Poeticdevicefinal

INLA LESSON PLAN TEMPLATE ALIGNED WITH TPA
Spring, 2013
COURSE/PERIOD/TIME ALLOCATION: Honors English 9/First Period/One Period GRADE LEVEL: 9th Grade
STANDARD STATEMENT (Copy exact wording from Common Core Standards or your districts curriculum): L. #5 Vocabulary Acquisition and Use: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech in context and analyze their role in the text. Analyze nuances in the meaning of words with similar denotations.
OBJECTIVE(S): (Reword standard statement to include more specifically what you want students to learn during this lesson:) By the end of this lesson, students will know the definition of a metaphor, understand its purpose, be able to recognize one in text, be able to articulate its effect in the text, and be able to use a metaphor in writing. By the end of this lesson, students will know the definition of a simile, understand its purpose, be able to recognize one in text, be able to articulate its effect in the text, and be able to use a simile in writing. Through understanding simile and metaphor, students will add these forms of figurative language to their arsenal of poetic devices.
PRIOR KNOWLEDGE NEEDED: (This can come from a formative assessment) Students need to know and understand tone and mood in order to effectively articulate various poetic devices effects on the text.
STUDENT PROFILE: (Identify special characteristics of students relative to lesson) The most important factor to keep in mind with this section of students is that it is an honors section. This means it is possible that the students will either already know some of the material from other classes or individual learning, or they might grasp the concepts more quickly than I anticipate. For this reason, I will be prepared to change the pacing of the unit or steal material from the next days lesson to satisfy their pace. MODIFICATIONS TO MEET INDIVIDUAL STUDENT NEEDS: No state-mandated modifications are required for this class there are no IEPs or relevant 504 plans that would impact the nature of this lesson. EVIDENCE OF ATTEMPTS TO ENGAGE STUDENTS: I will read lyric selections from Katy Perrys Roar and Eminems Lose Yourself in a strictly poetic voice (not melodious). Then I will ask students if they recognize the poem and reveal the lines origins. I hope to engage the students by showing them that popular musicians use figurative language every day. IDENTIFY ACADEMIC AND RELATED CONTENT LANGUAGE (the language of
English/language arts, such as: reading/listening for main ideas and details; analyzing and interpreting characters and plots; writing narrative, informational, or poetic text; using presentation skills to present a play, a speech, or do a dramatic reading; evaluating and interpreting an authors purpose, message, and use of language choice, setting, mood, tone, and other literary strategies; comparing ideas within and between texts; and making sense of unfamiliar vocabulary through pictures, word parts, and contextual clues)
Poetic devices Metaphor Simile Figurative language Comparisons Poets Intent Tone
INSTRUCTIONAL STRATEGY PRE-ACTIVITY (ADVANCE ORGANIZER) Hand out poetic device study sheet. Explain that the students should use the sheet to take notes and fill-in examples of each poetic device as we cover them, to help them remember each device for the final assessment. Also explain that this unit will be navigated by PowerPoint class to class. STRATEGY#1 NAME OF STRATEGY
Direct Instruction Metaphor & Simile Include source, if nonoriginal
TYPE OF STRATEGY: (e.g., cooperative learning, direct instruction, modeling, gaming, problem
solving, guided inquiry such as webquest, guided practice, independent practice, debating/discussion, artistic/technological representation, etc., see Glossary)
Direct Instruction / Discussion GROUPING OF STUDENTS AND RATIONALE FOR THAT GROUPING N/A ACTIVITY/PRESENTATION During this strategy, I will introduce metaphor and simile by providing their definitions via PowerPoint and giving a brief explanation of why they are used that writers and poets can use these devices to articulate a connection between two things. I will provide simple examples of each device and ask students to provide feedback on what impression that device gives. Example: When Shakespeare says Juliet is the sun, what impression does that give the reader concerning Juliet? STRATEGY#2 NAME OF STRATEGY
Guided Practice Metaphor & Simile Include source, if nonoriginal
Guided Practice
GROUPING OF STUDENTS AND RATIONALE FOR THAT GROUPING N/A
ACTIVITY/PRESENTATION After introducing students to metaphor and simile, show students examples with the SmartBoard via PowerPoint. Model this exercise by identifying the first use of metaphor or simile and provide a brief explanation about the devices use/effect on the passage. Then ask the students to identify the remaining metaphors or similes in each passage, and to try and articulate what impression the metaphor/simile gives the reader in the passage. Highlight the poetic device as they identify them. Be sure to ask how they knew which phrase contained the poetic device as well as how they knew which device was used. STRATEGY#3 NAME OF STRATEGY Partner application Metaphor & Simile Include source, if nonoriginal
Partner application GROUPING OF STUDENTS AND RATIONALE FOR THAT GROUPING N/A ACTIVITY/PRESENTATION Pair off students and provide each pair with W#1. Ask them to work together to identify the metaphors and similes present in the poems provided. In the space beneath each poem, ask the students to talk to each other and determine how the metaphors affect the mood of the poem. POST-ACTIVITY/APPLICATION The second portion of the Worksheet asks students to write a metaphor and a simile using the prompt they are given. Example: Write a metaphor about your school. Remain appropriate. After pairs are finished, have each group read one of their comparisons (ask metaphor or simile) aloud and ask the rest of the class to comment whether or not the comparison was done correctly.
