The Uses of Poetry in the Classroom

CONTENTS OF CURRICULUM UNIT 05.01.06

  1. Unit Guide
  1. Introduction and Rationale
  2. Objectives
  3. Strategies
  4. Lesson Plans
  5. Teacher's Bibliography
  6. Appendix A. Metrics Matrix
  7. Appendix B. Rubric for Vocational Poem and Analytic Scale
  8. Appendix C. Sonnet Exercise.

A Curriculum Unit in Poetry for Vocational Students

Raymond F. Theilacker

Published September 2005

Tools for this Unit:

Appendix A. Metrics Matrix

Students are given this blank matrix and the teacher presents a poem in a variety of metric forms. After the models are presented, the class can help the teacher scan lines. Once predominant feet are identified, students are directed to figure out how many of them there are in a line, read the chart from the top, i.e. the number of feet, and then at the left for the corresponding foot, and identify with a mark, or verbally, how the line scans, by reading the combined term. In the example, what has been read is dactylic trimeter.

(table 05.01.06.01 available in print form)

This could be made a game, and I would certainly keep it light. The point here is to acknowledge that poetry professionals are acutely aware of these rhythms, and that they employ them to achieve rhythmic effects that suit the subjects of their poems.

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