The 7th grade poetry unit gives an in depth approach to poetry involving the four strands within the core. I've included worksheets, rubrics, and answers keys where applicable. I have also used literature examples from the core.

Students will be creating a variety of poetry as well as analyzing poetry. They will work with Language standards and take a performance assessment at the end of the unit.

Through this unit, students will explore Asian American and Pacific Islander (“AAPI”) women’s poetry in order to craft and inspire their own poetry. After analyzing and interpreting poems, students recognize poetry as a vehicle to express their own untold stories about events small and large.
This unit will expose students to voices of AAPI women poets. Their experiences will help facilitate a dialogue of identity, beauty, tradition and activism. Many students face these issues during this pivotal time of their development.
Furthermore, this unit will help students explore their viewpoints as they craft and design their own poems and explore the readings. This unit allows students of all abilities and intersectionalities to make their voices heard and draw from their unique perspectives.

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: 7.5, HS.2, HS.11
Geography: 6.14, HS.51
Historical Knowledge: 6.21, 8.22, 8.25, HS.63, HS.64, HS.65, HS.66
Historical Thinking: 7.25, 8.32
Social Science Analysis: 6.24, 6.27, 7.28, 7.29, 8.36, HS.78

Adapting the song "A-Hunting We Will Go," students put a "whale" in a "pail" and even "take a little "bear" and hug it if we "dare"."

This online tool enables students to learn about and write acrostic poems. Elements of the writing process are also included.

Given the secondary position of persons of African descent throughout their history in America, it could reasonably be argued that all efforts of creative writers from that group are forms of protest. However, for purposes of this discussion, Defining African American protest poetrysome parameters might be drawn. First—a definition. Protest, as used herein, refers to the practice within African American literature of bringing redress to the secondary status of black people, of attempting to achieve the acceptance of black people into the larger American body politic, of encouraging practitioners of democracy truly to live up to what democratic ideals on American soil mean. Protest literature consists of a variety of approaches, from the earliest literary efforts to contemporary times. These include articulating the plight of enslaved persons, challenging the larger white community to change its attitude toward those persons, and providing specific reference points for the nature of the complaints presented. In other words, the intention of protest literature was—and remains—to show inequalities among races and socio-economic groups in America and to encourage a transformation in the society that engenders such inequalities. For African Americans, Some of the questions motivating African American protest poetrythat inequality began with slavery. How, in a country that professed belief in an ideal democracy, could one group of persons enslave another? What forms of moral persuasion could be used to get them to see the error of their ways? In addition, how, in a country that professed belief in Christianity, could one group enslave persons whom Christian doctrine taught were their brothers and sisters? And the list of “hows” goes on. How could white Americans justify Jim Crow? Inequalities in education, housing, jobs, accommodation, transportation, and a host of other things? In response to these “hows,” another “how” emerged. How could writers use their imaginations and pens to bring about change in the society? Protest literature, therefore, focused on such issues and worked to rectify them. Poetry is but one of the media through which writers address such issues, as there are forms of protest fiction, drama, essays, and anything else that African Americans wrote—and write.

Sometime after 1492, the concept of the New World or America came into being, and this concept appeared differently - as an experience or an idea - for different people and in different places. This semester, we will read three groups of texts: first, participant accounts of contact between native Americans and French or English speaking Europeans, both in North America and in the Caribbean and Brazil; second, transformations of these documents into literary works by contemporaries; third, modern texts which take these earlier materials as a point of departure for rethinking the experience and aftermath of contact. The reading will allow us to compare perspectives across time and space, across the cultural geographies of religion, nation and ethnicity, and finally across a range of genres - reports, captivity narratives, essays, novels, poetry, drama, and film. Some of the earlier authors we will read are Michel Montaigne, William Shakespeare, Jean de Léry, Daniel Defoe and Mary Rowlandson; more recent authors include Derek Walcott, and J. M. Coetzee.