CLOSURE Briefly review once more the reason behind using metaphor and simile, as well as the difference between the two. Remind students to fill in study sheet for all information regarding metaphor and simile (definition, purpose, examples) ASSESSMENT NAME 1 finger or 2? This assessment is a variation of thumbs-up thumbs-down. I will ask students to show me whether or not they feel confident in their ability to explain, recognize, and use metaphor/simile by holding up 1-finger (yes) or 2-fingers (no) against their chests. I want to use this variation over thumbs-up thumbs-down because I want students to feel very comfortable and forthcoming if they do not fully understand the concepts; I feel that 1 finger or 2 is a little more secretive. AUTHENTIC OR TRADITIONAL Traditional FORMATIVE OR SUMMATIVE Formative

Spring, 2013
STANDARD STATEMENT (Copy exact wording from Common Core Standards or your districts curriculum): L. Vocabulary Acquisition & Use #5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech in context and analyze their role in the text.
OBJECTIVE(S): (Reword standard statement to include more specifically what you want students to learn during this lesson:) By the end of this lesson, students will know the definition of imagery, understand its purpose, be able to recognize it in text, be able to articulate its effect in the text, and be able to use imagery in writing. By the end of this lesson, students will know the definition of personification, understand its purpose, be able to recognize it in text, be able to articulate its effect in the text, and be able to use personification in writing. Through understanding imagery and personification, students will add these forms of figurative language to their arsenal of poetic devices.
PRIOR KNOWLEDGE NEEDED: (This can come from a formative assessment) Students need to know and understand tone and mood in order to effectively articulate various poetic devices effects on the text.
STUDENT PROFILE: (Identify special characteristics of students relative to lesson) The most important factor to keep in mind with this section of students is that it is an honors section. This means it is possible that the students will either already know some of the material from other classes or individual learning, or they might grasp the concepts more quickly than I anticipate. For this reason, I will be prepared to change the pacing of the unit or steal material from the next days lesson to satisfy their pace. MODIFICATIONS TO MEET INDIVIDUAL STUDENT NEEDS: No state-mandated modifications are required for this class there are no IEPs or relevant 504 plans that would impact the nature of this lesson. EVIDENCE OF ATTEMPTS TO ENGAGE STUDENTS: As the class starts, I will attempt to engage students in the material by reading Billy Collins poem, The Dead. I will ask students for their immediate impressions of the poem, as well as ask if they feel the descriptive language successfully creates the images Collins describes throughout. Then I will show a YouTube clip of the animated version of Collins poem, The Dead and ask the students similar follow -up questions. I will use this discussion to transition to the lesson on imagery. IDENTIFY ACADEMIC AND RELATED CONTENT LANGUAGE (the language of
Poetic devices Personification Imagery Figurative language Poets Intent Tone
INSTRUCTIONAL STRATEGY PRE-ACTIVITY (ADVANCE ORGANIZER) Present students with a passage that is a modified version of a selection from Ray Bradburys There Will Come Soft Rains, having removed any descriptive language. Ask the students for their immediate reactions and whether or not they feel it is good writing. Then show students the
actual selection from Bradburys work, and ask them what the difference is and how it changes their reaction to the passage. Intimate that this change in the readers reception was based in the use of imagery.
