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Lyric Poem Lesson PlanDiana Toler, Logan High School

Overview:The students will review the literary elements in lyric poems. Theywill read and compare several lyric poems; then they will write a lyricpoem of their own that is a question poem.

Objectives: The students willRead and discuss lyric poems.

Analyze lyric poetry

Discuss themes in lyric poetry

Write a poem of their own dealing with an emotionalquestion on Appalachia

Content standardsRLA.9.2.1 address specific writing purposes (e.g., narrative; expository; descriptive;

persuasive) by employing writing strategies.RLA.9.2.2 generate topics and plan approaches to writing by using pre-writing strategies.RLA.9.2.3 employ drafting strategies for specific writing tasks.RLA.9.2.4 create a well-developed composition from a prompt.RLA.9.2.9 use appropriate and precise word choice to develop a composition.RLA.9.2.10 use revision and editing strategies to correct errors in organization, content, usage,

mechanics and spelling.RLA.10.2.1 employ writing strategies to address specific audiences (e.g., narrative; expository;

descriptive; persuasive).RLA.10.2.2 use pre-writing strategies to generate topics and plan approaches to writing by

using timed writing tasks.RLA.10.2.3 use various points of view (e.g., omniscient or limited) to create a well-developed

composition from a writing prompt.RLA.10.2.4 use a clearly worded and correctly placed thesis statement which is supported by

relevant details to develop a composition that addresses the assigned topic.RLA.10.2.8 develop a composition where word choice is vivid, precise and economical.RLA.11.2.1 employ writing strategies to address specific purposes and audiences (e.g.,

narrative; expository; descriptive and/or persuasive).RLA.11.2.2 generate topics and plan approaches to writing (e.g., graphic organizers; outlines)

using pre-writing strategies.RLA.11.2.3 employ drafting strategies for interdisciplinary writing tasks.RLA.11.2.6 use vocabulary that is vivid, precise and economicalRLA.11.2.8 identify rhetorical devices (e.g., parallel structure; antithesis; narrative pace).RLA.11.2.11 find and develop personal style and voice in writing.RLA.11.2.19 select appropriate editing strategies to correct errors in punctuation.RLA.11.2.20 recognize and correct errors in subject verb agreement and verb tense.RLA.11.2.21 recognize and correct errors in sentence structure and usage (e.g., parallelism;

redundancy; misplaced modifiers; subordination).

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RLA.12.2.1 employ writing strategies to address specific purposes (e.g., narrative;expository; persuasive; research; creative).

RLA.12.2.2 generate topics and plan approaches to research writing (e.g., graphicorganizers; outlines) using pre-writing strategies.

RLA.12.2.3 employ drafting strategies for research writing tasks.RLA.12.2.4 develop a focused composition that has a clear and logical progression of ideas

supported by relevant details.RLA.12.2.5 use of vocabulary that is vivid, precise and economical.RLA.12.2.6 use subtle forms of transition in a composition (e.g., sentence links; repetition of

key words or sentences).RLA.12.2.7 apply rhetorical devices (e.g., parallel structure; antithesis; narrative pace).RLA.12.2.11 refine a personal style and voice in writing.RLA.12.2.12 correct errors in organization, content, usage, mechanics and spelling in all

writing using revisions and editing strategies.RLA.12.2.18 select appropriate editing strategies to correct errors in mechanics.RLA.12.2.19 recognize and correct errors in subject/verb agreement.RLA.12.2.20 correct errors in sentence structure and usage (e.g., parallelism; redundancy;

misplaced modifiers; subordination).

Time Frame: Two-Three class periods

Procedures and activities:

Materials: Handout sheets with poems or over heads, pencils,Appalachian music(optional)

Day one:Explain that everyone has emotions and feelings; they are whatmakes us who we are. Point out that some emotions are transitoryand others are more permanent. Tell them that lyric poetry is poetrythat expresses feelings or emotions. Talk about some emotions thatthey feel connect to their home or West Virginia in particular. Askthem to recall music connected to feelings about West Virginia. Makea list of emotions connected to WV on the board. Talk about lyrics inmusic that express feelings. Invite them to bring in some suitablemusic the next day. Read the poems below.

Have the class read the following lyric poems (found at the end of theplan): The Sky is Low by Emily Dickinson, Women by AliceWalker, Dreams Deferred by Langston Hughes. The discussionquestions follow each poem. You may use handouts ortransparencies of the poems.

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The Sky is LowBy Emily Dickinson

The Sky is low-the Clouds are meanA Traveling Flake of SnowAcross a Barn or through a RutDebates if it will go-A Narrow Wind complains all DayHow some one treated him.Nature, like Us is sometimes caughtWithout her Diadem.

