In this assignment, students create a new poem using the beginning or ending lines of an original poem as a starting point and model. Students read either the first few opening lines or closing lines of an original poem. They consider the meaning of the original poem, as well as the rhyme scheme, rhythm, use of descriptive language, and topic. Students consider author's purpose and author's craft using the lines they are given. Then students write a new poem using the original poem as a starting point. Use this assignment to provide practice writing poetry and developing narrative pieces. Students write as much as they can in the time provided.

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 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: 30–45 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 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://edsitement.neh.gov/lesson-plans/every-day-we-get-more-illegal-juan-felipe-herrera

Duration: 45–60 minutes

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 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 using vivid words and figurative language to develop their ideas, conveying a clear theme, and using poetic structure.

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 template is available for customization by your own readings to the template. In this assignment, students write a Compare-and-Contrast Poetry Essay. Students practice analyzing poetic elements, such as structure and the use of figurative language, as well as using an effective organizational structure to compare two poems.

In this assignment, students watch a two-minute video of poet Terrance Hayes reciting his poem "Barberism." Then they write a Poetry Analysis explaining the meaning of the poem and what techniques the poet uses to affect readers. This assignment gives students practice analyzing poetry, giving examples from the poem to support their ideas, and writing in the Information genre. 

Find more lesson ideas about this poem here: https://poets.org/lesson-plan/teach-poem-barberism-terrance-hayes.

Students write a brief Literary Response to 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 watch a video of U.S. poet laureate and Muscogee (Creek) Nation member Joy Harjo reciting her poem "Remember." They can also read the text of the poem. Then they write a Poetry Analysis examining the references to the natural world in the poem. This assignment gives students practice analyzing poetry, citing text evidence to support their ideas, and writing in the Information genre. 

For more ideas on how to extend this lesson, see https://poets.org/lesson-plan/incredible-bridges-remember-joy-harjo.

Duration: 30–45 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 minutes

In this assignment, students watch a one-minute video of a student reciting Sonya Sanchez's poem "This Is Not A Small Voice You Hear." Then they write a Poetry Analysis explaining the meaning of the poem and what techniques the poet uses to affect readers. This assignment gives students practice analyzing poetry, giving examples from the poem to support their ideas, and writing in the Information genre. 

Find more lesson ideas about this poem here: https://poets.org/lesson-plan/teach-poem-not-small-voice-sonia-sanchez.

In this activity, students read the poem "O Captain! My Captain!," written by Walt Whitman after the assassination of President Abraham Lincoln in 1865. Then they write a Job Description explaining the qualities a strong president should have. Before writing, students complete graphic organizers to analyze the poem and plan their Job Description. This assignment gives students practice analyzing poetry and developing a topic with details and examples. 

Duration: one class period

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.