ask them to provide multiple examples for each. Simply copying down what I say is not nearly as helpful as when they are able to connect and include their own examples and perceptions. 

As I mentioned in the notes for the first day of this two day lesson, The Poetry Powerpoint is all one piece with two components combined. This allows me more flexibility to go at the pace my individual classes need without having to switch back and forth between two presentations. This convenience helps to maintain a flow as well.


5 minutes

Again, I provide the students with the final five minutes of class in order to complete the left page in their ISN. I also ask them to write a brief reflection of the last two days, focusing on the importance of poetry and poetic devices. I find that having the students focus on the positive aspects of poetry, and how these concepts and ideas are present in other forms of literature and communication, adds increased credibility for the kids. Many of my students enter poetry with negative preconceptions and it is my job to try to reverse and eliminate them. I believe that poetry is somewhat polarizing with people. Some really enjoy poetry, while others seem to strongly dislike it. This leads to inconsistencies for the students as they are growing up, so they are all on very different pages, both in their understanding and knowledge, as well as in their personal feelings about poetry.