Samples of Students'
Poetry Anthologie:

(click to see larger image)


Lesson Plan
Poetry Anthology Project
Course: World Literature & Composition
Unit: Poetry
Overview: A poetry anthology is a collection of poems.  The students will choose a poet and select, organize, and analyze his/her poems in an anthology.  They will also analyze these poems.  The purpose of this project is for you to demonstrate everything you know about poetry.  
Objectives: Students will (a)  do extensive research on a poet of their choice, (b) analyze form, sound, and figures of speech in poems by that author, (c) write a five-paragraph analytical essay on a single poem, and (d) compile poems and analyses into an anthology that also includes  a cover, dedication, preface, table of contents, glossary, and list of resources cited in MLA format.
Georgia Professional Standards: ELA10RL1, ELAWLRL1
-Poetry Anthology Rubric
-Sample Rubric w/Comments
-Sample Anthologies (see sidebar)
-Guidelines for Analytical Essay
Procedures (for Students):
Choose a poet and create an anthology of his/her work. 
Identify 3 Forms, 5 Sound Devices, and 7 Tropes in poems by the person you chose.

Forms: couplet, tercet, quatrain, sestet, rhyme royal, ottava rima, haiku,
limerick, sonnet, villanelle, sestina, free verse, etc.

Sounds: rhyme, rhythm, meter, foot, iamb, dactyl, iambic pentameter, alliteration, assonance, consononace, liquid, nasal, fricative, plosive, onomatopoiea, parallellism, caesura, enjambment, etc.

Tropes (Figures of Speech): simile, metaphor, allusion, personification, irony, paradox, imagery, synaesthesia, metonymy, synecdoche, rhetorical quesiton, pun, symbolism, theme, hyperbole,
understatement, etc.

Write a five-paragraph analytical essay about the meaning of your favorite poem.
Write a dedication page, preface, table of contents, glossary of literary terms, and index for your anthology.
Assemble contents into neat, aesthetically pleasing anthology.
Project: Poetry Anthology (see Rubric)
T.A.P.P. Outcome(s):

#2: The teacher demonstrates the knowledge base needed to teach the discipline. Although I feel very confident about all my knowledge of the content matter I teach, which is predominately English/Language Arts, I am especially pleased to see my college-level knowledge of poetry manifest itself in a poetry lesson for high school students. Several of the terms I taught exceed the concepts and skills teachers are required to teach. In general, I feel very strongly about my knowledge of poetry.

#10: The teacher will demonstrate appropriate and effective interpersonal skills with students, teachers, parents and administrators. This lesson demonstrates my effective interpersonal skills with students, as seen in the Sample Rubric w/Comments.