Beacon Lesson Plan Library
Poetry in Motion
Bay District Schools
This activity is an excellent way to reinforce students' knowledge of poetry and allow students the opportunity for self-expression through creative writing.
The student describes how line length, punctuation, and rhythm contribute to the overall effect of a poem.
-Transparency of Poetry Terms (See Associated File)
-A copy of “Paul Revere’s Ride” (See Weblinks and Associated File)
-Literature text for each student
1. Download poem from Website and make one teacher copy. (Optional: Make a transparency of the poem to show the class.)
2. Make transparency of Poetry Terms. (See Associated File)
3. Locate an example of each poetry term on the transparency.
4. Provide chart paper and markers for groups.
5. Be prepared to ask questions to check comprehension.
Note: This lesson can be utilized alone or as part of a poetry unit. An introduction or review of poetry terms (i.e., stanza, rhythm) is essential prior to the start of the lesson. The discussions throughout the lesson will promote critical thinking skills of students and foster opportunities for formative assessments.
1. Review list of Poetry Terms. (See Associated File)
2. Discuss how line lengths, punctuation, and rhythm contribute to the overall effects of a poem. Ex. “Paul Revere’s Ride” (See Associated File)
3. Instruct students to select two poems that they like from their literature text.
4. Have students divide into groups of four.
5. Have students compare how line lengths, punctuation, and rhythm contribute to the overall effects of a poem within their groups.
6. Have students list the results of findings on chart paper.
7. Have students post chart paper around the room.
8. Ask a representative from each group to present their findings to the class for discussion.
9. Conduct a review on how line lengths, punctuation, and rhythm contribute to the overall effects of a poem.
10. Students create individual poems containing varied line lengths (between five and ten lines), punctuation, and rhythm and explain how each contributes to the overall effect of the poem.
11. Students submit poems to teacher along with a written explanation of how each element contributed to the overall effect of the poem. (See Assessments)
As a formative assessment,
-students can be observed presenting in their groups and having class discussions.
-students write an original poem to include varied lines lengths (between five and ten lines), punctuation, and rhythm.
-students explain in written form how line lengths, punctuation, and rhythm contribute to the overall effects of a poem.
1. Utilize word processor or publisher to type poems and add graphics.
2. Encourage students to compile poems for individual and/or class publication.
Web supplement for Poetry in MotionPaul Revere's Ride