$12
weeklyor $48 for 4 classes
Poetry March Madness
New class
Ages 14-18
Live Group Class
Average rating:
4.9
Number of reviews:(66 reviews)
Live video meetings
1x per week, 4 weeks
1-10 learners per class
45 min
What's included
4 live meetings
3 in-class hoursHomework
includedClass Experience
US Grade 9 - 12
Do you have a learner that loves basketball, March Madness, or just a little competition? Let's harness their interest and use it to help them learn to enjoy poetry. This class will host a Poetry March Madness!
The poems we will read are quick and easy to read, but by using a tournament bracket format, students learn to read a poem multiple times and how to digger a bit deeper for meaning with each reading. Each class will focus on a specific topic and students will use that topic to determine a winner for each poetry pair until we have a winner. Each class will include a mini-lesson on a topic, the reading of multiple poems, class discussion, and finally, rating.
Week 1: Topic: identifying the topic
Read the Sweet Sixteen poems
Discussion
Rating to determine the Elite Eight
Week 2: Topic: identifying the tone
Read the Elite Eight poems
Discussion
Rating to determine the Final Four
Week 3: Topic: identifying figurative language and imagery
Read the Final Four poems
Discussion
Rating to determine the Top Two
Week 4: Topic: identifying theme
Read the Top Two
Discussion
Rating to determine the CHAMPION
High School Sweet Sixteen List:
1. We Real Cool by Gwendolyn Brooks
2. Nothing Gold Can Stay Robert Frost
3. Ex-Basketball Player John Updike
4. Harlem Langston Hughes
5. America Claude McKay
6. I, Too Langston Hughes
7. Because I Could Not Stop for Death Emily Dickinson
8. Do not go Gentle into that Good Night Dylan Thomas
9. To My Dear and Loving Husband Anne Bradstreet
10. Sonnet 18: Shall I Compare Thee to a Summer’s Day?
11. Hard Choices Jojoba Mansell
12. The Road Not Taken Robert Frost
13. Dreams Langston Hughes
14. Choices Nikki Giovanni
15. The Rose that Grew from Concrete Tupac Shakur
16. Success Henry Wadsworth Longfellow
Every learner in my classroom is important to me, and I want each learner to feel comfortable. I want to address the needs of each student. Therefore, if you feel your student has special needs I should take into consideration please feel free to share those with me in a message.Learning Goals
Develop an appreciation for poetry
Develop a framework to understand poetryOther Details
Parental Guidance
While I have reviewed all of the poems and believe them to be age appropriate, I encourage parents to read the poems before the start of class to ensure there are no topics or concepts that the parent deems sensitive. The focus will remain on the poetry and the literary devices they use. However, if topics related to racism or discrimination are mentioned or other sensitive topics, I will direct students to ask these questions or share these ideas with their parents or an appropriate subject matter expert. I will then bring the discussion back to the literary elements related to the story.
Supply List
Access to a computer and internet for the class. Recommended writing material paper and pen or pencil to take notes if students do not wish to take notes on a computer
External Resources
Learners will not need to use any apps or websites beyond the standard Outschool tools.
Sources
I will provide a workbook for students to use during class.
poets.org
poetryfoundation.org
Meet the teacher
Teacher expertise and credentials
Virginia Teaching Certificate in English/Language Arts
2 Degrees
Master's Degree in Education from Virginia State University
Bachelor's Degree in English from Mary Washington College
I have a B.A. in English. I also have a Master's of Education. I was a classroom English teacher for 24 years teaching primarily writing, world literature, American literature, and British literature. My studies in English required I take a variety of literature classes from different cultures and historical time periods ranging from Caribbean literature, African literature, World literature, American literature, and British literature. Each of these courses involved a survey of poetry, short stories, mythology, nonfiction, and novels from each of these cultures and time periods. I have also taken part in multiple professional development trainings addressing cultural issues and how to address these issues as a teacher.
Students will be expected to recognize the diversity of opinions and backgrounds of their classmates. The emphasis will be on the literary devices in the story. Discussion is focused on what the characters believe, what the author believes, and what beliefs were central to literary periods of that time. A particular religion or a belief system is neither favored nor advanced. The poetry selected for our class is commonly read in high schools. They help students understand the world in which they live as they ponder deep questions that are as relevant now as they were then. As a public school teacher, I am comfortable discussing topics with courage, compassion and clarity. Parents are welcome to listen in to class or to watch the recording, which I automatically post. I encourage students to talk to their parents about the stories and the issues we discuss.Reviews
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