Untitled Document

Emilie Buesing
Unit Title: From Song to Shakespeare

Prefatory Statement:
This is a 3-½ week unit that will give students the opportunity to explore poetry. To start the unit at a level that students relate to, song lyrics will be the first topic looked at. This introduction to poetry will spark interest in students because they will be able to share their favorite song (with some limitations) with the class. A majority of song lyrics are poetry set to music. Visually showing students lyrics will let them see first hand that poetry is used in something as common place as the music they listen to everyday. Everyday occurrences do not seem as threatening as the concept of poetry. By relating poetry to something that students are comfortable with, they will be more likely interested in learning about poetry.
This diversity in lyrics will show that everyone has different tastes and that although they are a group as a class, they are also individuals. Also, by seeing the various lyrics, students will be able to see there are many different forms poetry can take. This will lead into the second section in this unit, types of poetry. Examples of different types of poems will be presented to the class. The different forms that will be gone over include concrete, synonym, 3-word form, diamonte, cinquain, formula, haiku and sense poems. The concepts of consonance, synonyms, repetition, parts of speech including verbs, adjectives, nouns, adverbs and participles, metaphors, rhythm, rhyme, pattern, meter and imagery will be presented within the different poems. They will be assigned to write their own examples of each form. They will also be required to read at least one of their own originals to the rest of the class. Students will choose their best work from the poems they create and will compile at least nine into a personal poem book during a writing workshop. Two extra poems can be used as extra credit. They will design tier own books. Creativity and presentation will be part of the grade. The books will be due at the end of the unit and will be 'published' for the rest of the class. After discussing the different varieties of poems, Shakespearean sonnets will be the last section in this unit. This will give students a taste of Shakespeare before beginning a unit on an entire play. Students will read the sonnets aloud in class and discuss the language use, the meanings of the sonnets and the use of meter in the pieces. An updated version or an original sonnet will be assigned and can be used in the poem book.

Class Specification:
This unit is appropriate for students in the 8th or 9th grade, depending on when the school district or the teacher is planning on starting Shakespeare. This unit would be a good lead in to understanding why poetry is important in literature.

Significant Assumptions:
*Students will have heard songs with lyrics.
*Students will have access to the recording of a song and it's lyrics. (Teachers can also write the yahoo search engine address for students who don't think they can find the lyrics.) Usually lyrics are available in the liner notes of tapes and cds.
*Students will have been in writing groups prior to this assignment.
*Students will have critiqued other student's work in other writing groups.
*Students will have been using writing folders throughout the school year prior to this unit.
*Students will have used the computer lab before and will know how to word-process their pieces.
*Students will have had some previous experience with consonance, synonyms, repetition, parts of speech including verbs, adjectives, nouns, adverbs and participles, metaphors, rhythm, rhyme, pattern, meter and imagery.

Desired Outcomes/Minnesota Standard:
In creative writing, a student shall demonstrate understanding of the elements, techniques, and processes of creative writing and how works of creative writing are structured; and, in creative writing, the student shall create or perform, or both, an original creative writing presentation including a single complex work or multiple works that:
A) demonstrates elements and skills of creative writing;
B) demonstrates artistic decisions to communicate intent;
C) demonstrates a sense of an artistic whole'
D) demonstrates a consideration of audience;
E) uses multiple sources of critique and feedback.
As well as:
By the end of this unit, the student will learn:
*How to identify and write:
*consonance in concrete poems
*synonyms in synonym poems
*repetition in 3word poems
*metaphors and parts of speech including verbs, nouns, and adjectives in diamonte poems
*parts of speech including nouns, verbs and adjectives and rhythm in cinquain poems
*parts of speech including participles, nouns, and adverbs, metaphors and similes in formula poems
*Rhythm and pattern in Haiku poems
*Imagery in sense poems
*rhyme and meter in sonnets
*How to create meter in poetry.
*How to identify diversity in poems and how it can make it appealing.
*How to identify poetry in our daily lives even though it is not always obvious.

Possible Whole Class Activities:
*Share their song lyrics.
*Listen to songs.
*Listen to others original works.
*Listen to others read sonnets aloud.
*Discuss sonnets as a whole group.
*Read other's poem books.

Possible Small Group Activities:
*Share poems with small groups.
*Discuss the sonnets.

Possible Individual Activities:
*Write song lyrics.
*Journal on song lyrics presented to the class.
*Write their own poems.
*Read their own original works.
*Read sonnets aloud.
*Journal on sonnets.
*Write a sonnet.

Ongoing Activities:
The writing workshop where students will write their own examples of poems, share their poems with their small groups and choose which poems to put into their final poem book.

Student Resources:
*Notebooks or paper
*Journals
*Song lyrics
*CD of their song
*word processing time
*folder to hold poems in class
*folder for poem booklet
**reading a novel - or other project for times when students have extra time.