Jason Allen offers a comparative discussion of two important Caribbean poets and playwrights, Aime Cesaire and Derek Walcott, to emphasize the impact of Caribbean literature upon the postcolonial world. By using biographical and historical detail to support his analysis of some of Cesaire and Walcott's key texts, Allen offers insight into what it means to be a Caribbean writer - looking back to a colonial past, and forward to a global future. This audio recording is part the Interviews on Great Writers series presented by Oxford University Podcasts.

Al-Bab is a portal website designed to introduce non-Arabs to Arab culture by providing links to news sources, country profiles, articles, and a blog on Middle East current events. There are also specific links related to learning Arabic: dictionaries, language classes, textbooks, and other information pertaining to the study of Arabic. A free e-book, The Birth of Modern Yemen, is available for download.

Studied students stupefy! Students learn about alliteration by listening to an alliterative read-aloud and apply the knowledge they gain to the creation of their own poem and illustration.

Students learn about alliteration, and then practice using alliteration in acrostic poems, tongue twisters, alphabet books, and number books.

This course studies the national literature of the United States since the early 19th century. It considers a range of texts - including, novels, essays, and poetry - and their efforts to define the notion of American identity. Readings usually include works by such authors as Nathaniel Hawthorne, Henry David Thoreau, Frederick Douglass, Emily Dickinson, and Toni Morrison.

In this class we will practice skills in reading, analyzing, and writing about fiction, poetry and drama from a select sampling of 20th Century American Literature. Through class discussion, close reading, and extensive writing practice, this course seeks to develop critical and analytical skills, preparing students for more advanced academic work.

This remote hyperdoc activity was created by Katlyn Powers on July 24, 2020. The attached hyperdoc & lesson plan is designed for high school ELA students. Students will analyze and evaluate the elements of a sonnet, build background knowledge to clarify and deepen understanding of poetry, and use relevant evidence from a variety of sources to assist in analysis and reflection of Hayes' poem. This plan addresses the following NDE standards: NE.LA 10.1.5.C, NE.LA 10.1.5.D, NE.LA 10.1.6.F, NE.LA 10.1.6.I, NE.LA 10.1.6.L, NE.LA 10.1.6.M, NE.LA 10.2.2.BThis hyperdoc will take students approximately 90 minutes to complete.

This lesson will focus on understanding poignant ideas from Chimamanda Ngozi Adichie’s significant lecture “The Danger of a Single Story” and applying them to the poem “How to Be a Real Indian” by Kenzie Allen. Class discussion will serve as a laboratory for idea sharing which will be needed for ideas for the class’s next analytical essay.

Students explore the ballads genre by reading medieval ballads to deduce their characteristics, acting out the ballads, comparing medieval and modern ballads using Venn diagrams, and composing their own ballads.

Following the traditional form of the haiku, students publish their own haikus using Animoto, an online web tool that creates slideshows that blend text and music.

This is a digital interactive anthology of texts devoted to Spanish Romanticism especially designed for university non-Spanish speakers that are enrolled in Spanish majors or minors and are at least in their third year of study. This anthology may be used as textbook for any course by any instructor who might desire to use it without any written permission from the author. It may be used as a whole for a course on Spanish Romanticism or any parts of it may be used in conjunction with other texts to offer a course on a wider period of Spanish literature. The instructor (or reader) is more than welcome to use it as he or she sees fit. However, references to it are expected if the anthology is used for scholarly works.

This lesson leads students to work with a partner to compile sentences, typing them on the computer.

The Bedouins of ancient Arabia and Persia made poetry a conversational art form. Several poetic forms developed from the participatory nature of tribal poetry. Today in most Arabic cultures, you may still experience public storytelling and spontaneous poetry challenges in the streets. The art of turning a rhyme into sly verbal sparring is considered a mark of intelligence and a badge of honor. Students will learn about the origins and structure of Arabic Poetry.