Introduction to Poetry

Introduction

Welcome back, Grade 10! 

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Poetry is a form of creative writing that contains literary devices unique to the style and type of poem that is written. These devices allow one to distinguish poetry from other formal styles of writing. Often, poetry is a shorter and more condensed form of expression that is different from other genres such as fiction, non-fiction, and the personal essay.

In this introduction to poetry we will be exploring some popular forms of poetry that include the sonnet, sestina, villanelle, haiku, and free verse. These styles demonstrate the different shape and form a poem may have based on length, lineation and use of stanzas. These elements help establish the cadence or movement and flow of the poem. Diction also plays an important role in poetry because it too helps determine a poems cadence through syllable stresses. Through combining varying elements of particular devices the life and spirit of the poem is revealed.

A link to the poem "Poetry" by Marianne Moore is provided below. Her poem is a good introductory poem because of its ability to communicate the possibilities that poetry has to offer.
http://www.poemhunter.com/poem/poetry/

Task

Your Task:

1. Use the WebQuest to research the forms of poetry, literary terms and poetic devices presented to you through examples and links.

2. You will be an active researcher on the hunt to obtain information about the 5 different forms of poetry presented to you and the literary terms and poetic devices that accompany them.
 

The forms of poetry you will be reading are:

 Sonnet

 

Villanelle

 

Sestina

 

Free Verse

 

Haiku

 

3.You will gain an understanding of the literary terms upon completion of reading all the poems and researching the links accompanying them.

 

4. After reviewing each link provided, print out a copy of each type of poem- sonnet, Villanelle, Sestina and Free Verse (exempting Haiku) from the links provided.

 

Then:

 

a. Scan the Sonnet and identify the stresses of the syllables to show that you have an understanding of Iambic Pentameter

 

b. For the Villanelle, Sestina and Free Verse poem you must mark and identify 5 uses of poetic devices/terms which you have researched in each of the three poems. (For ex. You could point out how alliteration is used in the last two lines of “This is Just to Say,” which go: “so sweet and so cold.”)

 

5. After this task, there will be a worksheet provided through the WebQuest asking you to provide your own examples of some terms and identify literary terms on poems you have not read before.

 

6. After thoroughly exploring the Webquest by reading the poems, identifying the terms and completing the worksheet you should be able to create your own poems using the terms and devices you've learned. You will be asked to turn these poems in on the last day of the activity and should be thinking about them and working on them at home within the progress of your poetry learning.

 

You will create 3 poems of your own:

1 Haiku

1 Free Verse

1 poem of choice from the Villanelle, Sestina, or Sonnet form

7. Lastly, be prepared to discuss genres and terms in poetry presented in class and even present your poetry to the class.

 

Process

Please begin your exploration of poetry by accessing the links below.

 

After you have followed and explored the links of the poems and the terms please follow directions 1-4 on the "Task" page.

Sonnet:

"Sonnet 130" - William Shakespeare

http://www.sonnets.org/

http://www.sonnets.org/basicforms.htm

http://www.poets.org/

 

Villanelle:

"Do not go gentle into that good night" - Dylan Thomas
 

"The House on the Hill" Edwin Arlington Robinson

Sestina:

"Sestina" - Elizabeth Bishop

http://www.poetrymagazine.com/archives/1998/november/pound.htm

 

Free Verse:

"In Just" - e.e. cummings

"This is Just to Say" - William Carlos Williams

"Stopping by Woods on a Snowing Evening" - Robert Frost

"Theme for English B" Langston Hughes

Haiku:

As there are many excellent haikus on the world wide web please do a Haiku hunt on an internet search engine to gain an understanding of the 5-7-5 syllable form and see examples.

 

Literary Terms and Poetic Devices:

 

- iambic pentameter

- iamb

- rhyming couplets

- stanza
- rhyme scheme

- personification

- simile

alliteration

- diction
- concrete and abstract images

- enjambment

- caesura

Links to poetic terminology:

http://rpo.library.utoronto.ca/display_rpo/poetterm.cfm

http://guweb2.gonzaga.edu/faculty/campbell/enl102/poeterm.htm

Evaluation
# Beginning 1 Developing 2 Very Good 3 Exemplary 4 Score
Sonnet, Villanelle, or Sestina The student shows that he/she has glanced at the WebQuest but has no understanding of the material presented. The poem ignores the elements found on the WebQuest excluding significant elements defining the form and illustrates lack of effort in learning the literary concept unique to each model poem (line length, rhyme scheme, form) and none are found in the writing. The poem contains no creativity or originality towards the writer and is filled with grammatical errors showing lack of proofreading. The student shows that he/she has seen the WedQuest, but not fully comprehended the information presented. The poem contains the bare minimum of elements found on the WebQuest per the genre, excluding many significant elements. The poem shows the student has used a limited amount of the literary concepts unique to each model poem (line length, rhyme scheme, form) but may not translate on the page. There is minimal creativity, a lack of voice or originality. The writing has many grammatical errors. The student shows that he/she has read the material and gained a basic understanding of the genre and form that the poem is written. The poem contains elements found on the WebQuest per the genre, however, not all elements are included. The writing indicates that the student has used techniques from the poetry assigned, and most of the literary concepts unique to each model poem (line length, rhyme scheme, form) are applied. The poem has a sense of the writer’s creativity and voice. Limited grammatical errors. The student clearly shows that the he/she has read and mastered the genre and form in which the poem is written. It contains elements found on the WebQuest per the genre, demonstrating an understanding of techniques used in the poetry assigned and applied in the writing. It contains all literary concepts unique to each model poem (line length, rhyme scheme, form). The poem includes a sense of the writer’s creativity along with thorough proofreading with no grammatical errors. %20
Free Verse Free verse poem contains no elements from selected poems and no examples of literary devices explored in the webQuest. The poem shows no creativity and has many grammatical errors. Free verse poem incorporates elements from selected forms of poetry and the topic of the poem may not contain much creativity. The student has used less than 5 literary devices and there is evidence that the poem has not been proofread and contains grammatical errors. Free verse poem incorporates elements from each from of poetry and the student has written on a creative topic. There are only 5 devices used, but the poem has been proofread and contains on grammatical errors. Free verse poem incorporates elements from each form of poetry, showing the student has chosen a creative topic. More than 8 devices have been used and they have all been used correctly. The poem has been thoroughly proofread and contains no grammatical errors. %20
Haiku The poem(s) show that the student has glanced at the WebQuest but has not grasped the concept of haiku. The student does not demonstrate any creativity and there are many grammatical errors in the writing, not all three poems have been turned in the the 5-7-5 form has been ignored. The poems show that the student has read the WebQuest, but not fully understood the concept behind the haiku form. Three poems have been turned in, demonstrating the student's creativity but filled with grammatical errors. The poems show an understanding of the haiku demonstrating aspects of an appreciation of nature. The student follows the 5-7-5 form and discusses some creativity in the writing with limited grammatical errors. All three poems have been submitted. The poems demonstratures and appreciation and understanding of the haiku, incorporating nature or tranquility. The student follows the 5-7-5 form and the poem demonstrates the student's creativity. Three haikus have been submitted and there are no grammatical errors, showing thorough proofreading. %20
Scanning of poem and literary terms worksheet The poem shows that the student has glanced at the WebQuest but has no understanding of the material presented. The literary term definitions are not correct and the examples are incorrect or missing. The poem shows that the student has seen the WedQuest, but not fully comprehended the information presented. The definition of some literary terms may be missing and the examples may not be accurate. The poem shows that the student has read the WebQuest, and gained a basic understanding of the material presented. Literary terms are defined briefly and examples are correct, though not unique to the student. The poem clearly shows that the student has read and mastered the WebQuest. The literary terms are defined accurately and examples provided are unique to the student. %40

Total Score: %100

Conclusion

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Now that you have finished this Webquest you should be familiar with the different poetic genres of Villlanelle, Sestina, Free Verse, Sonnet and Haiku.  So far you have demonstrate this understanding by printing out and evaluating the poems and concretely marking and identifying the terms on the page. Students should come away with a clear grasp of what comprises the different types of poems and of the specific poetic terms.

 

The next step is to have an in class poetry reading among your peers!

 

Hope you enjoyed working on the WebQuest and creating your own poetry. You now have the skills you need to write poetry on your own!

 

Credits
Teacher Page

Focus:

The focus of the WebQuest is to expose and familiarize students to various forms of poetry and specific literary terms within those portic forms.

Objective:

Students will demonstrate an understanding of the the poetic forms Villanelle, Sonnet, Sestina, Free Verse and Hakiu by following the Webquest and the links. Students will be able to identify specific poetic devices and literary terms presented in the webquest through the activities of scanning and identifying parts of a poem, writing various forms of poetry from scratch, presenting these poems, discussing poetry in the classroom and taking a formal quiz to test their knowledge of the content.

Activities:

1. Students will follow the links to gather information and definitions about the five different forms of poetry presented.

2.After they become familiar with the forms by studying examples of each poem, they will look at the specific poetic/literary terms and follow the links to their definitions and examples. 

3. Students will make print-outs of each of the example poems in the five different categories and will be asked to lable the different literary terms which they studied. They will be asked to identify, locate and highlight on the  page itself, the different poetic terms which apply.

4. Students will be asked to write three poems of their own from scratch using the forms as and devices which they have studied as a model.

5. Students will present their poetry in class and will participate in a class discussion on the webquest and the information they researched.

6. Students will be given a formal quiz to test their comprehension of the forms of poetry and the literary terms and poetic devices from the webquest.

Assessment:

The students will be given a quiz, similar to the way in which they printed out poems and identified the terms. The quiz will test their knowledge of the different types of poems and poetic terms which they have learned about in the Webquest. The students will be assessed on their learning from the Webquest and the quiz using a rubric created by the teacher.