Unit Launch:
(Assuming the unit starts on a Monday) On the day prior to beginning the unit, assign for students to pick out a song that means something special to them. Have tem bring in a copy of the lyrics as well as a recording of the song for the next day. Stress that lyrics must be appropriate for school.

Week 1 Day 1:
Objective:
Students will learn:
*to recognize rhyme patterns.
*to recognize similarities and differences between songs and poems.

Method:
*Collect their song lyrics that were assigned the day before. Award 5pts. for turning them in. Ask student's to bring in a copy of the song tomorrow if they have one. 5 min.
*Have copies of lyrics of two or three songs on transparencies.
*Put up a small portion of the lyrics that students may not recognize right away. (Madonna's "Live to Tell" is a possibility) 10 min. (lyrics are at the end of the unit with other possible lyrics that can be used.)
*Have students journal on what the poem makes them think of and any feelings they may have. 5 min.
*Ask the students if the words look like anything. 5 min.
*Show the full song as well as the title and artist and play the song. 5 min.
*Ask for responses on whether or not they thought the lyrics were actually a song. 5 min.
*Do the same steps again with a different song. Students will probably know that it will be a song, but have them journal on what they think when they see the lyrics and how they make them feel. 15 - 20 min.
*Discuss how lyrics can be poetry. 5- 10 min.

Homework:
Have them journal on what they think of when they hear a song and what they think of when they read a poem. List differences.
Remind them to bring in a copy of the song that they brought the lyrics for.

Assessment:
I will know students have met the objectives if:

*students pick out rhyming words in the poem presented.
*students recognize that poems and songs have similarities and differences and can state them in discussion.

Week 1 Day 2
Show transparencies of their lyrics and listen to some of the songs they brought in. Discuss how there are many types of poetry being used, including rhyme, free verse and ballads. Assign them to write new lyrics using the melody of the song they brought in. The refrain is due Day 4.

Week 1 Day 3
Finish up any lyrics that the class didn't get to the previous day. Using the handout provided, launch the Poetry Book assignment. Explain what will be taking place in the writing groups and how they will be graded. Put students in groups of 3 or 4 as writing groups. You may want to rearrange the room so that the writing groups are seated by each other. Respond to questions.

(The following sheets for the project are also at the end of the unit.)

Poetry Unit Project

Your mission if you so choose to accept it, is to create your own poem book over the next 3 weeks.

We will be covering numerous poems in the upcoming week, and you will be creating your own poems each day in writing groups.

Each day we will cover a new form of poetry. Your mission each day is to write an original poem using the format discussed. You will share your writing and comment on each other's poems each day. Attendance is important and 5 points will be awarded for each class period in which a new poetry form is presented.

To complete your poem book, you will choose 9 of your original poems and make the masterpieces. Be creative! You will then make a creative cover and put them in a poem book folder, provided by me. Spelling does count, so be sure to double check before submitting your poem book. You will have time in the lab to word process your poems.

This project is worth 75 points, that is half of your grade for this unit. Use the attached sheet as a guideline when turning in your book. Fill it out accordingly and place it at the end as a grading sheet that I will use.

Do you feel you may want some extra credit? You may submit up to 2 extra poems to your poem book. Each poem in masterpiece form will be worth up to 5 additional points. This is a possibility to receive 10 extra points on this project.

**This is also attached at the end of the unit
Poem Book Grade Sheet
(**points will be awarded if the poem follows the format that is indicated under type/form.)

Poem # Title Type/Form Points

1 /7

2 /7
3 /7

4 /7

5 /7

6 /7

7 /7

8 /7

9 /7

Correct Spelling /6

Creative Cover /6

Extra Credit:

Poem Title Form /5

1 /5

2 /5

TOTAL /75

Assessment Task/Unit Grading
Students will receive points for all work completed and turned in as follows:

Unit Rubric

Award daily points for being in class and adding at least 1 poem to their poem folder.

Assignment Date Given Points
Turn in song lyrics Week 1 Day 1 /5
Song Refrain Week 1 Day 4 /5
Concrete poem work day Week 1 Day 4 /5
Synonym poem work day Week 1 Day 5 /5
Three-word form work day Week 2 Day 1 /5
Diamonte poem work day Week 2 Day 2 /5
Diamonte worksheet Week 2 Day 2 /5
Cinquain poem work day Week 2 Day 3 /5
Cinquain worksheet Week 2 Day 3 /5
Formula poem work day Week 2 Day 4 /5
Formula worksheet Week 2 Day 4 /5
Sense Poem work day Week 2 Day 5 /5
Sense Poem worksheet Week 2 Day 5 /5
Haiku poem work day Week 3 Day 1 /5
Sonnet works sheet Week 3 Day 4 /5
Poem Book Due Week 4 Day 2 /75

Total /150

Week 1 Day 4
(The ideas for these poems are adapted from http://members.tripod.com/the-english-room/poetry/30_days_ofpoetryday.htm - 11/11/2000)
Award attendance points, 5 per day. Deduct points for not being on task or if the student was skipping (not an excused absence).

