Poetry:
We read a poem of the day and write two sentences describing the picture that the writing brings to mind.
This process called "visualizing and verbalizing" helps students translate the poem into a mental image and then into descriptive sentences of their own.
This process called "visualizing and verbalizing" helps students translate the poem into a mental image and then into descriptive sentences of their own.
Here is a list of daily poems we read with links to the poems online:
The Early Morning - Hilaire Belloc
First Fig - Edna St. Vincent Millay
Second Fig - Edna St. Vincent Millay
This Is Just to Say - William Carlos Williams
Point B - Sarah Kay
totally, like whatever, you know - Taylor Mali
Friends - Suli Breaks
I Am NOT Black, You are NOT White - Prince Ea
cuz he's black - Javon Johnson
problem with what is taught in school - Fong Tran
Can We Auto-Tune Humanity? - Prince Ea
there are two types of people in this world
-Suli Breaks What Kind of Asian Are You? - Alex Dang
Imagine Being A Black Girl - #blacklivesmatter
Kioni Popcorn Marshall Names - Rachel Rostad
Forgotten - Kioni "Popcorn" Marshall
High School Training Ground - Malcolm London
Youth Speaks Quarter Final - Jewish & Palestinian
To P.J. - Sonia Sanchez
The Reason I Like Chocolate - Nikki Giovanni
Michael Is Afraid of the Storm - Gwendolyn Brooks
"Hope" Is the Thing with Feathers - Emily Dickinson
I May, I Might, I Must - Marianne Moore
The Lake Isle of Innisfree - William Butler Yeats
Has My Heart Gone to Sleep? - Antonio Machado
The Road Not Taken - Robert Frost
There Was an Old Man of West Dumpet
- Edward Lear The Little Man Who Wasn't There
- William Hughes Mearns Moses - Anonymous
Happiness - A. A. Milne
"Amelia Mixed the Mustard" - A. E. Housman
Careless Willie - Anonymous
Daddy Fell Into the Pond - Alfred Noyes
The People Upstairs - Ogden Nash
from Falling in Love Is Like Owning a Dog
- Taylor Mali Today Is Very Boring - Jack Prelutsky
The Emperor of Ice-Cream - Wallace Stevens
Some Opposites - Richard Wilber
Epigram: Engraved on the Collar of the Dog
- Alexander Pope Roger the Dog - Ted Hughes
The Song of the Mischievous Dog - Dylan Thomas
The Porcupine - Ogden Nash
The Sloth - Theodore Roethke
Peacockfeather - Rainer Maria Rilke
Ode to the Goose - Luo Binwang
Mr. Mistoffelees - T.S. Eliot
An Old Silent Pond - Basho
Farewell! Like a Bee - Basho
The House Was Quiet and the World Was Calm
- Wallace Stevens The Moon - Jorge Luis Borges
Dream Variations - Langston Hughes
"O Romeo, Romeo..." - William Shakespeare
Two Old Crows - Vachel Lindsay
To an Athlete Dying Young - A.E. Housman
A Monster Owl - Lorine Niedecker
Poem - Ron Padgett
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The Frog - Hilaire Belloc
The Little Turtle - Vachal Lindsay
"Hurt No Living Thing" - Christina Rossetti
The Last Word of a Bluebird - Robert Frost
Saint Francis and the Sow - Galway Kinnell
The Crocodile - Lewis Carroll
The Tyger - William Blake
Hunting-Song of the Seeonee Pack
- Rudyard Kipling Buffalo Dusk - Carl Sandburg
Elephant - Anonymous
The Eagle - Alfred, Lord Tennyson
Ecclesiastes 3:1-8 - Holy Bible
April Rain Song - Langston Hughes
in Just- - E. E. Cummings
Pippa's Song - Robert Browning
The Pasture - Robert Frost
The Daffodils - William Wordsworth
Ariel's Song - William Shakespeare
The Rose Family - Robert Frost
"And What Is So Rare As a Day in June?"
-James Russell Lowell "Shall I Compare Thee to a Summer's Day?"
