UNIT PLAN OVERVIEW

Unit Topic: Poetic Form in Sonnet and Lyric

Concept(s): Conventions

& Criticism
Designed By: Emily Blase
Subject Area(s): English

Grade Level(s): 9

Brief Summary of Unit

This unit is the second of three separate poetry mini-units that will occur
throughout the school year. Students will have already encountered epic poems and
ballads in the previous poetry unit, and they will already be familiar with some of
the basic poetic terms and concepts that were relevant to these particular forms. As
this unit is occurring in the middle of the school year, students are also familiar with
classroom routines pertaining to group work and literature circles. They have not,
however, completed any creative writing assignments yet and they have not been
asked to write any of their own poetry before, though they do have some
experiences writing essays and narratives.
This unit on poetry is particularly important to students because it will not only
allow students to explore the history of the sonnet and lyric poetry, but it will invite
them to become participants in this history. Through text pairings of traditional
sonnet and lyric poems with contemporary poetry, students will be able to see how
convention sometimes informs innovation, as contemporary poetry many times
borrows traditional forms and modifies them in interesting ways. Students will also
be invited to take their own places in the world of poetry. Through discussions with
their peers, they will be able to develop their own unique interpretations of texts,
which will help them in any situation with differing opinions, but particularly in their
idea of how other people might experience art. They will also have the opportunity
to make and break conventions by composing poems informed by their own lives.
This unit frames poetry in a different light for students as a fresh and dynamic art
form to which they can contribute not only as poets, but as critics.
STAGE 1: IDENTIFY DESIRED RESULTS
Established Goals (VSOLs)
Virginia Reading SOL 9.4
The student will read, comprehend, and analyze a variety of texts, including
narratives, narrative nonfiction, poetry, and drama.
a) Identify authors main idea and purpose.
b) Summarize text relating the supporting details.
c) Identify the characteristics that distinguish literary forms. (Primary)
d) Use literary terms in describing and analyzing selections. (Secondary)
e) Explain the relationships between and among elements of literature: characters,
plot, setting, tone, point of view, and theme.
f) Compare and contrast the use of rhyme, rhythm, sound, imagery, and
other literary devices to convey a message and elicit the readers
emotion. (Primary)
g) Analyze the cultural or social function of a literary text.
h) Explain the relationship between the authors style and literary effect.
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(Primary)
i) Explain the influence of historical context on the form, style, and point
of view of a written work. (Primary)
j) Compare and contrast authors use of literary elements within a variety of genres.
k) Analyze how an authors specific word choices and syntax achieve special effects
and support the authors purpose.
l) Make predictions, inferences, draw conclusions, and connect prior knowledge to
support reading comprehension.
m) Use reading strategies to monitor comprehension throughout the reading
process.

Unit Learning Goals (UKDs) & Essential Questions

Meaning
Students will explore these
ESSENTIAL QUESTIONS

Students will Understand THAT

- Poetic form is a kind of convention with
a rich history that writers use in their
poetry, and we can make meaning not
only in how poets use the conventions,
but in how they break them. (U1)
- Poetry is a medium that invites much
interpretive criticism and debate and
they can be active participants in this
criticism. (U2)

- What is the relationship between the

form and structure of a poem and its
content, and does this relationship
remain the same for poems throughout
history?
- Is there a right way to understand a
poem?

Acquisition
Students will Know
- The distinction and relationship
between rhyme, rhythm, and repetition
in poetry. (K1)
- The differences between approximate
rhyme, end rhyme, and slant rhyme.
(K2)
- The different stanza structures in
poetry, including couplet, quatrain, and
sestet. (K3)
-The history behind different kinds of
sonnets, including those by Petrarch and
Shakespeare. (K4)
- Stanza structures that characterize
Petrarchan and Shakespearean sonnets.
(K5)
- Conventions that define the genre of
lyric poetry, including: lyric poems are

Students will be skilled at (Do)

- Know the number of lines and possible
rhyme schemes associated with the
stanza forms of couplet, quatrain, and
sestet. (Remember) (D1)
- Produce examples of approximate
rhyme, end rhyme, and slant rhyme.
(Apply) (D2)
- Differentiate between rhyme, rhythm,
and repetition in poetry. (Analyze) (D3)
- Use their knowledge of stanza structure
to identify and produce examples of
Shakespearean and Petrarchan sonnets.
(Apply) (D4)
- Explain the conventions of a lyric poem
and how the form has changed in
contemporary poetry and use these
conventions to inform their own poetry.
(Apply) (D5)
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generally written in the first person and

they express personal emotions and
feelings. (K6)
- How the tradition of the lyric poem has
developed and changed over time. (K7)
- How traditional examples of sonnet and
lyric form have contributed to the
development of form in contemporary
poetry. (K8)
- How to read poems critically and
develop their own interpretations of the
form and content. (K9)
- Strategies for annotating poems based
on their interpretations. (K10)
- How to back up their interpretations of
poems with evidence from the text.
(K11)