Concrete Poetry
(http://members.tripod.com/the-english-room/poetry/30_days_ofpoetryday_1.htm 11/11/2000)
Introduction: Students will be creating their own poetry in the next two weeks. This is the first of the days to be in the writing workshop. The days that follow will model this first day. The students will become accustomed as to what is expected of them for the next 2 weeks.

Objectives: By the end of this lesson the students will:
*Be able to identify what a *Concrete* (put poetry form here) poem looks like.
*Will have an understanding of *consonance* (put poetic principle here) and how to use it in *concrete* (put poetry form here) poems.
*Will be able to create their own *concrete* (put poetry form here) poems.
*Will work in groups to share their creative process and help critique other's poems.

Method:
Concrete poems are poems that use words and their physical formation to convey meaning. This can be done with color, the shape of letters and or arrangement of words.
*Show students an example of a concrete poem, either one you've created or one you have found. 5 min.
*Ask students to pick a word /or idea and to create a scene using only words. They can draw a picture and then write the words to fit in the picture. (See example at website.) 5 min.
*Allow the class time for students to create their own examples. 30 min.
*With 10 minutes left in the class, have students discuss and show what they have created to their small groups. 10 min.
*At the end of the day, have students place finished pieces in their writing folders. Have them return any pieces they are working on the next day to class. 2 min.

Homework:
To complete any poems they have not finished.

Assessment:
I will know students have met the objectives if:

*Students can make their own poems based on the model.
*Students show the use of *consonance* in their poem.
*Students know that this form of poetry is called *Concrete*.
*Students speak in their groups about their poems.
*Students will leave completed work in their writing folder.

Week 1 Day 5
Follow the same format as Concrete, today with Synonym poetry. Synonym poems are poems when you choose a word. You write that word in capital letters as the first line. Look up the word and find 3 to 5 synonyms for it. Write these on the second line. The third line will be a descriptive phrase about the word. The last two lines should rhyme.
Ex.
NOISE
Clamor, uproar, hullabaloo.
These things can really annoy you.
(Adapted from http://members.tripod.com/the-english-room/poetry/30_days_ofpoetryday_2.htm -11/11/2000)

Week 2 day 1
Today, using the same format from Week 1 day 4, Three Word Forms will be today's poem. Each line of this form is made up of three words. The last two words become the first two words in the next line. It will be a progress of images and a story will be told.
Ex.
Teeth time

toothbrush, toothpaste, sink
toothpaste, sink, water
sink, water, scrub
water, scrub, clean
scrub, clean, spit
clean, spit, rinse
spit, rinse, repeat
rinse, repeat, floss.
-Emilie Buesing

(Adapted from http://members.tripod.com/the-english-room/poetry/30_days_ofpoetryday_5.htm - 11/11/2000)

Week 2 Day 2

Same format as before, Diamonte poems.
Diamonte is French for diamond. This is a seven-line poem that gradually changes from one idea to the direct opposite idea. When it is complete, the total appearance is diamond shape.
Pattern:
Line 1: Opposite of line 7 -- noun
Line 2: Describe line 1 -- adjective, adjective
Line 3: Action about line 1 - verb, verb, verb
Line 4: 2 nouns about line 1, 2 nouns about line 7
Line 5: Action about line 7 -verb, verb, verb
Line 6: Describe line 7 - adjective, adjective
Line 7: Opposite of line 1 - noun

See worksheet provided. Due next class day.

(Adapted from http://members.tripod.com/the-english-room/poetry/30_days_ofpoetryday_10.htm -11/11/2000)

Week 2 Day 3

Same format this time with Cinquain poems. Cinquain's have 5 lines. Don't be tempted to add extra words or syllables to fill out the form. If every line sounds finished, it sounds boring. It should build to a climax and have a surprise last line.
Pattern:
Word Pattern Syllable Pattern
Line 1: One word (noun) 2 syllables
Subject and title of poem
Line 2: Two words (adjectives) 4 syllables
Line 3: Three words (verbs) 6 syllables
Line 4: Four words that relate feeling 8 syllables
Line 5: One word that repeats or refers 2 syllables
To line 1.

See worksheet. Due next class day.

(Adapted from http://members.tripod.com/the-english-room/poetry/30_days_ofpoetryday_11.htm - 11/11/2000)

Week 2 Day 4
Same lesson format. Formula poems help you to use words effectively. There are three different patterns in which this can be done. Encourage students to try all three ways.

See worksheet. Due next class day.