STRATEGY#1 NAME OF STRATEGY Direct Instruction / Discussion (Imagery) Include source, if nonoriginal
Direct Instruction / Discussion ACTIVITY/PRESENTATION During this strategy, I will introduce imagery by providing its definition via PowerPoint and giving a brief explanation of why it is used that writers and poets can use imagery to articulate sensory input in a situation, or in order to describe something much more vividly. I will provide simple examples of the use of imagery and ask students to provide feedback on what impression the descriptive language gives. I will then move into a direct instructional strategy concerning personification. STRATEGY#2 NAME OF STRATEGY Direct Instruction (Personification) Include source, if nonoriginal TYPE OF STRATEGY: (e.g., cooperative learning, direct instruction, modeling, gaming, problem
Direct Instruction / Discussion PRESENTATION/ACTIVITY During this strategy, I will introduce personification by providing its definition via PowerPoint and giving a brief explanation of why it is used that writers and poets can use personification to
characterize an inanimate object or inhuman object either by assigning it human behaviors or by giving it human-like qualities. I will provide simple examples of the use of personification and ask students to provide feedback on what impression use of this device gives. STRATEGY#3 NAME OF STRATEGY Independent Practice / Group Discussion (Imagery & Personification) Include source, if nonoriginal Dr. Kist TYPE OF STRATEGY: (e.g., cooperative learning, direct instruction, modeling, gaming, problem
Independent Practice / Group Discussion PRESENTATION/ACTIVITY This strategy is made of two small activities. First, I will give students two notecards. On the first, I will have them attempt to think of a use of personification in music - any type of music is acceptable and to write that example on the card. I will have the students read the examples aloud while I transcribe them onto a Word Document on the SmartBoard. Afterwards, I will make a point that personification is used very frequently, even in pop culture, as can be seen by the numerous examples of personification in music lyrics (which are basically poems). The second activity asks students to think of the most beautiful place or event they have seen in nature and to describe that place/event on their second notecard. Students must make use of imagery in their description, as well as use personification at least once. POST ACTIVITY / APPLICATION Afterwards, I will collect the cards and type the responses onto the SmartBoard document without revealing who wrote which description. The class will then vote (by show of hands) which passage they feel best uses imagery and personification. GROUPING OF STUDENTS AND RATIONALE FOR THAT GROUPING N/A CLOSURE Briefly review the definition of imagery and personification and allow them to realize once again how saturated our society is with imagery and personification (even in pop culture) through the two activities. ASSESSMENT
NAME Worksheet for homework (W#2) AUTHENTIC OR TRADITIONAL Traditional FORMATIVE OR SUMMATIVE Summative. This worksheet will provide students with further practice with identifying and writing imagery/personification. It will also include exercise for metaphor/simile from the previous lesson. This assessment is summative because it seeks to evaluate students learning up to this point in the unit; however, it will also serve as valuable feedback as to whether or not the pacing needs to be slowed or more time granted to these devices (formative).

Spring, 2013
COURSE/PERIOD/TIME ALLOCATION: Honors English 9/First Period/TWO Periods GRADE LEVEL: 9th Grade
STANDARD STATEMENT (Copy exact wording from Common Core Standards or your districts curriculum): R.L. #4 Craft & Structure: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meaning; analyze the cumulative impact of specific word choices on meaning and tone.
OBJECTIVE(S): (Reword standard statement to include more specifically what you want students to learn during this lesson:) By the end of this lesson, students will know the definition of alliteration, understand its purpose, be able to recognize it in text, and be able to use alliteration in writing. By the end of this lesson, students will know the definition of assonance, understand its purpose, be able to recognize it in text, and be able to use assonance in writing. By the end of this lesson, students will know the definition of consonance, understand its purpose, be able to recognize it in text, and be able to use consonance in writing. Through understanding alliteration, assonance, and consonance, students will add these sound devices to their arsenal of poetic devices.
PRIOR KNOWLEDGE NEEDED: (This can come from a formative assessment) No prior knowledge is required for this lesson.