- Compare and contrast examples of

contemporary poetry with traditional
examples in terms of both form and
content. (Analyze) (D6)
- Criticize poems based on their content
and use of literary devices, develop
judgements, and discuss their
interpretations with their peers using
literary terms and evidence from a text.
(Evaluate) (D7)
- Compose poems about their own lives
informed by what they have learned
about poetic form. (Create) (D8)
- Justify their poetic choices, including
any conventions they have chosen to
follow (or break) and the different
devices operating in their poems.
(Evaluate) (D9)

**Note: After each learning goal, please provide a parenthetical label (i.e., U1, U2, K1, K2, D1, D2,
etc.)

For Be able to DO goals, also label with Cognitive Level

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STAGE 2: DETERMINE ACCEPTABLE EVIDENCE

Performance Assessment / Summative Assessment Plan
What will students do to show that they have achieved the learning goals for the
unit? You MUST have some sort of performance assessment that comes at the end
of the unit and incorporates all or most of the units goals. Please provide a clear
description of the performance task below OR attach a full project description (in
language that would be provided to students). Make sure that you incorporate all
elements of the GRASPS framework AND that your performance assessment meets
the criteria for outlined in the UbD chapter.
If you choose, you may ALSO opt to give an additional summative assessment (test
or quiz). Please clearly describe any other methods you will use to determine if
students have met the objectives.
Performance Assessment:
General Description:
The primary summative assessment for this unit will be the students preparation of a
poetry collection throughout the unit that shows their mastery of different poetic forms.
They will also participate in a culminating Writers Caf in which they will present one
of their poems to the class and participate in a dialogue about their poetic choices.
Assessment Timing and Presentation:
Students will gradually build their poetry collections throughout the unit. Students will
understand the reason for building their poetry collection for the entire unit, and they
will also be given the details about the performance assessment at the beginning of the
unit so they can keep the end goal in mind as they build their collection. They will be
given class time to work on their poetry collections, and one day will be specifically
reserved for peer review and practice in preparation for the presentation. The Writers
Caf will take place on the last day of the unit as a culminating presentation and
celebration of the work students have done, as well as a chance for students to see
their peers work.
Prompt for Students:
You are a famous young poet who has gained popularity over the past year, and critics
have been particularly interested in the use of form in your poetry. Your newfound fame
has gained you an invitation to the exclusive Young Poets Conference in Los Angeles.
This years theme is The Convention on Convention: Studies in Poetic Form. In order
to accept your invitation, you must submit a collection of your original poetry that
includes examples of your ability to work within traditional forms such as sonnet and
lyric, as well as examples of your own modern take on these traditions. In order to
prove to the judges at the convention that you have put a lot of thought behind your
poetry, you have decided to also include a readers guide for your collection, just to
make sure they dont miss anything.
You are hip and popular, so you have also been invited to present a craft talk at the
conventions Writers Caf for a group of other convention attendees and fans. Rumor
has it that there will also be several prominent poetry scholars and critics in the
audience as well. In this craft talk, you will read the most powerful poem from your
current collection, give a short talk about the inspiration behind the poem and the
conventions of form that you have chosen to use, and answer some questions about
your poem from the audience.
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In addition to your presentation, etiquette (and personal curiosity) requires that you
stay and act as an attentive audience member and sensitive critic as the other poets
present their craft talks.
Standards and KUDs
Poetry Collection:
SOL 9.4c, d, & f
U1
K1, K2, K3, K5, K6, K8
D1, D2, D3, D4, D5, D8
Writers Caf Presentation:
SOL 9.4h
U2
K11
D6, D7, D9
Scoring Criteria and Categories
The Poetry Collection must include the following:
1. One sonnet written according to the rhyme/stanza scheme of a Petrarchan
sonnet
2. One sonnet written according to the rhyme/stanza scheme of a Shakespearean
sonnet
3. One poem that must use at least some derivation of sonnet form, but may also
break some of the rules of the form
4. One lyric poem
5. One poem that is inspired in some way (whether through form or content) by
another poem. A copy of this poem or a reference to where it can be found must
also be included.
In addition, the poet must provide a Readers Key for their collection to make the
forms friendlier to the less-experienced eye. In this key, students must:
Identify at least one example each of slant rhyme, end rhyme, and approximate
rhyme in their collection.
Identify at least one instance of repetition in the collection.
Provide an additional copy of one poem from the collection diagrammed for
rhyme scheme.
Provide a short explanation of the role of rhythm in one of their poems.
Provide a short explanation of Poem 3 and the personal connection with the
poem.
Provide a short explanation of Poem 5 and its connection with the other poem.
These factors will also be taken into account:
The student has turned in at least one rough draft of a poem for feedback and
the final product shows evidence of revision.
The Writers Caf will be assessed on the following:
The student picked one of the poems included in his/her collection to present to
the class, and states the reason for choosing the poem during the presentation.
The student points out at least three elements of form in the poem and explains
his/her poetic choices to the class and there is evidence that the student
prepared these talking points ahead of time.
The student responds to questions about the poem from the audience in a way
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that demonstrates deep engagement with and ownership of the poem.