Patterns:
Formulas:
#1: Participle, participle, participle
#2: Noun
#3: Adverb (how)
#4: Verb
#5: Adverb (where or when)
Title: Pick a color
#1: Describe something associated to it
#2: Simile or metaphor
#3: Adverb or adverb phrase (where)
Title: Feeling
#1: Three verbs
#2: Adverb (where)
#3: Who has the feeling
(Adapted from http://members.tripod.com/the-english-room/poetry/30_days_ofpoetryday_13.htm -11/11/2000)

Week 2 Day 5
Same lesson format. Sense poems. Form a picture of a special place in your mind. With this picture, fill out the worksheet. To complete the poem, take out the I see, I smell, etc…statements.

Pattern:
I see ____________________
I smell __________________
I hear ___________________
I feel ___________________
I taste __________________
I think __________________

Ex.
I see the red and dark gray sky
I smell a nearby bonfire
I hear the crackling of wood in flames
I feel warm on my face
I taste burnt marshmallows
I think this is paradise

Poem =
The red and dark gray sky
A nearby bonfire
Crackling of wood in flames
Warm on my face
Burnt marshmallows,
This is paradise
-Emilie Buesing

See worksheet.

(Adapted from http://members.tripod.com/the-english-room/poetry/30_days_ofpoetryday_19.htm - 11/11/2000)

Week 3 Day 1
Same lesson format. Haiku poems. These are short poems and may not need a full day, allow students to work on their other poems from previous days if they become board. Let them know they will be typing up their selected poems soon.
Haiku poems are characterized by content, language and form. The content is usually nature. There are few adjectives, similes or metaphors used. The structure is:
Line 1: 5 syllables
Line 2: 7 syllables
Line 3: 5 syllables

Examples:
A long winter's night Good morning, Sparrow…
Frigid air blowing past me Writing on my clean veranda
Longing for blankets With your dewy feet.
-Emilie Buesing -Shiki

Hazy ponded mood Having spoken ill
And pale night sky are broken… My lips now feel the old of
Bungling black frog Autumn's fatal wind
-Buson -Basho

(Adapted from http://members.tripod.com/the-english-room/poetry/30_days_ofpoetryday_24.htm - 11/11/2000)

Week 3 Day 2
Today will be used as a work day to compile the poems the students have written and for them to polish up the ones they plan on publishing next week. Also a catch - up day for any students who have been absent to make up the poem they missed discussing with their group. If all of their work is caught up, they can work on reading their novel or other ongoing project.

Week 3 Day 3
Shakespeare's Sonnets (Adapted from http://www.folger.edu/education/lesson.cfm?lessonid=125)
Introduction: For students to get a taste of Shakespeare prior to reading a Shakespearean play.
Objectives: By the end of the lesson, students will be able to:
*identify and use iambic pentameter.
*students will learn the rhyme scheme of sonnets.
*create their own sonnet using Shakespeare's formula of iambic pentameter and rhyme scheme.

Method:
*Distribute copies of sonnets 27, 57, 130 and 138 or any other sonnets you wish. The meaning in these sonnets are readily available to young students.
Explain that these are highly structured poems of 14 lines with the following structure:
ABAB CDCD EFEF GG
Each line is written in iambic pentameter. Explain how the rhythm resembles that of a heartbeat, you can use the first line of a sonnet as an example.

Example:
An Iamb = ^ /
^ = Unstressed
/= Stressed
Iambic Pentameter = 5 Iambs

Being your slave, what should I do but tend
^ / ^ / ^ / ^ / ^ /

*Read one sonnet aloud. 2 min.
*Have a student also read it aloud, emphasizing the iambic pentameter. 2 min.
*Have a second student read it aloud as they would any poem. 2 min.
*Have the students journal what the possible meanings of the sonnet are. 10 min.
*Have students discuss in their small groups what they think the meaning is. 10 min.
*Read the other sonnets, having a student emphasize the iambic pentameter, and a second just reading the sonnet. 10 min
*Have them journal and discuss. 10 min
*Continue this process for the rest of the period. (A fifty-minute class period should be sufficient time to get through 3 sonnets.)

Homework: none. They will be writing sonnets in class tomorrow.

Assessment:
I will know students have met the objectives if:

*students can mimic iambic pentameter in class and in their own sonnet.
*students can use the same rhyme pattern in their sonnet.
*They will create their own sonnet in the next class period and put them in their writing folder.

Week 3 Day 4

Shakespearean sonnets - day two
Go over Iambic pentameter again. Ask students to write in class either update one of the sonnets we covered in class by using the same meaning and using their own words, or they can come up with their own meaning and own words to create an original sonnet. They can share with the class.

See worksheet. Due next class day.

Week 3 Day 5
Work day/ Lab time. Give the students time to polish their 9-11 poems and then time to word process them at school. Be available to help.

Week 4 Day 1
Work day / Lab time. Give the students time to polish their 9-122 poems and then time to word process them at school. Be available to help. Projects are due tomorrow.

