To account for the differences in learning styles, the paper describes the actions that will be taken throughout the unit. It is also important to evaluate the learning of the students during the classes. For this, the paper describes the methods that will be used to assess learning of the syllabus. Finally, the paper describes the personal experiences and reflections of the author during the past teaching activities and indicates the success factors involved with conducting the course.
Don Antonio Lugo High School, located in Chino, California, serves grades 9-12 in the Chino Valley Unified School District. Student body: 2,232. It has received a Great Schools rating of 6 out of 10 based on its performance on state standardized tests.
Rational: Contemporary poems and songs are mixed in with old “classics” to give students a range of poetic experience. Attention is paid to including American, English, and Spanish content, and all the poems are quite accessible.
Students will gain practice identifying poetic devices (such as metaphor, personification, imagery, etc.) because even though they may dislike these “mechanics” of poetry, they may need the information for future standardized exams. The unit involves lots of student participation. In addition to regular group work in class, students are asked to bring in poems or songs they feel are examples of good poetry, and to present these to the rest of the class. They’ll also write poems of their own, which will be shared during an informal “coffee-house class” during the final class of the poetry unit.
Lots of poetry books, refreshments, chairs in a circle; invitation at the door to take a straw “sip” some juice and find a poem that you like and would share with the class (sitting down, no presentation). Write the name, poet, book, page # on your invitation before the party is over. (Takes full period – 75 poetry books