Referring to a Roman gravestone for inspiration, students use a foam carving medium and carving tools to create a bas-relief (low-relief) gravestone for a beloved pet. Students then write an epitaph for the pet using a standard form of poetry that is appropriate for the setting, such as an elegy, ode, or couplet.

This lesson remixes an original lesson plan entitled "The Poetry of Emily Dickinson" by Melissa Strong: Melissa Strong. Retrieved from the Digital Public Library of America .

In this lesson, activities 1 and 2 from the original source are combined so that students emulate the writing style of Dickinson to write their own original poetry based on modern issues concerning women. An extension activity asks students to transfer their understanding of how literary elements shape meaning to different poets who each have a distinct style.

Bring Music and Language Arts together in a Google Slide Show lesson.  Using both prior knowledge and observation, students will compare and contrast musical instruments as they create a Diamante style poem.

Author: Katie Frazier, Museums at W&LStudents will examine a ceramic object made by David Drake (about 1800-about 1870), an enslaved person who lived on a plantation in Edgefield, South Carolina. As an enslaved individual, Drake was denied the basic rights of learning how to read and write. Despite writing being illegal for enslaved people, David Drake was known for writing his name and poetry on the ceramics he made. He wanted to express his feelings about life, religion and his own identity as an enslaved person.  

Students will brainstorm a list of adjectives to describe two early photographs called "cyanotypes." Next they will create their own cyanotype photograph. Students will then write original poetry using the previous list of adjectives to describe their own nature-inspired cyanotype photograph.

Behind many of the apparently simple stories of Robert Frost's poems are unexpected questions and mysteries. In this lesson, students analyze what speakers include or omit from their narrative accounts, make inferences about speakers' motivations, and find evidence for their inferences in the words of the poem.

This lesson remixes an original lesson created by Susan Ketcham entitled "The Poetry of Maya Angelou." In this lesson, students expand on a classroom activity (discussion question number 4) from the original source lesson and will use that as a foundation for learning and preparing for their own oral recitation of a poem. In order to successfully complete this task, students will need to explore one poem for both literal and figurative meaning and then determine how that poem would sound if spoken aloud. This last step requires students to critically explore how oral techniques such as tone, pauses, shifts, etc. help develop meaning.

This collection uses primary sources to explore the poetry of Emily Dickinson. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

This collection uses primary sources to explore the poetry of Maya Angelou. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

Poets achieve popular acclaim only when they express clear and widely shared emotions with a forceful, distinctive, and memorable voice. But what is meant by voice in poetry, and what qualities have made the voice of Langston Hughes a favorite for so many people?

This article features activity books and polar-themed children's literature for use in the elementary classroom.

Students will discuss works of art that have grotesque elements and symmetry in their design. They will identify symmetry and line in grotesques. Students will create symmetrical designs for a pilgrim bottle and also design a door panel using grotesques. They will then analyze William Blake's poem "The Tiger" and write their own grotesque-inspired poetry.

This collection uses primary sources to explore Edgar Allan Poe's "The Raven." Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

This guided reading of Edgar Allan Poe’s “The Raven” (1845) focuses on developing student understanding of imagery and other figurative language, strengthening reading comprehension, and strengthening expository and persuasive writing skills.

This lesson plan is the ninth in the "Incredible Bridges: Poets Creating Community" series. It provides a video recording of the poet, Joy Harjo, reading the poem "Remember." The companion lesson contains a sequence of activities for use with secondary students before, during, and after reading to help them enter and experience the poem.

Studying Robert Frost's "Mending Wall," students explore the intricate relationship between a poem's form and its content.

Students generate new vocabulary by discussing descriptive words, or adjectives, and the names of shapes they see in a still life painting. Inspired by an object in the painting, students then use their new vocabulary to create a shape poem.

Sor Juana Inés de la Cruz, la primer gran poeta de América Latina, es considerada una de la figuras literarias más importantes del continente americano y una de las primeras feministas. En el siglo XVII, defendió su derecho a la educación, proponiendo la mayor participación de las mujeres en la cultura y la pedagogía en una sociedad dominada por los hombres.

Sor Juana Ines de la Cruz, the first great Latin American poet, is still considered one of the most important literary figures of the American Hemisphere, and one of the first feminist writers. In the 1600s, she defended her right to be an intellectual, suggesting that women should be educated and educators and accusing men of being the cause of the very ills they blamed on women.

Students will plan and design a still life composition. When composing the still life, students will choose objects that emphasize a variety of shapes and textures, and arrange the objects to reflect balance. Next students will create a photographic still life and use it as inspiration to write a poem. Then students will present the still life photograph and poem to the class.