Week 4 Day 2
Prior to having student turn in their completed poem books, have the students present at least one of their poems in class.
Make copies to distribute to other classmates. Use rubric at the end of this unit.

Assessment Package: Song to Shakespeare

Learning Area: Literature and the Arts
Level: High School
Content Area: Literary and Arts Creation and Performance - Creative Writing.

Task: Writing a Collective Poem Book

A) demonstrates elements and skills of creative writing;
(in writing their poems and using the poetic devices taught)
B) demonstrates artistic decisions to communicate intent;
(in their poems as well as their cover for the book.)
C) demonstrates a sense of an artistic whole'
(in the completed book.)
D) demonstrates a consideration of audience;
(in their writing groups when discussing their own poems and when creating their poems.)
E) uses multiple sources of critique and feedback.
(at least 2 sources in their writing groups, as well as teacher feedback.)

The following bolded large processes and concepts are covered in this assessment task.

imagine/generate
plan/prepare
explore/incubate/focus
develop/make
evaluate/refine
present/perform
reflect/refine

The following bolded large processes and concepts are covered in this assessment task.

select
analyze
interpret
rehearse/evaluate/refine
present/perform
reflect/refine

Overview:
Tool: Collective Poem Book

Students will be writing ten poems in class, using a new form of poetry each day for 10 days. In their writing groups, students will have 10 minutes to discuss what they worked on that day. They will have 3 days dedicated to perfecting their best work and creating a minimum of nine 'masterpieces' that they will compile into their own personal book that will be published for the rest of the class.

1. Attend class daily to learn about the new poem form. Write at least 1 original poem for each form taught.
2. Conference with writing group each day and share the poems you have written.
3. Critique writing other members of the writing group's poems.
4. Revise your poems, as suggested by the writing group. Place all of your poems in your personal poem folder.
5. On work days, (Week 3 Day 2, Week 3 Day 5 and Week 4 Day 1), revise at least nine of your poems to make them 'masterpieces.' Make sure that there are not any spelling errors.
6. Word process the poems using creative fonts and graphics to enhance the presentation of your book. Use work day time to do this.
7. Create a cover to complete your poem book.

Tool: Collective Poem Book
*consonance in concrete poems
*synonyms in synonym poems
*repetition in 3word poems
*metaphors and parts of speech including verbs, nouns, and adjectives in diamonte poems
*parts of speech including nouns, verbs and adjectives and rhythm in cinquain poems
*parts of speech including participles, nouns, and adverbs, metaphors and similes in formula poems
*Rhythm and pattern in Haiku poems
*Imagery in sense poems
*rhyme and meter in sonnets

Student Type of Evidence Teacher
Create: Imagine/generateY= yes N = no
Did the students use the element of consonance in at least one poem?
Did the student use the element of synonym in at least one poem?
Did the student use the element of repetition in at least one poem?
Did the student use the element of metaphor in at least one poem?
Did the student use numerous parts of speech including noun, verb, adjective, adverb, and participle in one or more poems?
Did the student use the element of rhythm in at least one poem?
Did the student use the element of imagery in at least one poem?
Did the student use the element of rhyme in at least one poem?
Create: Plan/prepareY = yes, N = no
Did the student prepare a poem booklet?
Create: Develop/MakeY = yes, N = no
Did the student develop a cover for the poem booklet?
Create: Evaluate/refineY = yes, N = no
Did the student evaluate other student's poems?
Did the student have their poems evaluated?
Create: Present/PerformY = yes, N = no
Did the student present a final poem booklet?
Perform: SelectY = yes, N = no
Did the student select at least 9 poems to put in the poem booklet?
Did the student select a set of song lyrics to present to the class?
Perform: Present/PerformY = yes, N = no
Did the student perform a Shakespearean sonnet in front of the class?
Did the student perform an original poem in front of the class?

Scores are ranked 4-0 with 4 being highest score and 0 being lowest.
Scores reflect a professional judgment based on multiple evidence of sustained student work over time.
Important! All parts of the listed criteria must be met for a specific score to be given.

Exemplary- To receive a score of 4, a student:
*Demonstrates precise and fluent knowledge of the tools, skills, elements, principles and history.
*Makes artistic choices that are based on expanding, transforming or combining options to improve or refine the work.
*Is creatively expressive through synthesized use of elements, principles, skills, techniques and materials in creation of performance.
Proficient- To receive a score of 3, a student:
*Demonstrates accurate and articulate knowledge of the tools, skills, elements, principles and history.
*Makes artistic choices that are based on informed intent to improve or refine the work.
*Is creatively expressive through crafted or modified use of elements, principles, skills, techniques, and materials in creation or performance.

