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Rhythm                                           We Real Cool                                     - Gwendolyn Brooks

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Rhythm                                           We Real Cool                                     - Gwendolyn Brooks

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Activity: Students will each be given a copy of the poem to read silently for a few minutes. They will then be broken up into pairs or small groups.  Each of the pairs/small groups will work together to decide how the poem should be read aloud, considering when to pause, what words to stress, and why.  Each group will then have a chance to perform for the class.  When performances are complete, a group discussion can take place to talk about groups' choices and how these choices affect the interpretation of the poem and impact how the audience receives the poem.  Students can then find a recording of the poet performing her poem and compare it to their own renditions.

Rationale: This poem is short and sweet but incredibly punchy which will engage the students. This activity gives student the opportunity to consider poetry in terms of rhythm and performance which may be new for them.  The activity also allows students to display their creativity since there is no one correct answer.

Differentiation: Collaborating with others means that students are able to use their strengths to contribute to the group while learning from their peers.

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Assessment Tool - All About Me Self & Peer Evaluation

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Assessment Tool - All About Me Self & Peer Evaluation

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Poetry Anthology - Poem SelfPeer Evaluation

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Assessment Tool - Intro to Poetry Anticipation Guide 

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Assessment Tool - Intro to Poetry Anticipation Guide 

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All About Me                                      "My Identity"                                             - Yisel Chong 

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All About Me                                      "My Identity"                                             - Yisel Chong 

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Activity: Students will explore the poem and consider its meaning and message. It will then be used as a writing prompt for the students to write their own poem that showcases their identity. Students will brainstorm ideas about themselves and think about what aspects and information about themselves they want to share with others. Students will then choose a type of poem and write their own (e.g sonnet, limerick, narrative, free verse, etc).  Upon completing their poem, students will also submit a writeup that shows how their composition displays correct poetic form (based on the type of poem they chose) and different literary devices.  If they are comfortable, students may share their poem anonymously and their peers will try to guess who authored the poem.

Rationale:  This activity gives students free reign to write in a way that appeals to them.  Using themselves as subject matter, students will be invested in the project and displaying their own identities. This activity will also show students how poetry can be used as a form of self-expression.

Differentiation: When students are first going through the poem, it will be provided in written form as well as read out loud.  This will cater to different learning styles. They will be able to choose any kind of poem which means there are many ways for students to demonstrate their understanding of poetic styles and literary conventions.

Assessment Tool: Students will complete a self-evaluation about their poem and the process of writing it. Then, they will pair up and read each others' compositions and complete the peer evaluation for the poem they read..

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Character Perspectives                  "Casey at the Bat"                                   - Ernest Lawrence Thayer 

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Character Perspectives                  "Casey at the Bat"                                   - Ernest Lawrence Thayer 

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Activity: Students will participate in a group reading of the poem. They will then be split into smaller groups to participate in and then prepare a hot seat performance. Once in their groups, the students will think about which characters will be questioned and come up with some questions to ask each characters. They will then read through the poem again and highlight information and points that inform and support answers to their questions. Each group will present their hot seat interviews to their peers.

Rationale:  This activity is a different take on poetry and considers it as narrative (similar to a play, short story, or novel).  It gives the students the opportunity to engage with the poem and extend their understanding of it to new situations.  Additionally, students are still examining the poem but in a way that is different.  I also believe that the theme of baseball will be accessible and easy for the students to understand and relate to.

Differentiation:  When students are first going through the poem, it will be provided in written form as well as read out loud.  This will cater to different learning styles.  Students will also be able to differentiate their presentation format.  For example, some groups may present their interviews in a live performance while others may opt for a video or audio recording.

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Intro to Poetry                                  "What is it That I Search 4"                     - 2Pac

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Intro to Poetry                                  "What is it That I Search 4"                     - 2Pac

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Activity: Students are each asked to answer the question "What is poetry?"  The teacher will review answers and have a brief discussion about the ideas students have about poetry.  After the discussion, students will complete an Anticipation Guide which will help students reflect on their own thoughts about poetry.   Students will then examine "What is it That I Search 4" (without being told who wrote it) and discuss whether it can be considered poetry.  It will then be revealed to the students who authored the poem.  Students will then think about what they think about poetry now (whether their thoughts have changed, stayed the same, or if they learned anything new)

Rationale: This activity would be good because it serves as a diagnostic assessment where teachers can see what students are bringing to the table in terms of their attitudes and ideas about poetry.  This will help with planning future activities.  Also, using a poem written by a notable rapper will hopefully allow students to see what poetry can be interesting and exciting and a genre that they might already be invested in without knowing.  It also shows them that their teacher is invested in bringing in poetry that speaks to them and their interests.

Differentiation: Students can share their ideas about poetry in any way that appeals to them (orally or written).  When looking at the poem, the teacher will provide it in written form and also ready it out loud to cater to different types of learners.

Assessment Tool: This activity would use the Anticipation Guide as a form of diagnostic assessment.

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Here are a collection of poems and activities intended for Grade 9 students. The purpose of this anthology is to introduce them to the world of poetry using creative poems paired with engaging activities.

The poems in this anthology were selected because they have a relatable element for Intermediate learners.  Whether it be content, theme, or style, Intermediate learners should  be able to connect to these poems and engage with them in such a way that they are excited about the wonderful world of poetry.

You can find the poems attached as Word documents to each individual Padlet post