The epic poem the Ramayana is thought to have been composed more than 2500 years ago, and like the Iliad and the Odyssey, was originally transmitted orally by bards. This lesson plan is designed to allow instructors to explore Hindu culture by examining the characters of the Ramayana, and the choices they make. Students will be able to explore the Hindu concept of right behavior (dharma) through an investigation of the epic poem, the Ramayana.The epic poem the Ramayana is thought to have been composed more than 2500 years ago, and like the Iliad and the Odyssey, was originally transmitted orally by bards. This lesson plan is designed to allow instructors to explore Hindu culture by examining the characters of the Ramayana, and the choices they make. Students will be able to explore the Hindu concept of right behavior (dharma) through an investigation of the epic poem, the Ramayana.
Some of the most well known, and most important, works of literature in the world are examples of epic poetry. This lesson will introduce students to the epic poem form and to its roots in oral tradition.
In a typical high school language arts or social studies curriculum, students are asked to record events of their lives along with emotional responses and reflections. In contrast, the Japanese art of haibun, developed in Japan in the late 17th century by Matsuo Munefusa (Basho), focuses on objective reporting of the everyday moment and focusing the insights of that moment into a theme developed in a concluding poem. In this lesson students will be introduced to the Japanese writing form, the haibun.
Students explore the metaphysical poet Andrew Marvell's use of tone, imagery, and poetic form as he attempts to seduce his “Coy Mistress.”
Students examine the relationship of poetic form and content, shaped by alliteration, consonance, repetition, and rhythm, in two poems about fatherhood: Robert Hayden's "Those Winter Sundays" and Theodore Roethke's "My Papa's Waltz."
This lesson encourages close study of Wood's painting, American Revolution primary sources, and Longfellow's poem to understand the significance of this historical ride in America's struggle for freedom. By reading primary sources, students learn how Paul Revere and his Midnight Ride became an American story of patriotism.
This lesson engages students in the reading and writing of the ghazal, a public, participatory poetic form created by the ancient Bedouins of Arabia and Persia. Students examine the structure of the ghazal, which continues as a poetic form in India, Iraq, and Iran, to derive a definition of this intricate form of word-play, and collaboratively compose their own group ghazals.
Clues to Walt Whitman's effort to create a new and distinctly American form of verse may be found in his Notebooks, now available online from the American Memory Collection. In an entry to be examined in this lesson, Whitman indicated that he wanted his poetry to explore important ideas of a universal scope (as in the European tradition), but in authentic American situations and settings using specific details with direct appeal to the senses.
In this lesson, students will explore the role of the individual in the modern world by closely reading and analyzing T.S. Eliot’s “The Love Song of J. Alfred Prufrock.”
Striking examples of poetic "pictures"-not just vivid images but the entire mental picture conjured up by a poet-are to be found in "The Charge of the Light Brigade," by Alfred, Lord Tennyson, and "The Highwayman," by Alfred Noyes. As they explore the means by which Tennyson and Noyes create these compelling pictures in words, students will also learn the critical terminology to analyze and describe a variety of poetic techniques and will have an opportunity to create their own pictures in words.