- William Shakespeare Who Has Seen the Wind? - Christina Rossetti
These are the days when Birds come back
- Emily Dickinson Something Told the Wild Geese - Rachel Field
from Ode to a Pair of Socks - Pablo Neruda
Snow in the Suburbs - Thomas Hardy
Stopping by Woods on a Snowy Evening
- Robert Frost A Visit from St. Nicholas - Clement Clarke Moore
little tree - E. E. Cummings
Iroquois Prayer - Anonymous
maggie and milly and molly and may
- E. E. Cummings Sea Shell - Amy Lowell
"Full Fathom Five" - William Shakespeare
Seashell - Federico Garcia Lorca
A Jelly-Fish - Marianne Moore
The Octopus - Ogden Nash
The Mock Turtle's Song - Lewis Carroll
Sea-Fever - John Masefield
The Fish - Elizabeth Bishop
The Swing - Robert Lewis Stevenson
This Is the Key - Anonymous
A Fairy in Armor - Joseph Rodman Drake
The Owl and the Pussy-Cat - Edward Lear
Good Hotdogs - Sandra Cisneros
The Red Wheelbarrow - William Carlos Williams
Afternoon on a Hill - Edna St. Vincent Millay
from Imagine Angels - Guillaume Apollinaire
Do not go gentle into that good night - Dylan Thomas
We Real Cool - Gwendolyn Brooks
Somewhere I have never travelled,gladly beyond - e.e. cummings
One Art - Elizabeth Bishop
Sonnet 130: My mistress' eyes are nothing like the sun- William Shakespeare
I'm Glad I'm Me - Phil Bolsta
I Hear America Singing - Walt Whitman
Because I could not stop for Death - Emily Dickinson
My Brother - Marci Ridlon
Lunchbox Love Note - Kenn Nesbitt
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Abandoned Farmhouse - Ted Kooser
A Poison Tree - William Blake
The Wreck of the Hesperus - Henry Wadsworth Longfellow
Goblin Feet - J.R.R. Tolkien
The Song of Wandering Aengus
- William Butler Yeats Scaffolding - Seamus Heaney
from Song of the Open Road - Walt Whitman
The Rider - Naomi Shihab Nye
"Do not be afraid of no" - Gwendolyn Brooks
When I heard the Learn'd Astronomer
- Walt Whitman Harlem Night Song - Langston Hughes
Bed in Summer - Robert Louis Stevenson
"Sweet and Low" - Alfred, Lord Tennyson
Silver - Walter de la Mare
If You'll Only Go to Sleep - Gabriela Mistral
from The Bed Book - Sylvia Plath
The Plumpuppets - Christopher Morley
Keep a Poem in Your Pocket
- Beatrice Schenk de Regniers What Am I? - Banira Giri
The Chant Freedom - Banira Giri
If - Manju Kanchuli
Summa Sumarum - Marko VeŠovic
The sun setting - Miodrag Pavlovic
Indifference - Prabhat
Face - Kim Hyesoon
The Venomous - Pandora
A Caged Chicken - Tin Moe
The Parlement of Fowls - Geoffrey Chaucer
Disobedience - A.A. Milne
Willie Winkie - William Miller
Jook Joint Saturday Night! - J. Patrick Lewis
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Below are the Common Core Standards Connected to the Poetry Studied:
- CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- CCSS.ELA-Literacy.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
- CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
- CCSS.ELA-Literacy.RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the
- CCSS.ELA-Literacy.RL.7.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning
- CCSS.ELA-Literacy.RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
- CCSS.ELA-Literacy.RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
- CCSS.ELA-Literacy.RI.7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
- CCSS.ELA-Literacy.RI.7.6 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
- CCSS.ELA-Literacy.RI.7.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
- CCSS.ELA-Literacy.W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
- CCSS.ELA-Literacy.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
- CCSS.ELA-Literacy.SL.7.1a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
- CCSS.ELA-Literacy.SL.7.1b Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
- CCSS.ELA-Literacy.SL.7.1c Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
- CCSS.ELA-Literacy.SL.7.1d Acknowledge new information expressed by others and, when warranted, modify their own views.
- CCSS.ELA-Literacy.SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
- CCSS.ELA-Literacy.SL.7.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
- CCSS.ELA-Literacy.L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- CCSS.ELA-Literacy.L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- CCSS.ELA-Literacy.L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
- CCSS.ELA-Literacy.L.7.3a Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
- CCSS.ELA-Literacy.L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
- CCSS.ELA-Literacy.L.7.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
- CCSS.ELA-Literacy.L.7.4b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
- CCSS.ELA-Literacy.L.7.4c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
- CCSS.ELA-Literacy.L.7.4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
- CCSS.ELA-Literacy.L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- CCSS.ELA-Literacy.L.7.5a Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
- CCSS.ELA-Literacy.L.7.5b Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
- CCSS.ELA-Literacy.L.7.5c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
- CCSS.ELA-Literacy.L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.