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Lesson Plan

Literary Parodies: Exploring a Writer's Style through Imitation

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Literary Parodies: Exploring a Writer's Style through Imitation

Grades 9 – 12
Lesson Plan Type Standard Lesson
Estimated Time Two 50-minute sessions
Lesson Author

Traci Gardner

Traci Gardner

Blacksburg, Virginia


National Council of Teachers of English


Student Objectives

Session One

Session Two


Student Assessment/Reflections



Students will

  • read and analyze poems and their parodies.

  • explore the techniques of parodies.

  • imitate a published poem to write their own parodies.

  • reflect on the connections between original poems and their parodies.

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Session One

  1. Pass out or display "This is Just to Say" by William Carlos Williams or the first of the poems that you have chosen (e.g., the original rather than the parody).

  2. Read the poem aloud to the class.

  3. Ask students what stands out to them about the poem. Ask them what they remember, feel, question, and see when they read and hear the poem. Stress that there are no wrong answers.

  4. Ask students to share personal experiences, emotions, and beliefs that influenced their reaction. Ask students if the poem recalls memories and how it connects to their own attitudes or perceptions.

  5. Note the key ideas that students share on the board or on chart paper.

  6. Ask students to point to specific words and lines in the poem that triggered their reactions. Work to shift students' attention to the details and features of the poem by asking them what word, phrase, image, or idea was important to their reactions.

  7. Continue to note the key ideas that students share on the board or on chart paper.

  8. If students have not mentioned any of the poetic elements of the poem as they have responded, turn their attention to these features now. Ask students to point out the features that they notice.

  9. Once students have identified the key characteristics of the poem, pass out or display "Variations on a Theme by William Carlos Williams" by Kenneth Koch or the parody for the poem that you've chosen.

  10. Explain that the second poem is a parody: a text that deliberately mocks (or makes fun of) a serious composition by imitating its style or tone.

  11. If students are familiar with the literary genre, explain that parody is a technique of satire.

  12. Read the poem aloud to the class, and invite students to respond freely for a few minutes.

  13. Ask students how the parody compares to the original poem, noting their comments on the board or on chart paper.

  14. Ask students to point to specific words and lines in the poem that support their comparisons.

  15. Once you have compiled a list of features for the parody, display the Two-Circle Venn Diagram interactive (or the Three-Circle Venn Diagram interactive if you are comparing 3 poems), labeling one circle for William Carlos Williams and the other for Kenneth Koch (or for the poets you have chosen).

  16. Using the characteristics gathered as the class talked about the two poems, fill out the Venn Diagram. This process will quickly demonstrate how the parody relates to the original poem and help students identify what makes the parody successful.

  17. With the Venn complete, ask students to draw conclusions about how the poem imitates and makes fun of the original poem. Encourage the class to work toward their own definition of parody.

  18. For homework, ask students to read or play the archived Guy Noir Episode from November 30, 2002, which parodies Williams' poetry.

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Session Two

  1. If desired, play the audio version of the Guy Noir Episode for the class.

  2. Ask students to discuss how the episode parodies Williams' poetry-as well as the film noir genre.

  3. Compare the observations to the lists of characteristics for the poems considered during the previous session. Ask students to explore how the Prairie Home Companion parody different from Koch's parody.

  4. Once you're certain that students understand the technique of parody, ask them to write their own parodies of Williams' poem.

  5. Pass out copies of the "This Is Just To Say" Parody form or a form for the poems you've chosen for the class.

  6. Explain that students can change the verb and other words as necessary to match the meaning of their poem (e.g., changing "which" to "that").

  7. Pass out copies of the Parody Poem Writing Checklist from Literary Parodies Assessment reproducible, or display the checklist using an overhead projector. Alternately, you can point to the criteria that students identified in the previous session.

  8. Discuss the criteria for the parody poems.

  9. As a class, brainstorm sample first lines.

  10. Choose one of the lines, and as a class, compose a parody, to demonstrate the process.

  11. Once you're sure that students understand the activity, give students 5 to 10 minutes to write a first draft of their own parody poems.

  12. Circulate among students as they work, providing support and feedback.

  13. Arrange students in small groups, and have students exchange poems so that every group member has a parody other than their own.

  14. Have students read through the parodies silently, to prepare to read the poems aloud to the group.

  15. Once all group members are ready, have students read the parodies, one by one, to the group. After each reading, ask students to pause and compare the parody to the criteria on the checklist. Encourage students to offer constructive feedback for each writer.

  16. Once students have worked through the poems of all group members, have them work on revisions and creating a final draft of their poems. Encourage group members to share changes and ask questions as they work.

  17. With 5-10 minutes left in class, ask student volunteers to share their parodies with the whole class.

  18. Collect the parody poems for evaluation based on†Parody Poem Writing Checklist. Alternatively, if students need additional time to create their polished poems, allow them to work on their parodies for homework and prepare a draft to submit at the beginning of the next class.

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As students discuss poems and their parodies, listen for comments that indicate that students understand the style and other characteristics of the poet who is being parodied. Provide supportive feedback for observations that show students are making connections between the poetís style and their own writing. If desired, use the Discussion Checklist from the Literary Parodies Assessment reproducible for more structured feedback on class discussion.

Informal feedback from student groups, as they read one anotherís parodies, provides students with the reactions of an audience of readers. For formal assessment and peer review, use the Parody Poem Writing Checklist from Literary Parodies Assessment reproducible.

After writing and class discussion about the poetís style, ask students to reflect on their exploration in their journals. To help students get started, ask them to write on the following questions:

  • What did you notice about the way that the poet (William Carlos Williams, or the poet whom you chose for the lesson) uses language and the reasons for the poetís choices?

  • How did the parodyís style relate to the style of the original poem?

  • What surprised you the most about the poetís and the parodistís language choices, and why?

Read the pieces and comment on the self-reflections, noting important observations that students make and asking provoking questions where they need to think more deeply.

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