Poetry Out Loud: Reading, Reciting, and Responding to Poetry


Lesson #3: Letters to a Young Poet



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Lesson #3: Letters to a Young Poet
Overview: 
Often students do not consider the fact that many poets they study were once 
young just like they are now. In fact, many of the poets did not become famous or a part 
of history until after their death. From their youth onward these poets were developing 
their writers voice through diction (word choice), style, (word order) and subject. Thus, 
this lesson aims to teach students the importance of listening for a poets “voice” while 
reading their poems. If a poem remains with us it is often because what has made the 
poem significant and memorable is we are recalling the poets “voice.” 
Objective: 
SWBAT identify poets who poetic voices speak deeply to him.


Anticipatory Set: 
Turn and Talk: Write some quick associations you have with the word 
“voice.” Turn and talk to your neighbor about your associations. Next, make a sound
without using words, to express how you are feeling at the moment. Your neighbor must 
describe the sound in writing and tell the “voicer” what they just heard. Repeat the 
process. 
Poems: Miracles
by Walt Whitman, 
Dream Variations
by Langston Hughes, 
It’s all I 
have to bring today
by Emily Dickinson, 
Stopping by the Woods on a Snowy Evening
by Robert Frost, 
The Red Wheelbarrow
by William Carlos Williams
The Bean 
Eaters/We Real Cool
by Gwendolyn Brooks
 
Modeling: 
Teacher will model the process of close reading using the Gwendolyn Brooks 
poems. Next, teacher will conduct a whole class discussion about what a person’s voice 
can tell us with and without words. Characteristics of each are recorded during this 
discussion. 

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