The student listens respectfully to the other craft talks and participates by asking
questions when necessary.

Formative Assessment Plan

What methods will you use to gauge students progress towards the learning goals
and provide feedback and support leading up the summative assessments? These
should include both formal and informal methods of assessment.
Formative Assessment Description
(including implementation &
feedback plan)

Poetry Response Journal

(Introduced on Day 1, due at end
of unit)
Students will keep a Poetry Journal
in a Google Doc shared with the
teacher throughout the unit. Twice
during the unit, students will
complete entries in this journal in
which they will be allowed to write an
interpretation of any poem of their
choosing (outside of those used or

Alignment with
KUDs

U2
K9, K10,
K11
D7

This assessment
aligns with the
criticism KUDs.

Alignment with
Summative
Assessment(s)

This assessment
provides students
with practice
analyzing poems
independently
and developing
personal
interpretations,
which is a key
concept in the
unit. In addition,
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written in class) in the form of a

conversational letter to the teacher.
In these entries, they will provide the
name of the poem and either a page
number in a shared text that the
teacher can reference or a link to the
poem online, and they will write a
paragraph or more about their
interpretation of the poem and their
general reactions.
Feedback: The feedback will be
provided in the Google Doc itself in
the form of a conversational response
from the teacher. In this response,
the teacher can address any
misconceptions if they arise, but this
is unlikely because the teacher will
not want students to think their
interpretations are wrong. More likely,
these responses will include
encouragement to use more evidence
from the text of the poem to justify
interpretations along with questions
to encourage deeper thinking.
Inform Instruction: The teacher will
have evidence of individual student
progress and thinking, so this will
tailor instruction to individual student
interest and needs.
Do Now (Lesson Plan #1)
This is a diagnostic assessment for
the teacher to determine whether
students remember previous
instruction on consonance and
assonance; this is an important
understanding because it will inform
students identification of slant rhyme
later in the lesson.
Feedback: This feedback will be
informal and verbal, and the teacher
will provide examples and correct
misconceptions as needed.
Informing Instruction: If many
students are struggling, the teacher
can decide to spend extra time
reviewing before the lesson.

students will gain

experience being
critics to develop
their skills for
contributions at
Writers Caf
discussions and
presentations.
This assignment
also provides
scaffolding for
Poem #5 in
poetry collection
by building a
larger bank of
poems on which
to base their
inspired poem.

This will be a
prerequisite for
instruction in:

K2
D2

(Lesson #1)

This Do Now is a
prerequisite for
understanding
how to identify
and create slant
rhymes, which
will contribute to
their Poetry
Collections, as
slant rhyme is
one element that
must be included.

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Rhyme Guided Practice (Lesson

K2
Plan #1)
D2, D3
This is included as an informal
formative assessment for the teacher (Lesson #1)
to observe the progress of each pair
of students during the guided
practice activity. This is a good way to
address individual misconceptions
and practice good responses as a
class.
Feedback: Feedback will be provided
in real time as students present their
ideas.
Informing Instruction: The teacher
will be able to decide if the class
needs any re-teaching before
independent practice. In addition, the
teacher can take note of which
groups are struggling and make sure
to visit them for support during
independent practice.
Independent Practice Worksheet
(Lesson Plan #1)
This is the main formative
assessment for the direct instruction
lesson because it provides evident of
student understanding of each
concept covered in the lesson.
Feedback: The worksheets will be
collected by the teacher and
feedback will be provided in the form
of notes written on the worksheet.
Informing Instruction: The teacher
will have individual data on each
students performance on the
worksheet and it will provide an
opportunities to target both classwide and individual areas in need of
support.

