Poetry Flipped Lesson

Poetry Writing
*Lesson plan based on a 50-minute class period
Grade Level: 10th
Purpose/rationale: The purpose of this lesson is to step up the complexity of poetry writing. At
this point in the unit, students have been exposed to lots of poetry of all kinds (canonical poetry,
freelance poetry, music, rap, etc.), have connected poetry to novels they have read based on their
themes, have connected poetry to the world and to historical events based on when they were
written, and finally, have attempted to write their own poetry for the first time. The lesson
previous to this lesson, students wrote three different poems for three separate purposes; a
personally relevant poem, a textually relevant poem, and a culturally/politically relevant poem.
Their homework was to finish the poems they started in class (or improve them) and watch the
flipped lesson the teacher assigned (Appendix). In this lesson, they will be taking one of the
poems they have written last class and for homework and revising it and rewriting it in three
different forms and adding poetry techniques that they learned about in the flipped lesson. This is
important because it is forcing students to think in many different ways about their writing and
creative abilities when it comes to writing. Students need to learn to write for a specific audience
and purpose and in order to become better writers, need to experiment with different forms and
techniques and this is what this lesson encourages them to do. Poetry lessons will scaffold to
other texts (novels) and other forms of writing.
Florida Standards:
LAFS.910.W.2.4: Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
LAFS.910.W.2.5: Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant for a
specific purpose and audience.

Objectives:
Students Will Be Able To:
Manipulate former poems into new forms
Demonstrate poetic techniques by using them in poems
Materials:

iPads
Headphones

Journals
Poems from last class
Smart Board
Computer
PowerPoint Presentation
Projector
White Board
Markers

Anticipatory set:
Students will come into class and the teacher will instruct the students to get out their homework
from last night (the edited poems they wrote last class). Teacher tells the students to choose their
favorite poem out of the three because they will be editing that poem into three different poems
today based on the different forms they learned about last night in the flipped lesson and also
incorporating imagery, similes, and metaphors.
Before they do that, however, teacher goes over what they learned in the flipped lesson last night
to make sure everyone is on the same page by going through the powerpoint quickly and asking
for examples from pop culture (ex. are there any metaphors in your favorite songs right now?)
After making sure everyone knows what imagery, similes, metaphors, and the different forms of
poetry down, the teacher asks students to take out their favorite poem and read the directions on
the board:
Choose your favorite poem that you wrote yesterday and adapt the theme and message
of the poem you wrote to fit 3 of the forms we went over. When adapting the first poem you
wrote into the three new forms, make sure to include at least one metaphor, one simile, and one
use of imagery. Your final product should be 1) Your favorite original poem you wrote yesterday,
2) Three new poems in three different forms, 3) At least one metaphor, simile, and use of
imagery within the three poems.
Teaching Strategy/Procedure/Activity:
Time

Student is doing

Teacher is doing

15 minutes

Engaging in discussion with

teacher about the flipped lesson,

Going over what the students learned

in the flipped lesson,

Choosing a favorite poem,

Giving directions on what to do,

Listening/reading to directions

Giving the student who did not watch

the flipped lesson an iPad to watch the
lesson on before participating in

writing the three new poems.

30 minutes

Student is writing the three new

poems based on the theme and
message of the poem they
originally wrote that they liked
best.

Teacher is answering questions,

Monitoring progress,
Teaching mini lessons when needed,
And answering any questions the
students who did not watch the flipped
lesson last night need answered.

5 minutes

Students are writing down

directions for the activity in their
notebooks so they can edit and
finish the poems at home and
listening to further instructions.

Teacher tells students to write down the

instructions on the board in their
notebooks so that they have the
directions with them while they finish
and edit their poems tonight to bring
back tomorrow.

Summary/Closure:
Teacher tells students to write down the instructions on the board in their notebooks so that they
have the directions with them while they finish and edit their poems tonight to bring back
tomorrow.
Assessment:

Formal assessment: The final grade will be the poems they hand in. The poems will be
graded on how well they meet the criteria for the forms and if they included at least one
metaphor, one simile, and one use of imagery in their poems.
Informal assessment: Teacher will monitor understanding by whether or not students are
responsive to the discussion on the flipped lesson and how well they are doing in crafting
their poems.

Homework/follow-up assignment:
Finish/edit poems to bring in next class.

Accommodations/adaptations:
Herbert Millner- ADHD: Allowed one water break during class when getting distracted writing
poems. Preferential seating at the front of the classroom.
Paten Vander- Speech impairment: Student will not be asked to read out loud or speak in front of
the class. If they do want to speak, they will be given extra time to say what they wish to say.
Lya Gross- Mild dyslexia: The student will be allowed to type her poems on the iPad and email
them home to edit and print out.
Oliver Fore- Mild autism: Has preferential seating closest to the instruction that is going on and
the teacher and will receive more instruction after the class gets going on their poems due to the
fact that metaphors and similes might be harder to grasp.
Attachments/Appendices:
PowerPoint:

Flipped Lesson: http://screencast-o-matic.com/watch/cD1ZfViZOG

Plan B:
If students havent watched the flipped lesson before class, they will take the iPads and watch the
flipped lesson while the other students start to write their poems.
If the students don't understand the flipped lesson enough, the teacher will go over it more in the
beginning of class.