In this activity, students will work in small groups and take turns reading aloud the poem, "Knoxville, Tennessee." Additionally, students will listen to the Blind Boys of Alabama's version of "Wade in the Water" as a way of extending the tone and imagery of the poem. Lastly, students will identify the poet's use of structure and how the placement of lines, length of lines, and word choice affect the development and understanding of the text and its southern cultural roots.

In this activity, students will explore "Lines Written in Early Spring" by William Wordsworth. A supporting photopgraph accompanies this lesson plan, along with guiding questions. Students will work in pairs and then groups of four to evaluate both the views of nature expressed and how the poet uses structure, word choice, and other devices to convey his message.

In this activity, students will begin by brainstorming connotations/definitions of the word "love." Next, they will listen to "The Book of Love" by The Magnetic Fields and then work in pairs analyzing the connections between the song and the poem, "Love at First Sight" by Wislawa Szymborska. Students will analyze the use of structure and how the placement of lines, length of lines, and word choice affect the development and understanding of the text.

In this activity, students will explore "Making History" by Marilyn Nelson. A supporting photograph of Rosa Parks accompanies this lesson plan, along with guiding questions. Students will first analyze the photograph, then read and interpret the poem based on word choice, imagery, and structure. Group discussion will give way to group work, where students will grapple with central ideas and how one makes history.

In this activity, students will analyze both the historical facts of the Old South Meeting House and January Gill O'Neil's exploration in the poem "Old South Meeting House." Students will discuss and interpret the meaning of the poem in both its figurative language and its historical context.

In this activity, students will explore "Poetry" by Marianne Moore. Supporting photographs accompany this lesson plan, along with guiding questions. Students will view both photos and then write four lines of verse. Afterward, they will read the poem silently and aloud and investigate how the poet uses structure, word choice, and other devices to convey meaning.

In this activity, students will explore "Taking Down the Tree" by Jane Kenyon. Students will discuss the scent of balsam fir and how scent and memory connect. Then, after whole class reading of the poem, students will work in small groups to investigate how the poet uses structure, word choice, and other devices to convey meaning.

In this activity, students will explore "The Chance" by Arthur Sze. A supporting photograph accompanies this lesson plan, along with guiding questions. Students will investigate how the poet uses structure, word choice, and imagery to convey meaning.

In this activity, students will analyze a video as well as the imagery and central ideas in the poem "The Metier of Blossoming" As a pre-reading activity, students will view a video of a time lapsed amaryllis. Lastly, students will read the poem twice and then discuss and identify the poet's use of the amaryllis as a metaphor for human growth.

In this activity, students will explore "The Plain Sense of Things" by Wallace Stevens. A supporting photograph accompanies this lesson plan, along with guiding questions that spur conversation regarding imagery, central ideas, and tone.

In this activity, students will explore "The Snowfall Is So Silent" by Miguel de Unamuno. A supporting John Singer Sargent painting accompanies this lesson plan, along with guiding questions. Students will work in pairs and then groups of four to evaluate both the views of nature expressed and how both the artist and the poet use structure, word choice, and other devices to convey meaning.

In this activity, students will both listen and read aloud Natasha Trethewey's poem, "Theories of Time and Space." Pre-reading activity involves students bringing in photographs from the past as a warmup for the poem's central ideas. Class discussion will focus on the poet's use of structure and imagery and comparing the impact of the poem when read silently versus hearing it read with the poet's own voice and emphasis.

In this activity, students will explore "This Morning I Pray for My Enemies" by Joy Harjo. A supporting Shibata Zeshin painting accompanies this lesson plan, along with guiding questions. Students will work in groups of four to evaluate both the point of view expressed and how both the artist and the poet use word choice and imagery to convey meaning.

In this activity, students will explore "Unpacking a Globe" by Arthur Sze. A supporting photograph accompanies this lesson plan, along with guiding questions. Students will first free-associate words and images with the photograph, then read and interpret the poem based on word choice, imagery, and structure. Group and whole class discussions will culminate in each student creating a poem.

In this activity, students will both read and view a video of the poet reading "Valentine for Earnest Mann." Student discussion will focus on the poet's use of structure and imagery and comparing the impact of the poem when read silently versus hearing it read with the poet's own voice and emphasis. Additionally, a supporting photograph accompanies the acitivity and provides extension into the images and ideas presented in the poem.

In this activity, students will both read and listen to a recording of the poet reading "When Giving is All We Have." Student discussion will focus on the poet's use of structure and imagery and comparing the impact of the poem when read silently versus hearing it with the poet's own voice and emphasis.

In this activity, students will work explore WIlliam Carlos Williams's poem, "Willow Poem." Pre-reading, students will listen to Billie Holliday's rendition of "Willow Weep for Me" as a way of extending the tone and imagery of the poem. Then, students will work in groups to create tableaux reflecting both the song (first) and the poem (second). Students will focus on imagery and the means by which the poet conveys that image.

In this activity, students will explore "Winter is good-His Hoar Delights (1316)" by Emily Dickinson. A supporting photograph accompanies this lesson plan, along with guiding questions. Students will work in small groups to evaluate both the views of nature expressed and how the poet uses structure, word choice, and other devices to convey her message.

In this activity, students will explore "Wonder and Joy" by Robinson Jeffers. A supporting photograph of Orion accompanies this lesson plan, along with guiding questions. Class discussion will focus on evaluating both the views of nature expressed and how the poet uses structure, word choice, and the sonnet form to convey his message.

In this activity, students will both listen and read aloud the Lucille Clifton's poem, "sisters." Student discussion will focus on the poet's use of structure, repetition, and imagery and comparing the impact of the poem when read silently versus hearing it read with the poet's own voice and emphasis.