Novice- To receive a score of 2, a student:
*Demonstrates correct knowledge of the tools, skills, elements, principles, and history.
*Makes artistic choices that are based on a considered range of options.
*Is creatively expressive through conventional use of elements, principles, skills, techniques, and materials in creation or performance.
Emerging- To receive a score of 1, a student:
*Demonstrates general and/or commonplace knowledge of the tools, skills, elements, principles and history.
*Makes artistic choices that are based on automatic responses to personal likes and dislikes.
*Is creatively expressive through mechanical use of elements, principles, skills, techniques and materials in creation or performance.
Teacher Resources:
www.yahoo.com - entertainment - music - artists - appropriate letter.
http://members.tripod.com/the-english-room/poetry/30_days_of_poetry
www.forger.edu/education/lesson.cfm?lessonid=125

Supporting Materials for Teachers who teach this unit:

Possible songs that can be used for Week 1 Day 1
Good Riddance (Time Of Your Life) - Green Day

Another turning point, a fork stuck in the road.
Time grabs you by the wrist, directs you where to go.
So make the best of this test, and don't ask why.
It's not a question, but a lesson learned in time.

It's something unpredictable, but in the end is right.
I hope you had the time of your life.

So take the photographs, and still frames in your mind.
Hang it on a shelf of good health and good time.
Tattoos of memories and dead skin on trial.
For what it's worth, it was worth all the while.
I hope you had the time of your life.

I hope you had the time of your life.

Ants Marching - Dave Mathews Band
One possible interpretation:
Ants Marching (originally called "No New Directions") plays a metaphor of how humans resemble ants in the way we work and go about doing things in life. As ants have their monotonous routines, we as humans do as well. The song starts off giving certain examples and then gives the general view on life.
He wakes up in the morning
Does his teeth bite to eat and he's rolling
Never changes a thing
The week ends the week begins
She thinks, we look at each other
Wondering what the other is thinking
But we never say a thing
These crimes between us grow deeper

Goes to visit his mommy
She feeds him well his concerns
He forgets them
And remembers being small
Playing under the table and dreaming

Take these chances
Place them in a box until a quieter time
Lights down, you up and die

Driving in on this highway
All these cars and upon the sidewalk
People in every direction
No words exchanged
No time to exchange

And all the little ants are marching
Red and black antennas waving
They all do it the same
They all do it the same way

Candyman tempting the thoughts of a
Sweet tooth tortured by the weight loss
Program cutting the corners
Loose end, loose end, cut, cut
On the fence, could not to offend
Cut, cut, cut, cut

Take these chances
Place them in a box until a quieter time
Lights down, you up and die

Adam's Song - Blink 182
I never thought I'd die alone
I laughed the loudest who'd have known
I traced the cord back to the wall
No wonder it was never plugged in at all
I took my time, I hurried up
The choice was mine, I didn't think enough
I'm too depressed to go on
You'll be sorry when I'm gone
I never conquered, rarely came
16 just held such better days
Days when I still felt alive
We couldn't wait to get outside
The world was wide, too late to try
The tour was over I'd survived
I couldn't wait till I got home
To pass the time in my room alone
I never thought I'd die alone
Another six months I'll be unknown
Give all my things to all my friends
You'll never set foot in my room again
You'll close it off, board it up
Remember the time that I spilled the cup
Of apple juice in the hall
Please tell mom this is not her fault
I never conquered, rarely came
But tomorrow holds such better days
Days when I can still feel alive
When I can't wait to get outside
The world is wide, the time goes by
The tour is over, I've survived
I can't wait till I get home
To pass the time in my room alone

Live to Tell - Madonna

I have a tale to tell
Sometimes it gets so hard to hide it well
I was not ready for the fall
Too blind to see the writing on the wall

Chorus:

A man can tell a thousand lies
I've learned my lesson well
Hope I live to tell
The secret I have learned, 'till then
It will burn inside of me

I know where beauty lives
I've seen it once, I know the warm she gives
The light that you could never see
It shines inside, you can't take that from me

(chorus)

2nd Chorus:

The truth is never far behind
You kept it hidden well
If I live to tell
The secret I knew then
Will I ever have the chance again

If I ran away, I'd never have the strength
To go very far
How would they hear the beating of my heart
Will it grow cold
The secret that I hide, will I grow old
How will they hear
When will they learn
How will they know

(chorus)
(2nd chorus)

American Pie - Don McLean

A long long time ago
I can still remember how that music used to make me smile
And I knew if I had my chance
That I could make those people dance
And maybe they'd be happy for a while.

