Meaning in Poetry: A Bloom's Lesson Plan

Topic: Meaning in Poetry

*Students should have already learned some poetic devices*

Anticipatory Set: Teacher will have the poem "Mending Wall" by Robert Frost on an overhead. Teacher will read poem aloud to class. Students will be asked to describe their impressions of the poem on a scrap piece of paper. Impressions can be anything--their interpretation of tone, what they think it means, anything.

Objective: Students will be able to analyze a poem's meaning. They will demonstrate their knowledge by writing a five-paragraph essay evaluating a poem of their choice in regards to meaning. They will be required to justify their interpretation of the poem with concrete examples from the poem.

Procedure/Input: Teacher reviews poetic devices by asking students for definitions of devices like tone, rhythm, alliteration, etc. Teacher will then discuss "meaning" in a poem and how it can be implied and shown by poetic devices, tone, diction, etc. Teacher will make sure to emphasize that poetic meaning is open to personal interpretation and two people can read the same poem and get two different meanings and still be "right" as long as they back up their interpretation with the poem.

Modeling: Teacher returns to "Mending Wall" and discusses with students a few appropriate interpretations. Teacher offers concrete examples from within the poem to support each example. Make sure to model at least two different possible interpretations and prove that both can be "right."

Check for Understanding: Teacher puts new poem, Dylan Thomas' "Do Not Go Gentle Into That Good Night" on the overhead and reads the poem aloud. Teacher asks for a student to summarize the poem in his or her own words. Once one student gives an interpretation, ask other students for differing interpretations. Always get support and proof from student to prove their interpretation.

Guided Practice: Teacher splits class into groups of 3 -5 students. Teacher assigns a different interpretation of the Thomas poem given in class to each group and has them go through the poem to find concrete details that support this interpretation--regardless of whether or not they agree with the interpretation. Teacher goes from group to group keeping groups on task and on track.

Independent Practice: Teacher will explain homework of the five-paragraph essay explained in the objective. Students must analyze a poem and support their meaning with text from the poem. With extra time, allow students to find their own poem and write any notes they have time for.

Closure: With the last five minutes of class, teacher takes questions about poetry or about the assignment.