U1
K1, K2
D2, D3

(Lesson #1)

This is an
extension of the
KUDs in the
above Do Now, as
it will also assess
students
progress toward
knowledge of
different kinds of
rhyme and rhyme
scheme. This will
directly
contribute to
their performance
assessment as
these skills are
needed to
produce the
requirements for
the poetry
collections.
This assessment
will provide
formal evidence
of student
progress on the
skills and
understandings
they will need to
produce the
requirements in
their poetry
collections. In
addition, the
nuts and bolts of
poetry taught
here will allow
students to
identify specific
examples of
poetic form to
use in their later
interpretations
and discussions.
These smaller
skills will
ultimately inform
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students broader
understanding of
unit concepts.

Sonnet Rough Drafts (Introduced

on Day 3, due later in unit)
Students will submit rough drafts for
their Petrarchan and Shakespearean
sonnets after the teacher has
presented lessons on each form and
students have had time to work on
their compositions.
Feedback: Feedback will be
individual and written in the form of
comments and annotations on the
drafts turned in by students.
Informing Instruction: This is
another way for the teacher to
individualize instruction for students.
In addition, if there are class-wide
areas in need of support, these can
also be addressed.
Observational Formative
Assessment (Lesson Plan #2)
This assessment will take place as
ongoing observations during the
concept development lesson. The
teacher would go around and observe
all of the groups and gauge their
process during the lesson.
Feedback: Feedback for students will
be immediate and verbal based on
the progress of their group. If the
students in the group are struggling,
feedback will focus on providing
scaffolding the process to get
students on the right track. If the
group is already making good
progress and seems to be
understanding, feedback will focus on
deepening their understanding and
challenging them to extend their

K5
D4

This assessment
aligns with the
KUDs that cover
knowledge and
use of different
sonnet forms.

K8
D6

(Lesson Plan #2)

This assessment
contributes
directly to
students
progress on their
poetry collection
as it provides
them with
feedback that
they can use to
revise their
sonnets for the
final assessment
of the collection.

This assessment
will provide
evidence on
students
progress on
lesson goals,
which will extend
their conception
of traditional
forms of poetry
and develop
their idea of the
sonnet beyond
their lesson on
the formal
qualities of the
sonnet. In
addition, this will
allow students to
practice their
discussion skills
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current thinking.
Informing Instruction: Having
information about the progress of
each group in the room will allow me
to appropriate pace each step of the
process. In addition, if all groups are
struggling, the teacher will have the
opportunity to add some re-teaching
or modeling.
Group Synthesis and
Generalization (Lesson Plan #2)
This is the graphic organizer that will
be collected from each group after
the concept development lesson. On
these sheets, students will record the
categories that they developed for
the sonnets with their group as well
as the information that they gain
from seeing the categories of other
groups. Group generalizations about
sonnets will also be recorded at the
bottom. This will be a good way to
see an overview of the thought
processes for each group.
Feedback: This will be returned to
students with comments and
questions for extended thinking,
particularly on the generalization
portion.
Informing Instruction: These
sheets will assess whether students
have developed the concept of the
sonnet beyond traditional
conventions. If there are areas the
teacher believes could use further
development, they can be discussed
in class with more examples.

with peers in
preparation for
the discussions
about poetry they
will have during
the Writers Caf.

U1
K8
D6

(Lesson Plan #2)

This assessment,
particularly the
generalization will
contribute to
students
progress on the
big understand
goal for the unit:
poetic form is a
kind of
convention that is
significant not
only in how poets
follow it, but in
how they break it
as well. After
students see the
diverse ways
poets from
different time
periods have
conceptualized
the sonnet, they
will have the
background
knowledge
necessary to
develop Poem #3
in their collection,
which must be
inspired by
sonnet form in
some way.

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STAGE 3: LEARNING PLAN

Day

Summary of Class CONTENT and ACTIVITIES

KUDs Addressed

What is Poetry?
Individual and full-class brainstorm
what do we already know about
poetry?
Overview of Unit Goals
Overview of Poetry Collection
Assignment and Writers Caf
o Pass out assignment sheet and
prompt so students are aware,
but remind them that they will
do most of the work throughout
the unit.
Appreciative Inquiry / Anticipation
Activity
o Students will be presented with
different examples of poems
similar to those that they will
encounter during the unit and
talk about them in small groups
without an agenda, just talking
about their personal reactions.
Exit Card
o Students will answer the
question what is poetry? based
on what they experienced this
class period.
o Teacher will be able to use this
as a diagnostic assessment.