But February made me shiver
With every paper I'd deliver
Bad news on the doorstep
I couldn't take one more step

I can't remember if I cried
When I read about his widowed bride
But something touched me deep inside
The day the music died

So
{Refrain}
Bye-bye, Miss American Pie
Drove my Chevy to the levee
But the levee was dry
And them good old boys were drinkin' whiskey and rye
Singin' this'll be the day that I die
This'll be the day that I die

Did you write the Book of Love
And do you have faith in God above
If the Bible tells you so
Do you believe in rock 'n roll
Can music save your mortal soul
And can you teach me how to dance real slow

Well, I know that you're in love with him
'Cause I saw you dancin' in the gym
You both kicked off your shoes
Man, I dig those rhythm and blues

I was a lonely teenage broncin' buck
With a pink carnation and a pickup truck
But I knew I was out of luck
The day the music died

I started singin'
{Refrain}

Now for ten years we've been on our own
And moss grows fat on a rollin' stone
But that's not how it used to be
When the jester sang for the King and Queen
In a coat he borrowed from James Dean
And a voice that came from you and me

Oh, and while the King was looking down
The jester stole his thorny crown
The courtroom was adjourned
No verdict was returned
And while Lennon [Lenin?] read a book of Marx
The quartet practiced in the park
And we sang dirges in the dark
The day the music died

We were singing
{Refrain}

Helter Skelter in a summer swelter
The Byrds flew off with a fallout shelter
Eight miles high and falling fast
It landed foul out on the grass
The players tried for a forward pass
With the jester on the sidelines in a cast

Now the half-time air was sweet perfume
While the Sergeants played a marching tune
We all got up to dance
Oh, but we never got the chance
'Cause the players tried to take the field
The marching band refused to yield
Do you recall what was revealed
The day the music died

We started singing
{Refrain}

Oh, and there we were all in one place
A generation Lost in Space
With no time left to start again
So come on, Jack be nimble, Jack be quick
Jack Flash sat on a candlestick
'Cause fire is the Devil's only friend

Oh, and as I watched him on the stage
My hands were clenched in fists of rage
No angel born in hell
Could break that Satan's spell
And as the flames climbed high into the night
To light the sacrifical rite
I saw Satan laughing with delight
The day the music died

He was singing
{Refrain}

I met a girl who sang the blues
And I asked her for some happy news
But she just smiled and turned away
I went down to the sacred store
Where I'd heard the music years before
But the man there said the music woudn't play

And in the streets the children screamed
The lovers cried, and the poets dreamed
But not a word was spoken
The church bells all were broken
And the three men I admire most
The Father, Son and the Holy Ghost
They caught the last train for the coast
The day the music died

And they were singing
{Refrain}

They were singing bye-bye, Miss American Pie
Drove my chevy to the levee
But the levee was dry
Them good old boys were drinking whiskey and rye
Singin' this'll be the day that I die

John Lennon - Imagine

Imagine there's no heaven
It's easy if you try
No hell below us
Above us only sky
Imagine all the people
Living for today...
Imagine there's no countries
It isn't hard to do
Nothing to kill or die for
And no religion too
Imagine all the people
Living life in peace...
You may say I'm a dreamer
But I'm not the only one
I hope someday you'll join us
And the world will be as one
Imagine no possessions
I wonder if you can
No need for greed or hunger
A brotherhood of man
Imagine all the people
Sharing all the world...
You may say I'm a dreamer
But I'm not the only one
I hope someday you'll join us
And the world will live as one

Two Princes - Spin Doctors

One, two, princes kneel before you
(that's what I said, now)
Princes, Princes who adore you
(Just go ahead, now)
One has diamonds in his pockets
(that's some bread, now)
This one, he wants to buy you rockets
(Ain't in his head, now)

This one, he got a princely racket
(That's what I said, now)
Got some big seal upon his jacket
(Ain't in his head, now)
Marry him, your father will condone you
(how bout that, now)
Marry me, your father will disown you
(he'll eat his hat, now)

Aww, marry him or marry me,
I'm the one that loves you baby can't you see?
Ain't got no future or a family tree,
But I know what a prince and lover ought to be,
I know what a prince and lover ought to be....

Said, if you want to call me baby
(Just go ahead, now)
An' if you want to tell me maybe
(Just go ahead, now)
If you wanna buy me flowers
(Just go ahead, now)
And if you want to talk for hours
(Just go ahead, now)

NOTE: Songs and musicians come in and out of our lives very rapidly. These are some that at the time of this writing would be recognized by 14 and 15 year olds. A good place to look for other song lyrics is: http://dir.yahoo.com/Entertainment/Music/Artists and click on the letter of the band's name. Usually there should be a link that says lyrics. Otherwise, you can search the web sites found for lyrics.
Name______________________________________
Period_________
Date___________
Diamonte Poem

Follow this formula to create a Diamonte poem.
Line 1: Opposite of line 7 -- noun
Line 2: Describe line 1 -- adjective, adjective
Line 3: Action about line 1 - verb, verb, verb
Line 4: 2 nouns about line 1, 2 nouns about line 7
Line 5: Action about line 7 -verb, verb, verb
Line 6: Describe line 7 - adjective, adjective
Line 7: Opposite of line 1 - noun

Your poem should look like this.