STUDENT PROFILE: (Identify special characteristics of students relative to lesson) The most important factor to keep in mind with this section of students is that it is an honors section. This means it is possible that the students will either already know some of the material from other classes or individual learning, or they might grasp the concepts more quickly than I anticipate. For this reason, I will be prepared to change the pacing of the unit or steal material from the next days lesson to satisfy their pace. MODIFICATIONS TO MEET INDIVIDUAL STUDENT NEEDS: No state-mandated modifications are required for this class there are no IEPs or relevant 504 plans that would impact the nature of this lesson. EVIDENCE OF ATTEMPTS TO ENGAGE STUDENTS: As students enter the class, play music that evokes a specific mood. In this case, I will use a selection from the Lord of the Rings soundtrack. Ask students to describe the feeling they get from the song and write about that feeling on a sheet of paper separated into 4 quadrants. Then change the song to one that evokes the opposite mood. In this case, I will use A Night on Bald Mountain by Mussorgsky. Have them repeat the process by writing their reactions in the next section on the paper, then have a small discussion about the students reflections to the music. Explain that in the same way that composers can create mood and emotion with sound, poets can do the same with sound. Idea for engagement taken from http://www.readwritethink.org/classroom-resources/lessonplans/poetry-sound-sense-848.html?tab=4 IDENTIFY ACADEMIC AND RELATED CONTENT LANGUAGE (the language of
Poetic devices Alliteration Consonance Assonance Mood
INSTRUCTIONAL STRATEGY
STRATEGY#1 NAME OF STRATEGY Direct Instruction / Discussion (Sound Devices) Include source, if nonoriginal
Direct Instruction / Discussion GROUPING OF STUDENTS AND RATIONALE FOR THAT GROUPING N/A PRE-ACTIVITY (ADVANCE ORGANIZER) Tell students to use the remaining 2 sections of paper for this activity. Use the link in the PowerPoint to play an audio recording of Chanson dAutomne by Paul Verlaine. Explain that even though the recording is in French, the focus of this lesson is on the sound of the words rather than the meaning. Have students write about their reactions. Play the poem again in French, and then once/twice more in English. Discussion reactions to the poem. Idea for pre-activity taken from http://www.readwritethink.org/classroom-resources/lessonplans/poetry-sound-sense-848.html?tab=4 ACTIVITY/PRESENTATION During this strategy, I will introduce these sound devices by providing their definitions via PowerPoint and giving a brief explanation of why they are used that writers and poets can use these sound devices to evoke a mood or emotion, add musicality to their work, or to create dramatic effect. I will provide simple examples of the use of these sound devices and ask students to provide feedback on what impression their use gives.
STRATEGY#2 NAME OF STRATEGY Guided Practice (Sound Devices) Include source, if nonoriginal
Guided Practice GROUPING OF STUDENTS AND RATIONALE FOR THAT GROUPING N/A ACTIVITY/PRESENTATION After introducing students to alliteration, assonance, and consonance, show students examples with the SmartBoard via PowerPoint. Model this exercise by identifying the first use of sound device and provide a brief explanation about the devices use/effect on the passage. Then ask the students to identify the remaining examples of alliteration, assonance, and consonance in each passage, and to try and articulate what impression the sound device gives the reader in the passage. Highlight the poetic device as they identify them. Be sure to ask how they knew which phrase contained the poetic device as well as how they knew which device was used. POST-ACTIVITY/APPLICATION Ask students What makes a word beautiful?(in the way it sounds). Have students brainstorm a list of seven to ten words they find beautiful. Tell students we will be working with a nonsense poem tomorrow. For homework, students should write a short nonsense poem with at least five to seven of their beautiful words. Provide students with W#3, describing the nature of nonsense poems as well as guidelines for creating one for tomorrows class. Model your own nonsense poem. Idea for post-activity / application taken from http://www.readwritethink.org/classroomresources/lesson-plans/poetry-sound-sense-848.html?tab=4
CLOSURE While students are working on their list of beautiful words and nonsense poems, quickly remind them of the definitions of the sound devices covered in class, and that we will be using the nonsense poems in a small group activity tomorrow. Pass out copies of Billy Collins poem, Introduction to Poetry. ASSESSMENT NAME Nonsense poems and paragraph reflection to Billy Collins Introduction to Poetry. AUTHENTIC OR TRADITIONAL
Authentic Though taken from http://www.readwritethink.org/classroom-resources/lessonplans/poetry-sound-sense-848.html?tab=4
FORMATIVE OR SUMMATIVE Formative
DAY TWO
EVIDENCE OF ATTEMPTS TO ENGAGE STUDENTS: Review the information covered in yesterdays class. Ask students to take out their nonsense poems and their reflections on Billy Collins Introduction to Poetry. STRATEGY#1 NAME OF STRATEGY Direct Instruction/ Discussion (Onomatopoeia) Include source, if nonoriginal TYPE OF STRATEGY: (e.g., cooperative learning, direct instruction, modeling, gaming, problem
Direct Instruction / Discussion GROUPING OF STUDENTS AND RATIONALE FOR THAT GROUPING N/A ACTIVITY/PRESENTATION During this strategy, I will introduce onomatopoeia by providing its definition via PowerPoint and giving a brief explanation of why it is used that writers and poets can use onomatopoeia (and other sound devices) to evoke a mood or emotion, add musicality to their work, or to create dramatic effect. I will provide simple examples of the use of onomatopoeia and ask students to provide feedback on what impression its use gives.
