This essay attempts to highlight and explore the key themes and concerns raised in Eric Roach's poem 'Corn'.In so doing,this also fosters a greater appreciation of the poet and his works in general.

This lesson will help students become more understanding of cultural differences. Students will analyze the theme of escape in two poems. They will recognize and record literary elements found in the poems and connect the poems to life in a meaningful way.

Students will define and identify similes as well as evaluate the use of similes in the poem, "The Base Stealer" by Robert Francis.

In this lesson, students are given the opportunity to focus on the variety of responses the film Return of Navajo Boy evokes as they create their own "film within a film," learn about cultural expression, and engage in discussion and reflective writing activities.

The students will trace Taylor's use of "conceit" or "extended metaphor" in his poem "Huswifery" where he compares the process of cloth making to God's salvation of man. They will personalize the use of conceit by writing a poem in which they compare a personal transformation with an inanimate task.

This lesson will allow students to combine photographing nature with creating a Haiku poem to express what they see in the photograph.

Use the poems "I Wandered Lonely as a Cloud" and "Sea Fever" to teach the poetic devices of rhythm, meter and scansion.

This enrichment and review lesson ties the French epic poem "Song of Roland" to workforce development marketing skills. It allows students to imagine themselves as entrepreneurs engaged in marketing schemes for "Song of Roland--the Movie" as they read the epic in English world literature class.

Students read biographical information on Maya Angelou and her poem, "Still I Rise." Students identify support and elaboration in poem, then respond by either writing a letter to the author or his/her own poem in response.

Consideration of some substantial twentieth-century poetic voices. Authors vary, but may include Moore, Frost, Eliot, Stevens, and Pound. This course considers some of the substantial early twentieth-century poetic voices in America. Authors vary, but may include Moore, Frost, Eliot, Stevens, and Pound. We'll read the major poems by the most important poets in English in the 20th century, emphazinig especially the period between post-WWI disillusionment and early WW II internationalism (ca. 1918-1940). Our special focus this term will be how the concept of "the Image" evolved during this period. The War had undercut beliefs in master-narratives of nationalism and empire, and the language-systems that supported them (religious transcendence, rationalism and formalism). Retrieving energies from the Symbolist movements of the preceding century, early 20th century poets began to rethink how images carry information, and in what ways the visual, visionary, and verbal image can take the place of transcendent beliefs. New theories of linguistics and anthropology helped to advance this interest in the artistic/religious image. So did Freud. So did Charlie Chaplin films. We'll read poems that pay attention both to this disillusionment and to the compensatory joyous attention to the image: to ideas of the poet-as-language-priest, aesthetic-experience-as-displaced-religious impulse, to poetry as faith, ritual, and form.

Students use a word-processing program to write a poem that summarizes important themes or events central to the plot of a novel. Once the poem is proofread, students type the poem according to specific directions. They then print their work and illustrate over or around the writing for an illustrated "book report." Students incorporate details from the novel in their writing and in their illustrations of their poems. In this way, students focus on the themes or events in the novel that appeal to them most -- the ones they feel are most important to the novel's meaning.

After this chapter you will be able to understand the meaning of a poem.

This lesson will teach students how to actively read a poem and identify poetic devices.

This lesson requires students to use their reading, comprehension, and analysis skills to analyze a poem and respond creatively to the selection.

Students will review parts of speech by learning what a cinquain poem is and then writing and typing a Spring cinquain.