Explain that a diadem is a crown. Discuss the themes of nature andhuman nature in the poem. Discuss the personification in the poem.

Questions:1. Why do you think natural phenomena are so often thought of in

terms of human nature? Think of myths.2. Describe the scene in the poem.3. What does the word mean suggest about nature?4. What do lines seven and eight mean?

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WomenBy Alice Walker

They were women thenMy mamas generationHusky of voice-Stout ofStepWith fists as well asHandsHow they battered downDoorsAnd IronedStarched whiteShirts

How they ledArmiesHeaddragged GeneralsAcross minedFieldsBooby-trappedDitchesTo discover booksDesksA place for usHow they knew what weMustknowWithout turning a pageOf itThemselves

Discuss the themes of relationships between generations andsocial change. Discuss the imagery of the poem.

Questions:

1. From what generation do the women come?2. What physical characteristics are given?3. What are the activities of these women?4. What did they discover?5. Why is must capitalized?

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Dreams DeferredBy Langston Hughes

HarlemWhat Happens to a dream deferred?Does it dry uplike a raisin in the sun?Or fester like a sore-And then run?Does it stink like rotten meat?Or crust and sugar over-like a syrupy sweet?

Maybe it just sags

like a heavy load.

Or does it explode?

Explain that deferred mean put off or delayed. Discuss the themes ofdisillusionment, dreams, poverty and frustration. Identify the similesand metaphors in the poem

Questions:

1. List verbs used to indicate what happens to a dream deferred.2. What does the mention of Harlem indicate?3. What is the dream referred to?4. Interpret the last line and discuss why people need to feel that

they can fulfill their dreams.

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Second Day:

Recall the themes discussed yesterday: Disillusionment, poverty,dreams, frustration, nature, human nature, relationships.Discuss the poetic devices of simile, metaphor, and personificationused.

Tell the students that they will be writing a lyric poem of their owntoday that is related in some way to their area or Appalachia.The poem will be in the form of a question like the poem by LangstonHughes.

Hand out work sheet and tell them that they can model their poem oneither pattern given. Try to look at the questions in a new creative

way that applies to some emotion they feel about the place they live.

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Question Poems

Have you ever noticed that a question often expresses more feelingthat a statement? This is especially true is it is repeated severaltimes, with other thoughts/feelings (in statement form) in between.Together, these questions and statements make the meaning clearas in the following example:

Will they let me live?The doctor gives me two more years.Will people see me differently,And turn away,

Or will they let me live?Will they realize I want to be

a part of all they do?These years are all I have,

So will they let me live?

Another technique is to ask several questions with or withoutstatements in between.

ExampleCan you hear me?Do you know the way I sound?Or is my voice like silence?Can you see me?Or have I become like the air? or mist? or steam? or fog?Are your eyes the same as those that used to look at me?Do you still remember all we used to do when you could see

And hear me?

As you read the following questions, ask yourself: which seem tosuggest very personal feelings of joy or well-being? Which seen to

imply fear or anxiety? Which could convey a message aboutecology? Which speak to the love of the mountains or home? Whichcould be asked about people? Relate the questions to the hills,streams, trees, hollows, sky, land, people, mines, logging, families,etc of our area.

1. Does it matter?2. Will they listen?

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3. Am I ready?4. Who owns the land?5. Who owns the air?6. Who owns the Mountains?7. Where are my people?8. Who are my people?9. Why am I afraid?10. Is this a dream?11. What is the dream?12. Where is yesterday?13. Will tomorrow be the same?14. Is the sun behind a cloud15. Will this child ever become a man? Woman?16. How can I be sure?

17. When will I know?18. Will the memories stay?19. Are the hills forever?20. What has happened to ?21. What will become of?22. Does the love of land live on?

Choose one of the questions above, or use your own to make apoem about your home, West Virginia. Use either techniqueabove or think of the poem Dream Deferred you read yesterday.Dont worry about rhyme of rhythm, but try to use some literarydevices such as similes, metaphors, personification, etc.

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RESEARCH CONNECTIONS

Finn, Louise. Your turn: 33 Lessons in Poetry. J. Weston Walch:Portland, Maine. 1988

Janeczko, Paul B. How to Write Poetry. Scholastic, Inc.: NewYork. 1999

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Name_______________

Poetry RubricTwenty points for each part

The poem addresses Appalachia __________

The poem contains some figurative language __________

The poem expresses an emotion or feeling about Appalachia____

The writing is legible and the poem makes sense _____________

The form of the poem follows the models by asking a question.___

Total score______________