Name________________________________

Period_________

Date____________

Cinquain Poem

Follow this pattern to create a Cinquain poem

Pattern:
Word Pattern Syllable Pattern
Line 1: One word (noun) 2 syllables
Subject and title of poem

Line 2: Two words (adjectives) 4 syllables

Line 3: Three words (verbs) 6 syllables

Line 4: Four words that relate feeling 8 syllables

Line 5: One word that repeats or refers 2 syllables
To line 1.

Brainstorm possible topics:

Name__________________________________

Period__________

Date___________

Formula Poems

Try each of these three following formulas to create poems.

Line 1: Participle, participle, participle
Line 2: Noun
Line 3: Adverb (how)
Line 4: Verb
Line 5: Adverb (where or when)
1.
2.
3.
4.
5.
Title: Pick a color
Line 1: Describe something associated to it
Line 2: Simile or metaphor
Line 3: Adverb or adverb phrase (where)
1.
2.
3.

Title: Feeling
Line 1: Three verbs
Line 2: Adverb (where)
Line 3: Who has the feeling

3.

Name_______________________________

Period_________

Date___________

Sense Poem

To create a sense poem, complete the following.

I see ___________________________________________________

I smell _________________________________________________

I hear __________________________________________________

I feel ___________________________________________________

I taste __________________________________________________

I think __________________________________________________

Now get rid of the form and just use the words you used to create the poem.

Name______________________________________

Period____________

Date_____________

Sonnet form

Shakespeare used the same formula to write all of his sonnets.
He used this rhythm:

^ / ^ / ^ / ^ / ^ / ^= stressed syllables /= unstressed syllables

He also used this rhyme scheme:
ABAB CDCD EFEF GG

Fill out this form to create your sonnet.

A_____________________________________________________

B_____________________________________________________

A_____________________________________________________

B_____________________________________________________

C_____________________________________________________

D_____________________________________________________

C_____________________________________________________

D_____________________________________________________

E_____________________________________________________

F_____________________________________________________

E_____________________________________________________

F_____________________________________________________

G_____________________________________________________

G_____________________________________________________

**This can be used as a fun activity for students to have fun with Shakespeare. It serves no academic purpose other than to spark student's interest.

Shakespearean Insults
Use one word from each of the columns to create your own Shakespearean Insult.

Column One Column Two Column Three
artlessbawdybeslubberingbootlesschurlishcockeredcloutedcravencurrishdankishdissemblingdroningerrantfawningfobbingfrowardfrothygleekinggoatishgorbelliedimpertinentinfectiousjarringloggerheadedlumpishmammeringmangledmewlingpaunchypribblingpukingpunyquallingrankreekyroguishruttishsaucyspleenyspongysurlytotteringunmuzzledvainvenomedvillainouswarpedwaywardweedyyeasty base-courtbat-fowlingbeef-wittedbettled-headedboil-brainedclapper-clawedclay-brainedcommon-kissingcrook-pateddismal-dreamingdizzy-eyeddoghearteddread-boltedearth-vexingelf-skinnedfat-kidneyedfen-suckedflap-mouthedfly-bittenfolly-fallenfool-bornfull-gorgedguts-grippinghalf-facedgasty-wittedhedge-bornhell-hatedidle-headedill-breedingill-nurturedknotty-patedmilk-liveredmotley-mindedonion-eyedplume-pluckedpottle-deeppox-markedreeling-riperough-hewnrude-growingrump-gedshard-bornesheep-bitingspur-galledswag-belliedtardy-gaitedtickle-brainedtoad-spottedunchin-snoutedweather-bitten apple-johnbaggagebarnaclebladderboar-pigbugbearbum-baileycanker-blossomclack-dishclotpolecoxcombcodpiecedeath-tokendewberryflap-dragonflax-wenchflirt-gillfoot-lickerfustilariangigletgudgeonhaggardharpyhedge-pighorn-beasthugger-muggerjoitheadlewdsterloutmaggot-piemalt-wormmammetmeasleminnowmiscreantmoldwarpmumble-newsnut-hookpigeon-eggpignutputtockpumpionratsbanescutskainsmatestrumpetvarlotvassalwhey-facewagtail

Poetry Unit Project

Your mission if you so choose to accept it, is to create your own poem book over the next 3 weeks.

We will be covering numerous poems in the upcoming week, and you will be creating your own poems each day in writing groups.

Poem # Title Type/Form Points

1 /7

10 /7
11 /7

12 /7

13 /7

14 /7

15 /7

16 /7

17 /7

Correct Spelling /6

Creative Cover /6

Extra Credit:

Poem Title Form /5

3 /5

4 /5

TOTAL /75
Unit Rubric

Award daily points for being in class and adding at least 1 poem to their poem folder.

Total /150