Languages TEACHERS

English 7 – Poetry

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This 2nd quarter, the 7th graders learned about different types of poetry. The poetry unit began with students responding to the question “What is poetry? What are the different types of poetry?” A Wordle or Word Cloud was created, and the largest to the smallest words were then analyzed together as a class.


Through a matching activity, students matched the types of poetry with their definition, and the winning team received a prize.

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Students were introduced to the poetry acronym called F.L.I.R.T (form, language, imagery, rhyme and rhythm, and theme/topic/meaning). Students partook in online Quizlets on metaphors vs. similies and adjectives vs. adverbs and were given a short quiz on the F.L.I.R.T handout. The poetry packet with several poetry genres was distributed to students. They were instructed to read the first three poems, to answer discussion and critical thinking questions that were written on the board, and to Think, Pair, Share their findings. For each round, a different group member spoke. Students took notes based on additional ideas made by their peers. In pairs, students annotated and analyzed the poems using the F.L.I.R.T sheet. Afterward, the teacher discussed the first three poems listed using F.L.I.R.T on the document camera/TV/whiteboard while students listened and added to their annotations.

Students were introduced to Free Verse Poetry. After answering F.L.I.R.T templates for the next three poems on their own, in pairs or groups, students were asked to write a “’The ____ That My ____ Had’ poem.” These were requested by the librarians to be displayed in the library for Book Week.


Some students read their work to the class. The poems were discussed by the teacher through the document camera/TV/whiteboard while students listened and added to their annotations. A similar process was done with the next type of poetry they learned, Lyric Poetry, except that students were randomly selected to read the poems. For Narrative Poetry, the teacher read-aloud two hand-selected narrative poems (one serious and one humorous) while students followed along. Students watched two videos of the narrative poems to give them a visual interpretation and analyzed the two narrative poems from their booklet using the questions on the narrative template. Finally, students wrote a narrative poem on a topic of interest. These were again displayed in the upper school library.


The next three poetry genres students learned about were Haikus, Humorous Poetry, and Limericks. First, they read hand-selected examples of each type of poetry genre. Afterward, they were tasked to read the poems from the booklet, and volunteer students did a rendition of “Fireflies” by Paul Fleischman. Together, the class generated a mind map of their initial thoughts on “Jabberwocky” by Lewis Carroll, and listened to an audio of “Sarah Cynthia Stout Would Not Take the Garbage Out” by Shel Silverstein. Students were then asked to write haikus and limericks, and some volunteered to read their poems to the class.

Lastly, to introduce Slam Poetry, students answered the question “What do you think Slam Poetry is?” on post-it notes placed against a whiteboard. This visible thinking method allowed students to visualize their classmates’ ideas.

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Each day of the week, the students viewed a different video of a powerful slam poetry performance from speakers of different ages. Students were given time to prepare and practice for their slam poetry presentations (final oral assessment) and received feedback from the teacher and their peers. Individually, students delivered their poems in class while classmates wrote down comments in a sheet provided by the teacher.


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The unit ended with a matching activity and a Quizlet game to review for final exams, as well as a reflection survey on study habits. Students also partook on a mock final exam and graded each other.

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After receiving their final exam results, students played a series of competitive fantasy games in preparation for the next unit.

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