STRATEGY#2 NAME OF STRATEGY Guided Practice (Onomatopoeia)
Include source, if nonoriginal TYPE OF STRATEGY: (e.g., cooperative learning, direct instruction, modeling, gaming, problem
Guided Practice GROUPING OF STUDENTS AND RATIONALE FOR THAT GROUPING N/A ACTIVITY/PRESENTATION After introducing students to onomatopoeia, show students examples with the SmartBoard via PowerPoint. Model this exercise by identifying the first use of onomatopoeia and provide a brief explanation about the devices use/effect on the passage. Then ask the students to identify the remaining examples of onomatopoeia in each passage, and to try and articulate what impression the sound device gives the reader in the passage. Highlight the poetic device as they identify them. Be sure to ask how they knew which phrase contained the poetic device as well as how they knew which device was used. STRATEGY#3 NAME OF STRATEGY Small-group Discussion (nonsense poems) Include source, if nonoriginal TYPE OF STRATEGY: (e.g., cooperative learning, direct instruction, modeling, gaming, problem
Small-group Discussion GROUPING OF STUDENTS AND RATIONALE FOR THAT GROUPING Random grouping (count off by 6s). PRE-ACTIVITY Have students discuss in small-groups their paragraph reactions to Collins poem, Introduction to Poetry. Then have each group give one key observation aloud to the class. Ensure that the students understand (if none of the groups observe this properly) that you will not beat their poems with a hose and emphasize the safety in sharing your own work. http://www.readwritethink.org/classroom-resources/lesson-plans/poetry-sound-sense-848.html?tab=4 ACTIVITY/PRESENTATION
Have the students share take turns sharing their nonsense poem with the group and have them comment on their reactions to each. Then have each student pass their poem to the group member on their left. Students will then scan the nonsense poem for use of alliteration and mark them. Have students repeat this process for assonance and consonance. When the poems are passed back to the owner, each student will evaluate the groups ability to locate the sound devices in their poem. http://www.readwritethink.org/classroom-resources/lesson-plans/poetry-sound-sense-848.html?tab=4 POST-ACTIVITY / APPLICATION Ask whether any students would like to volunteer to read their nonsense poem aloud to the class. Have the class discuss their feelings regarding the poem as well as any strong uses of sound devices. http://www.readwritethink.org/classroom-resources/lesson-plans/poetry-sound-sense-848.html?tab=4 STRATEGY#4 NAME OF STRATEGY Small-group Discovery & Discussion (The Bells) Include source, if nonoriginal TYPE OF STRATEGY: (e.g., cooperative learning, direct instruction, modeling, gaming, problem
Small-group Discussion GROUPING OF STUDENTS AND RATIONALE FOR THAT GROUPING Same groups from previous activity. ACTIVITY/PRESENTATION Have the groups read Edgar Allen Poes The Bells on page 201 in the textbook. Ask them to mark any sound devices they find on W#4. Ask them to discuss the effect the sound devices have on the poem. Then re-assign groups for another activity with The Bells. http://www.readwritethink.org/classroom-resources/lesson-plans/poetry-sound-sense-848.html?tab=4
GROUPING OF STUDENTS AND RATIONALE FOR THAT GROUPING Group 1 = Lilly, Jamie, Paige, Alyssa, Madeline, Autumn Group 2 = Morgan, Evy, Bethany, Jessica, Emily, Megan
Group 3 = Ambrozia, Cole, Blaine, Hope, Alek, Jordan Group 4 = Colton, Robert, Chris, Dakota, Hunter, Christian, Joe These groups are meant to separate students based on vocal range. The first two groups should be all girls, the third group should be a mix of boys and girls, and the fourth group should be all boys. This way each group will more closely reflect the pitch of each type of bell Poe describes in each stanza of The Bells. ACTIVITY / PRESENTATION Have each group read their respective parts of Poes poem, The Bells (group 1 reads part I, group 2 reads part II.) Each group should practice reading their section as a group amongst themselves before participating in a class-wide choral reading of the poem. The fourth group reads up to the line Keeping time, time, time after which the entire class reads the conclusion of the poem. http://www.readwritethink.org/classroom-resources/lesson-plans/poetry-sound-sense-848.html?tab=4
POST-ACTIVITY / APPLICATION Ask students in a class-wide discussion how the sound devices (particularly onomatopoeias) were made more accurate by having specific groups read the stanzas. Ask them to determine what the higher-pitched sound devices implied about each type of bells. Ask them to determine what the lower-pitched sound devices implied about each type of bells. Ask them to analyze the sounds involved do they imply a nature of that type of bell? (fronted vowels with i, I, and e sounds used with high-pitched bells and back vowels with u or used with low-pitched bells.) http://www.readwritethink.org/classroom-resources/lesson-plans/poetry-sound-sense-848.html?tab=4 CLOSURE Tell students that sound devices, though they seem to be much simpler in nature, can be just as impactful in writing poetry as the figurative language devices. We are exposed to sound devices much more frequently than one might think as well. Be mindful of the use of sound devices in the future, especially in advertising or commercial jingles. ASSESSMENT None.