U1, U2
(anticipated)
K9
D7

The Nuts and Bolts of Poetry

See Lesson Plan #1 (Direct Instruction)
Introduce the Poetry Response Journals
before the end of class (see
Assessment Plan)
o Students will have until the end
of the unit to complete their two
entries.
Foundations of Sonnet Form
Mini-Lesson: Traditional sonnet forms
(Shakespeare and Petrarch)
o The teacher will present a short
lesson covering the conventions
of traditional sonnets using

U1
K1, K2
D2, D3

U1
K3, K4, K5
D1, D4

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historical examples from

Shakespeare, translations of
Petrarch, and other early poets
like John Donne and Mary Wroth.
Independent Practice
o Students will work in partners on
a worksheet/handout in which
they will have to read poems
and decide a) if they are sonnets
and b) which form of sonnet they
follow.
Writing Workshop
o Students will have the
opportunity to begin work on the
two traditional sonnet forms
that they must include in their
poetry collections.
Homework: Sonnet Rough Drafts
o Due on Day 5

Innovations on Sonnet Form

Sonnet Concept Development
o See Lesson Plan #2
Discussion: What is poetic form, really?
o Students will have the
opportunity to discuss their
findings and generalizations in
small group (not base groups)
and large group settings.
Students will be encouraged to
think of how the concept of
poetic form has changed through
their experience with this lesson
and discuss implications for their
own poetry collections.
o Discuss the idea of intention in
poetic composition: breaking the
rules is best when it is done with
intention.
Writing Workshop
o The teacher will introduce Poem
#3 (derivation / modification of
sonnet form) of poetry collection
to class.
Encourage students to
think about intentional use
of form.
o Students will have the rest of

U1
K8
D6, D9

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workshop time to work on Poem

#3 with the support of their
peers and the teacher.

Writing the Self: Lyric Tradition

Collect sonnet drafts
Mini-lesson: Teacher will present short
lesson on the conventions of lyric
poems with early examples of the
lyric. Emphasis on the historical shift
to the lyric from other forms of poetry.
Strategy Instruction: Poetry Annotation
o The teacher will instruct
students in strategies for poetry
annotation based on the form as
well as on their own
interpretations.
o Explicit instruction in identifying
patterns of rhythm and
repetition.
o Teacher will note that these
strategies should be used in
developing the Readers Keys for
students collections.
Independent Practice: Annotation
o Students will apply their new
annotation strategies to a poem
for practice.
Check-in for Poetry Response Journals
o Remind students that they
should have at least completed
one of their two responses at
this point.
o Introduce Poem #5, suggest
response journal poems as a
resource.

U1, U2
K1, K6, K10
D3, D5

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Writing Ourselves: Contemporary Lyric

Poetry and Criticism
Hook: Song Lyrics
o Ask students to think about how
the song lyrics of a popular song
might represent the persons
real life.
Examples of potential
songs: One of Taylor
Swifts songs, other very
personal songs.
o Discussion of similarities and
differences between lyric poetry
and songs.
Mini-lesson: The Modern Lyric
o Teacher will present short lesson
on modern modifications on lyric
poetry with examples from
contemporary poems.
Writing territories: Lyric Poetry
o This activity will allow students
to brainstorm potential sources
of inspiration from their own
lives on which to base their own
lyric poems.
Writing Workshop
o Students will have the rest of the
class period to work on Poem #4
of their poetry collection.
Homework: Read assigned poem for
poetry circle and think about opinions.

U1, U2
K6, K7
D5, D6, D8

Poetry Circles: Criticism

Mini-Lesson: Effective Discussion
Practices
o Students will receive instruction
in a specific skill for speaking
and listening to their peers
during a small group discussion,
a usual practice for the class
before discussion.
Specific skills: Using
evidence from the text to
back up their claim and
asking follow-up questions
of peers.
o Model discussion with teacher
guidance.

U2
K11
D7

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Poetry Circles
o Students were assigned a poem
and particular group for poetry
circle the previous period, and
they will get into these groups to
discuss and develop opinions
about their groups assigned
poem with emphasis on using
the discussion techniques for the
day.

Writers Caf Preparation and Peer

Review
This class period is reserved as a
workshop period for students to finish
working on their poetry collections.
There will also be opportunities to
practice the readings that will take
place during the Writers Caf.
The teacher will be available during
this time for last minute questions and
other forms of support.
WRITERS CAF
The entire class period will serve as
the Writers Caf presentations.
o See Performance Assessment
Hot chocolate and popcorn will be
provided in order to replicate a true
caf experience.
Administrators and other teachers
from the school will be invited to
attend.
Students will turn in the final copy of
their poetry collections at the end of
the class period.

Students will be
checking their
progress toward all
objectives.

Poetry Collection:
U1
K1, K2, K3, K5,
K6, K8
D1, D2, D3, D4,
D5, D8
Writers Caf
Presentation:
U2
K11
D6, D7, D9

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