Narrative Poem: In this activity, students read Robert Frost's poem, "The Road Not Taken." Then they write a Narrative Poem about a difficult choice they have had to make. Students focus on using the original poem as a model of literary style and/or theme. Before writing, students analyze the selection and plan their Narrative Poems.

Duration: one class period

In this assignment, students watch a video of poet Li-Young Lee reciting his poem "I Ask My Mother to Sing." Then they write their own Poem about a family tradition, song, or place. They focus on conveying a clear theme, using poetic structure, and choosing vivid words and figurative language to develop their ideas. This assignment gives students practice writing in the Narrative genre. 

If you would like to extend this lesson, you can find lesson plans here: https://poets.org/lesson-plan/teach-poem-i-ask-my-mother-sing-li-young-lee

Duration: 45–60 minutes

In this assignment, students watch a video of the poem "Blackberry Eating," by Galway Kinnell.  They can also read the text of the poem. Then they write their own Poem about a food they like to eat. Students practice using precise and sensory language to develop an engaging idea about the topic. 

Duration: 30–45 minutes

In this activity, students read and analyze Marianne Moore's poem "A Jelly-Fish." Then they write a Descriptive Poem about an animal of their choice. Students focus on the skill of using precise words and sensory details to convey a vivid picture of the animal's physical characteristics, habitat, and behavior. They also write about their own experience with, or feelings about their chosen animal. Before writing, students complete graphic organizers to analyze the selection and plan their Descriptive Poem.

Duration: one class period

In this assignment, students read U.S. Poet Laureate Joy Harjo's poem "For Calling the Spirit Back from Wandering the Earth in Its Human Feet." Then they write their own Poem from the perspective of a teacher. Students focus on conveying a clear theme, using poetic structure, and choosing vivid words and figurative language to develop their ideas. This assignment gives students practice writing in the Narrative genre.

Duration: 45–60 minutes

In this assignment, students choose an image related to Hispanic heritage and then write a Descriptive Poem inspired by the image. This assignment allows students to practice key skills for writing in the Narrative genre, such as using precise words, figurative language, and descriptive detail to paint a vivid picture.

Duration: 45 minutes

In this assignment, students watch a two-minute video of former U.S. Poet Laureate Juan Felipe Herrera reciting his poem "Every Day We Get More Illegal." Then they write their own Poem about immigration, focusing on conveying a clear theme, using poetic structure, and choosing vivid words to develop their ideas. This assignment gives students practice writing in the Narrative genre. (If you would like to extend this lesson, you can find lesson plans here: https://edsitement.neh.gov/lesson-plans/every-day-we-get-more-illegal-juan-felipe-herrera)

Duration: 45–60 minutes

In this assignment, students watch a five-minute video of 22-year-old poet Amanda Gorman reciting her poem "The Hill We Climb" at the inauguration of President Joe Biden. Then they write their own Poem about their country, focusing on conveying a clear theme, using poetic structure, and choosing vivid words and figurative language to develop their ideas. This assignment gives students practice writing in the Narrative genre.

This general Poetry Analysis template is available for customization by adding your own reading to the template. This assignment enables students to focus on the material that the class is currently reading, while learning to practice and apply their poetry analysis skills. Students gain practice analyzing poetry, identifying poetic devices, and citing evidence to support their ideas.

This poetry analysis template is available for customization by adding your own readings to the template. In this assignment, students write a Compare-and-Contrast Poetry Essay. Students practice analyzing poetic elements such as form, structure, and the use of figurative language; comparing two poetic texts; and using an effective organizational structure.

Students write a brief Literary Response the poem "Dying" by Emily Dickinson. They focus on writing a clear response that includes citing evidence from the text to support their writing.

In this assignment, students write an informational Poetry Analysis about Edgar Allan Poe's poem "Annabel Lee." Students consider how the author uses literary techniques such as assonance, alliteration, and repetition to influence the mood of the poem. They then focus on writing a clear analysis that includes citing evidence from the poem to support their writing.

In this assignment, students watch a five-minute video of 22-year-old poet Amanda Gorman reciting her poem "The Hill We Climb" at the inauguration of President Joe Biden. Then they write a Poetry Analysis examining how Gorman uses poetic devices to convey her ideas. This assignment allows students to practice key skills for writing in the Information genre, such as analyzing a text, using evidence to support ideas, and organizing ideas logically.

Duration: 45 minutes

In this assignment, students watch a two-minute video of former U.S. Poet Laureate Juan Felipe Herrera reciting his poem "Every Day We Get More Illegal." Then they write a Poetry Analysis explaining the message of the poem. This assignment allows students to practice key skills for writing in the Information genre, such as analyzing a text, identifying the theme of a literary work, and using evidence to support ideas. (If you would like to extend this lesson, you can find lesson plans here: https://edsitement.neh.gov/lesson-plans/every-day-we-get-more-illegal-juan-felipe-herrera)

Duration: 45–60 minutes

In this assignment, students write a Poetry Analysis of the poem "For That He Looked Not upon Her," by George Gascoigne.

In this assignment, students write a Poetry Analysis of the poems "London 1802," by William Wordsworth and "Douglass," by Paul Laurence Dunbar.

In this assignment, students write a Poetry Analysis of the poem "When I Have Fears," by John Keats.

In this assignment, students write a Poetry Analysis of an excerpt from Shakespeare's Henry VIII.

In this assignment, students write a Poetry Analysis of the poems "The Chimney Sweeper," published in 1789 and 1794, and written by William Blake.

In this assignment, students write a Poetry Analysis of the poem "Piano (2)," by D.H. Lawrence.

In this assignment, students write a Poetry Analysis of the poem "To Sir John Lade, on His Coming of Age," by Samuel Johnson.

In this activity, students read "To a Locomotive in Winter," a poem by Walt Whitman. Then they write a Poetry Analysis about Whitman's use of descriptive language and personification. Students focus on the skill of analyzing a text and providing examples to support their observations. Before writing, students complete graphic organizers to analyze the poem and plan their Poetry Analysis.

Duration: one class period

In this activity, students read “Oh, oh, you wIll be sorry for that word,” a poem by Edna St. Vincent Millay. They then write a three-paragraph critique of the language in the poem, backing up their arguments with quotations from the selection. Students focus on the skills of supporting their claims with evidence, and considering their intended audience. Before writing, students complete graphic organizers to demonstrate their comprehension of the selection and plan their Poetry Critique.

Duration: one class

Students first watch a Crash Course video where John Green compares and contrasts three of Shakespeare's sonnets. Students compare and contrast two poems about Helen of Troy. After reviewing these sources, students will answer some questions about them, and then write a literary analysis in which they compare and contrast poems by the American poets Edgar Allan Poe and H.D. (Hilda Doolittle).

Students first watch a Crash Course video where John Green discusses Langston Hughes' author's purpose. Students then consider author's purpose in Edgar Allan Poe's, "The Raven." Students work from two essays about Poe to use as part of their analysis. First they will review the poem and the two other sources. After they have reviewed these sources, students will answer some questions about them.

Students first watch a Crash Course video where John Green completes a biographical review of Emily Dickinson's poetry. Students will then use a biographical approach in analyzing poetry. First students will review two sources about Robert Frost to help them with the biographical approach. The third source is Frost’s poem, “Out, Out—”. After reviewing the sources, students will answer some questions about them and then write a literary analysis.

Students first watch a Crash Course video where John Green completes a thematic analysis of Frankenstein. Students then complete a thematic comparison of two poems that share the title When You Are Old. After reviewing these sources, students will answer some questions about them, and then write a literary analysis.