Spring, 2013
ASSESSMENT:
W. #6 Publication & Distribution of Writing: Use technology, including the Internet to produce, publish, and update individual or shared writing products, taking advantage of technologys capacity to link to other information and to display information flexibly and dynamically. OBJECTIVE(S): (Reword standard statement to include more specifically what you want students to learn during this lesson:) By the end of this lesson, students will know the definition of a stanza, understand its purpose, be able to recognize one in text, and be able to use stanzas in writing. By the end of this lesson, students will know the definition of enjambment, understand its purpose, be able to recognize one in text, be able to articulate its effect in the text, and be able to use enjambment in writing. Through understanding stanzas and enjambments, students will add these techniques to their arsenal of poetic devices.
PRIOR KNOWLEDGE NEEDED: (This can come from a formative assessment)
None. STUDENT PROFILE: (Identify special characteristics of students relative to lesson) The most important factor to keep in mind with this section of students is that it is an honors section. This means it is possible that the students will either already know some of the material from other classes or individual learning, or they might grasp the concepts more quickly than I anticipate. For this reason, I will be prepared to change the pacing of the unit or steal material from the next days lesson to satisfy their pace. MODIFICATIONS TO MEET INDIVIDUAL STUDENT NEEDS: No state-mandated modifications are required for this class there are no IEPs or relevant 504 plans that would impact the nature of this lesson. EVIDENCE OF ATTEMPTS TO ENGAGE STUDENTS: Briefly review the material from the previous lesson. Tell students after todays lesson, they will have a larger opportunity to write their own poems and publish them technologically. IDENTIFY ACADEMIC AND RELATED CONTENT LANGUAGE (the language of
Poetic devices Stanza Enjambment Poetic form Poets Intent Mood Dramatic Effect
INSTRUCTIONAL STRATEGY PRE-ACTIVITY (ADVANCE ORGANIZER) Use the link in the PowerPoint to play the audio reading of Gwendolyn Brooks poem, We Real Cool. Ask students for their initial impressions of the poem. Ask them what stood out to them about the reading. Once theyve commented on the poem, show them the poem in written form. Connect their observations (hopefully concerning the pauses in the reading) to the way the poem is published.
STRATEGY#1 NAME OF STRATEGY Direct Instruction Stanza & Enjambment Include source, if nonoriginal
Direct Instruction / Discussion GROUPING OF STUDENTS AND RATIONALE FOR THAT GROUPING N/A ACTIVITY/PRESENTATION During this strategy, I will introduce stanza and enjambment by providing their definitions via PowerPoint and giving a brief explanation of why they are used that writers and poets can use these devices to articulate an intentional break or pause in the thought or reading (enjambment,) or to group ideas or thoughts together for dramatic effect (stanza.) I will provide simple examples of each device and ask students to provide feedback on what impression that device gives. STRATEGY#2 NAME OF STRATEGY Guided Practice Stanza & Enjambment Include source, if nonoriginal
Guided Practice GROUPING OF STUDENTS AND RATIONALE FOR THAT GROUPING N/A
ACTIVITY/PRESENTATION After introducing students to stanza and enjambment, show students examples with the SmartBoard via PowerPoint. Model this exercise by identifying the first use of stanza and enjambment and provide a brief explanation about the devices use/effect on the passage. Then ask the students to identify the remaining stanzas & enjambments in each passage, and to try and articulate what impression the device gives the reader in the passage. Highlight the poetic device as they identify them. Be sure to ask how they knew which phrase contained the poetic device as well as how they knew which device was used. (This strategy should not take long since stanza and enjambment are very easy to identify.) POST-ACTIVITY/APPLICATION Provide students W#5, which contains exercises to practice identifying stanza & enjambment, and also asks students to write about the effects stanza & enjambment have on the poem as a whole. Also provide students with the assignment sheet & rubric for Student Poem 1. Allow students any remaining time in the period to start brainstorming/outlining Student Poem 1. CLOSURE Briefly review once more the reason behind using stanza & enjambment, as well as the difference between the two. Remind students to fill in study sheet for all information regarding stanza & enjambment, and that Student Poem 1 is due by the start of class on Monday. ASSESSMENT NAME Student Poem 1 This assignment asks students to create a poem using the poetic devices covered in class thus far, and to edit, revise, and publish that poem on each students assigned page on the PBWorks site (www.chshonors9.pbworks.com) created for this class. Students will also be required to comment on two other students poems by the beginning of class on Tuesday. Make the students aware that if a poem already has two comments on it, they must comment on a different poem. See assignment sheet & rubric for details. AUTHENTIC OR TRADITIONAL Traditional FORMATIVE OR SUMMATIVE Summative

Spring, 2013
OBJECTIVE(S): (Reword standard statement to include more specifically what you want students to learn during this lesson:) By the end of this lesson, students will know the definition of a hyperbole, understand its purpose, be able to recognize one in text, and be able to use hyperbole in writing. By the end of this lesson, students will know the definition of an allusion, understand its purpose, be able to recognize one in text, and be able to use an allusion in writing. Through understanding hyperbole and allusion, students will add these poetic devices to their arsenal of poetic techniques.
