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Lesson Plan
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\n\"The\n\n
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\nNational Endowment for the Humanities\n
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\nThe Impact of a Poem's Line Breaks: Enjambment and Gwendolyn Brooks' \"We Real Cool\"\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHigh schoolers analyze the Gwendolyn Brooks use of enjambment in her poem \"We Real Cool.\" In this poetry analysis activity, students define common poetic devices and the examples of enjambment in the poem. High schoolers discuss the poem...\n
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Activity
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\n\"Every\n\n
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\nEducation World\n
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\nEvery Day Edit - Gwendolyn Brooks, Poet\n

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\n\nFor Students\n\n3rd - 8th\n
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\nIn this editing worksheet about Gwendolyn Brooks, young writers read and then correct grammatical mistakes in a short paragraph. The errors range from punctuation, capitalization, spelling, and grammar.\n
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\n\"Black\n\n
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\nCurated OER\n
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\nBlack History Lesson Plan: Gwendolyn Brooks\n

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\n\nFor Students\n\n1st - 3rd\n\nStandards\n
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\nLearn more about the work of Gwendolyn Brooks with a language arts lesson. Young learners read an informational passage about the acclaimed poet before attempting a shape poem of their own.\n
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Lesson Plan
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\n\"Gwendolyn\n\n
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\nGwendolyn Brooks\n

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\n\nFor Teachers\n\n5th - 6th\n
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\nStudents examine the contributions of the author Gwendolyn Brooks. They create a journal, read and discuss poems by Brooks, write a poem about themselves, and create a timeline of their own lives.\n
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Lesson Plan
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\n\"Gwendolyn\n\n
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\nCurated OER\n
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\nGwendolyn Brooks\n

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\n\nFor Teachers\n\n1st - 3rd\n
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\nStudents write a poem. In this writing lesson, students learn about Gwendolyn Brooks, a famous poet. Students discuss shape poetry and how it is written. Students choose an object from nature and write their own shape poem.\n
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Unit Plan
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\n\"Dream\n\n
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\nPoetry Foundation\n
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\nDream in Color — Middle School\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nCelebrate diversity with a toolkit designed to inspire young poets to develop their own voices. After examining poems by African American poets, individuals craft their own poetic stories. The packet features poems by Gwendolyn Brooks,...\n
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\n\"Poems\n\n
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\nCurated OER\n
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\nPoems with Tone and Mood\n

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\n\nFor Teachers\n\n8th - 12th\n
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\nLearners examine the use of tone in poetry. For this literature lesson, students read \"We Real Cool,\" by Gwendolyn Brooks and use the provided graphic organizer to chart the poem's tone and mood.\n
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\n\"Creative\n\n
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\nEducation Oasis\n
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\nCreative Writing Unit: Analyzing, Interpreting, Discussing and Writing Various Genres of African-American Literature\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nA six-week unit takes high schoolers through various works of African-American literature, including poems, plays, and short stories. The lesson plan format includes a week-by-week description of activities, goals, materials, and...\n
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\n\"Letters\n\n
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\nCurated OER\n
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\nLetters to Poets\n

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\n\nFor Teachers\n\n7th - 10th\n\nStandards\n
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\nAdd a strong poetry instructional activity to your literature unit. Middle and high schoolers investigate their writing voices with journaling and group discussion, then choose a famous poet to study. They write letters to their chosen...\n
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Worksheet
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\n\"Write\n\n
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\nCurated OER\n
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\nWrite Your Own Description\n

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\n\nFor Students\n\n4th - 5th\n
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\nIn this writing worksheet, students learn about a poem by Gwendolyn Brooks titled \"Skipper\" which is about her goldfish. Students draw the water, life and objects in a fish bowl shape, then describe what people would see if they looked...\n
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\n\"Snappy\n\n
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\nCurated OER\n
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\nSnappy Solutions, Sizzling Sentences\n

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\n\nFor Teachers\n\n3rd - 8th\n\nStandards\n
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\nAn examination of the figurative language in Gwendolyn Brooks’ To Young Readers challenges your writers to think about the richness of language. Ask your class why Brooks says, “Good books are bandages.” This discussion of alliteration,...\n
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Worksheet
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\n\"The\n\n
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\nCurated OER\n
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\nThe Bean Eaters Questions\n

