Bringing Poetic Devices to Life - SCOPES Digital Fabrication

Lesson Details

Age Ranges
Fab-Safety.1, Fab-Programming.1, Fab-Modeling.1, Fab-Fabrication.1, Fab-Design.1, 11-12.L.5a, 11-12.L.5, 11-12.L.3

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Bert Stoker
K-12 teacher
English Teacher Read More


Students will be studying poetry from the Harlem Renaissance. The focus will be on how poetic devices in poetry have an effect on the reader. After reading a number of poems from the Harlem Renaissance and sharing the effects of poetic devices with their classmates, students will choose a poem from the Harlem Renaissance and focus on a specific poetic device. To bring their poems to life, they will use the vinyl cutter to create a concrete image of the poetic device with the poem printed over the image.



The Instructions


Materials: Poll link Time: 20-25 minutes

Teacher will…

Introduce the lesson and what students should do now: get their Harlem Renaissance piece of information ready.

Invite students to share their piece of information and number them.

Send out a poll and let students vote.

Read out results.


Students will:

 Have the information that was done for homework for the Harlem Renaissance. 

Share a piece of information and remember the few pieces of information they like best via number.

Vote for top 3 (maximum) pieces of information that they liked.

Listen to results.







Materials: Padlet and Harlem Renaissance Images Time: 30 minutes

Teacher will…

Tell students about the Harlem Renaissance gallery walk and what they need to do: look at 2 pictures of a time, discuss their thoughts on the pictures and comment on the Padlet. Students will have about 2 ½ minutes per image. Provide questions for students to build off for ideas. Ask if there are any questions.

Send to break out room – check on rooms one and two while other teacher check on 3 & 4. 

Choose someone from each breakout room to summarize the whole groups thoughts on the original two pictures.

Allow sharing of summary from each picture – facilitate this.

Ask each student to feedback an individual piece of information about what they think links the pictures from the gallery walk, beyond just the Harlem Renaissance.


Students will…

Students listen to instructions and ask questions before going to the breakout room.

Go to the breakout room and engage in fast paced discussion. 

Be prepared to be an individual to share with the whole group.

Come back as a whole group and listen to thoughts from the whole class about pictures.

Send teacher a private message about what they think links the pictures, beyond the Harlem Renaissance. 


Materials: Youtube video of ‘The South’: Google doc with blank copy of ‘The South’ Time: 15-20 minutes

Teacher will…

Play ‘The South’ by Langston Hughes.

Read analyzing instructions: how going through as a class and considering language, imagery, what does the poem say to the student? and it is still relevant today?

Ask students to share via chat or speak aloud their thoughts on the poem and use Google comments to put these on a blank version of the poem.


Students will…

Listen to ‘The South’ by Langston Hughes.

Listen to the instructions for the task.

Contribute by commenting or telling the teacher their thoughts on the poem.






Time: 5-10 minutes

Teacher will…

Ask students to send a private message about what they think the message of the poem is considering the analysis that has already been done? 

Ask students for homework to do the same process, modelled in class, with two Harlem Renaissance poems (one of which can have already been chosen for a previous home.)


Students will…

Send a private message to the teacher to show understanding of the poem.Take down homework of analyzing a poem from the Harlem Renaissance by finding poetic devices and examining their effects.




Materials: Padlet, paper, markers, crayons or colored pencils Time: 30 minutes

Teacher will…

Ask students to share poetic devices found in last nights homework by having them add the device and quote to a Padlet. Then the teacher will facilitate a conversation around the effects of the poetic devices listed.

Ask students to draw a picture of one of their poetic devices.

Ask students to share in small groups or partners and discuss how the line from the poem and the image connect.


Students will…

Post and share their poetic devices from last night’s homework on aPadlet. Students will then discuss the effects of the listed poetic devices.

Draw a picture of one of their poetic devices.

Share drawings and lines from the poems in partners or small groups by discussing how poem connects to the image.






Materials: Model Poetic Device; Model Sticker Time: 30 minutes

Teacher will…

Share an example of the model poetic device and the sticker. 

Show students how the sticker was created on Google Draw. 

Provide students with an understanding of how to download images, draw images, include text and group it together. 

Rotate and facilitate to help students.


Students will…

Take notes on how to import images and create images on Google Draw.

Students will choose a line from the poem to use for the their sticker.

Students will then have time to create an image based on the line of their poem with Google Draw.

Students will then group the text and image that they created.






Materials: Roland Cut Studios, Vinyl Cutter Time: 20 minutes

Teacher will…

Show students how the image must be download and saved as a jpeg.

Show students how to import an image to Roland Cut Studios.

Show students how to extract outline of the image and cut the sticker.

Rotate and facilitate to help students.


Students will…

Students will download and save the Google Drawing as a jpeg (they should create a title for the doc and a folder).

Import the jpeg to Roland Cut Studios.

Extract the outline of the image and cut it.






Time: 10 minutes

Teacher will…

Ask students to participate in a gallery walk of the stickers by looking at their classmates’ work and posting two sticky notes to two different stickers that critiques the sticker.


Students will…

Post their stickers around the room and take part in a gallery walk where they will post two sticky notes to two different stickers critiquing them.


  • (Fab-Safety.1): I can safely conduct myself in a Fab Lab and observe operations under instructor guidance.
  • (Fab-Programming.1): I understand the basic structure of a simple program and can modify values, variables, or other parameters to alter its output, function, or behavior.
  • (Fab-Modeling.1): I can arrange and manipulate simple geometric elements, 2D shapes, and 3D solids using a variety of technologies.
  • (Fab-Fabrication.1): I can follow instructor guided steps that link a software to a machine to produce a simple physical artifact.
  • (Fab-Design.1): I can be responsible for various activities throughout a design process within a group under instructor guidance.
  • (11-12.L.5a): Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
  • (11-12.L.5): Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
  • (11-12.L.3): Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

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