PRIOR KNOWLEDGE NEEDED: (This can come from a formative assessment) Students need to know and understand tone and mood in order to effectively articulate various poetic devices effects on the text. STUDENT PROFILE: (Identify special characteristics of students relative to lesson)
The most important factor to keep in mind with this section of students is that it is an honors section. This means it is possible that the students will either already know some of the material from other classes or individual learning, or they might grasp the concepts more quickly than I anticipate. For this reason, I will be prepared to change the pacing of the unit or steal material from the next days lesson to satisfy their pace. MODIFICATIONS TO MEET INDIVIDUAL STUDENT NEEDS: No state-mandated modifications are required for this class there are no IEPs or relevant 504 plans that would impact the nature of this lesson. EVIDENCE OF ATTEMPTS TO ENGAGE STUDENTS: Ask students how they felt about the Student Poem 1 assignment, due at the beginning of this class. Gather some feedback about the assignment. Let the students know they will have the opportunity to share a poem with the rest of the class on Wednesday. IDENTIFY ACADEMIC AND RELATED CONTENT LANGUAGE (the language of
Poetic devices Hyperbole Allusion Figurative language Poets Intent Mood Dramatic Effect
INSTRUCTIONAL STRATEGY PRE-ACTIVITY (ADVANCE ORGANIZER) Have students take out their study sheets. Briefly review some of the concepts from the week prior and remind them to continually fill out the appropriate information as we move through the lessons. STRATEGY#1 NAME OF STRATEGY Direct Instruction Hyperbole & Allusion Include source, if nonoriginal
Direct Instruction / Discussion GROUPING OF STUDENTS AND RATIONALE FOR THAT GROUPING N/A ACTIVITY/PRESENTATION During this strategy, I will introduce hyperbole and allusion by providing their definitions via PowerPoint and giving a brief explanation of why they are used that writers and poets can use hyperbole to articulate a thought or feeling to an extreme degree, or an allusion to reference another work, thereby implying a certain mindset or feeling. I will provide simple examples of each device and ask students to provide feedback on what impression that device gives. STRATEGY#2 NAME OF STRATEGY
Guided Practice Hyperbole and Allusion Include source, if nonoriginal
Guided Practice
GROUPING OF STUDENTS AND RATIONALE FOR THAT GROUPING N/A
ACTIVITY/PRESENTATION
After introducing students to hyperbole and allusion, show students examples with the SmartBoard via PowerPoint. Model this exercise by identifying the first use of hyperbole and allusion and provide a brief explanation about the devices use/effect on the passage. Then ask the students to identify the remaining hyperboles and allusions in each passage, and to try and articulate what impression the hyperbole or allusion gives the reader in the passage. Highlight the poetic device as they identify them. Be sure to ask how they knew which phrase contained the poetic device as well as how they knew which device was used. STRATEGY#3 NAME OF STRATEGY Independent Practice & Partner Discussion (Hyperbole & Allusion) Include source, if nonoriginal
Independent Practice & Partner Discussion GROUPING OF STUDENTS AND RATIONALE FOR THAT GROUPING N/A ACTIVITY/PRESENTATION Provide students prompts from the PowerPoint and have them respond to them by writing their own examples of hyperbole and allusion. When finished, ask them to turn to their neighbor and trade examples. Have students verify each others work and talk about what feelings each example instills in the listener. POST-ACTIVITY/APPLICATION Select various students to share one of their examples in a classroom discussion setting. Have the class verify the devices use and ask what feeling is implied from each example. CLOSURE Remind students that comments on their classmates poems are due by the start of class tomorrow. Provide students the assignment sheet and rubric for Student Poem #2, which is due by the start of class on Wednesday. Allow the students the remainder of the period to work on Student Poem #2. ASSESSMENT NAME
1 finger or 2? This assessment is a variation of thumbs-up thumbs-down. I will ask students to show me whether or not they feel confident in their ability to explain, recognize, and use hyperbole and allusion by holding up 1-finger (yes) or 2-fingers (no) against their chests. I want to use this variation over thumbs-up thumbs-down because I want students to feel very comfortable and forthcoming if they do not fully understand the concepts; I feel that 1 finger or 2 is a little more secretive. AUTHENTIC OR TRADITIONAL Traditional FORMATIVE OR SUMMATIVE Formative
ASSESSMENT #2 NAME Student Poem #2 AUTHENTIC OR TRADITIONAL Traditional FORMATIVE OR SUMMATIVE Summative. See assignment sheet and rubric for details.