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\n\nFor Students\n\n9th - Higher Ed\n
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\nFor this reading comprehension worksheet, students respond to 4 short answer and essay questions based on the poem \"The Bean Eaters.\"\n
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Unit Plan
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\n\"Becoming\n\n
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\nAnnenberg Foundation\n
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\nBecoming Visible\n

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\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
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\nThe television and interstate highways both came of age in 1950s America. Scholars use film, text, and discussion to explore how these and other cultural icons shaped the literature of the time. Pupils also create a family history...\n
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\n\"Section\n\n
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\nIllinois Department of Natural Resources\n
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\nSection Two: Why is Biodiversity Important?\n

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\n\nFor Teachers\n\n3rd - 5th\n\nStandards\n
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\nExplore soil, genetic traits, natural resources, and pollution in a series of lessons that focus on biodiversity. Kids complete experiments to learn more about the importance of varied genes and organisms in an ecosystem.\n
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\n\"“Outsider”\n\n
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\nBW Walch\n
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\n“Outsider” Poet Kay Ryan Goes from Poetry Club Reject to Poet Laureate\n

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\n\nFor Teachers\n\n6th - 11th\n\nStandards\n
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\nThe cat might have got your tongue, but you can’t avoid the elephant in the room while you wait for the other shoe to drop. After all, the early bird gets the worm and the chickens are circling. After researching Poet Laureate Kay Ryan...\n
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PPT
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\n\"The\n\n
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\nThe Harlem Renaissance \n

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\n\nFor Teachers\n\n8th - 12th\n
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\nDid you know that the Harlem Renaissance was also known as the New Negro Movement? This presentation is fully of interesting facts and pictures to help your class understand the literary movement and how these changes also affected music...\n
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\n\"Creating\n\n
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\nPoetry Out Loud\n
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\nCreating \"Golden Shovel\" Poems\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nGet even your most reluctant pupils reading, writing, reciting, and maybe even enjoying poetry! A four day lesson, young writers learn about Golden Shovel poems: a poem format that uses borrowed words from other poems as the last words...\n
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\n\"Voices\n\n
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\nVoices of a People's History\n
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\nVoices in The Classroom\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nEveryone's perspective of the past is different. A thought-provoking unit gives young academics the opportunity to explore their perspectives on history and their neighborhoods. Based on the work of Howard Zinn, each lesson explores...\n
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\n\"Crossroads\n\n
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\nCurated OER\n
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\nCrossroads Blues\n

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\n\nFor Teachers\n\nPre-K - 6th\n
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\nThe crossroads, and the decisions made and entities met there, are a common theme in literature, pushing readers to examine the choices and encounters that shape life experience. The theme has also been explored in blues music, most...\n
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\n\"What\n\n
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\nCurated OER\n
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\nWhat is Poetry?\n

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\n\nFor Teachers\n\n10th\n
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\nTenth graders are introduced to the poetic process. They onnect poetry to life in a meaningful way become more careful readers of poetry. They listen to a variety of poems, then write responses at the end of each adventure.\n
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\n\"Poetry,\n\n
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\nCurated OER\n
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\nPoetry, Take Me Away!\n

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\n\nFor Teachers\n\n5th\n
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\nStudents explore a variety of poetry and poetry concepts. They examine figurative language, mood, and literary devices. The students write and recite their own poetry.\n
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\n\"Growing\n\n
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\nGrowing Flowers\n

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\n\nFor Teachers\n\nK - 6th\n
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\nLearners grow flowers from seeds. They plant quick-growing seeds in a flower pot and consider what a seed needs to grow. They observe and record the growth of the planted seeds in science journals.\n
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\nThe Language of the Civil Rights Movement:\n

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\n\nFor Teachers\n\n10th\n
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\nTenth graders study the poetry of the US Civil Rights movement and the Black Arts movement over a 12 day period. They author a website showing works of poetry that students have chosen to analyze and relate to these movements.\n
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\n\"Poetry\n\n
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\nPoetry Interpretation and Figurative Language\n

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\n\nFor Teachers\n\n5th\n
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\nFifth graders discover how figurative language is used in poetry. They read selected poems and identify the figurative language with handouts and worksheets included in the lesson. They write poems of their own using figurative language.\n
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