Spring, 2013
OBJECTIVE(S): (Reword standard statement to include more specifically what you want students to learn during this lesson:) By the end of this lesson, students will know the definition of repetition, understand its purpose, be able to recognize it in text, be able to articulate its effect in the text, and be able to use repetition in writing. By the end of this lesson, students will know the definition of end rhyme, understand its purpose, be able to recognize it in text, and be able to use end rhyme in writing. By the end of this lesson, students will know the definition of rhyme scheme, understand its purpose, and be able to recognize it in text. Through understanding repetition and end rhyme, students will add these poetic techniques to their arsenal of poetic devices.
PRIOR KNOWLEDGE NEEDED: (This can come from a formative assessment) Students need to know and understand tone and mood in order to effectively articulate various poetic devices effects on the text. They also need to have a fluid understanding of whether or not words rhyme.
STUDENT PROFILE: (Identify special characteristics of students relative to lesson) The most important factor to keep in mind with this section of students is that it is an honors section. This means it is possible that the students will either already know some of the material from other classes or individual learning, or they might grasp the concepts more quickly than I anticipate. For this reason, I will be prepared to change the pacing of the unit or steal material from the next days lesson to satisfy their pace. MODIFICATIONS TO MEET INDIVIDUAL STUDENT NEEDS: No state-mandated modifications are required for this class there are no IEPs or relevant 504 plans that would impact the nature of this lesson. EVIDENCE OF ATTEMPTS TO ENGAGE STUDENTS: Remind students that poem two is due at the start of class tomorrow, and that the opportunity will be available to read one of their poems to the class tomorrow as well. IDENTIFY ACADEMIC AND RELATED CONTENT LANGUAGE (the language of
Poetic devices Repetition End Rhyme Rhyme Scheme Dramatic Effect Poets Intent Tone
INSTRUCTIONAL STRATEGY PRE-ACTIVITY (ADVANCE ORGANIZER) Ask students to get their study sheets ready for the lesson. Briefly review the definitions of hyperbole and allusion from the lesson prior. STRATEGY#1 NAME OF STRATEGY Direct Instruction Repetition, End Rhyme, & Rhyme Scheme Include source, if nonoriginal
Direct Instruction / Discussion GROUPING OF STUDENTS AND RATIONALE FOR THAT GROUPING N/A ACTIVITY/PRESENTATION During this strategy, I will introduce repetition, end rhyme, and rhyme scheme by providing their definitions via PowerPoint and giving a brief explanation of why they are used that writers and poets can use these devices to provide emphasis, and to give a musicality or better flow to their writing. I will provide simple examples of each device and ask students to provide feedback on what impression that device gives. For rhyme scheme, I will provide examples and explanations of ABAB, ABCB, and ABBA rhyme schemes. STRATEGY#2 NAME OF STRATEGY Guided Practice Repetition & Rhyme Include source, if nonoriginal
Guided Practice GROUPING OF STUDENTS AND RATIONALE FOR THAT GROUPING N/A ACTIVITY/PRESENTATION After introducing students to repetition and rhyme, show students examples with the SmartBoard. Model this exercise by identifying the first use of repetition, end rhyme, and rhyme scheme, and provide a brief explanation about the devices use/effect on the passage. Then ask the students to identify the remaining uses of repetition and rhyme in each passage, and to try and articulate what impression the device gives the reader in the passage. Highlight the poetic device as they identify them and write the rhyme scheme if one is present. Be sure to ask how they knew which phrase contained the poetic device and how they know what the rhyme scheme is (if end rhyme is present.)
STRATEGY#3 NAME OF STRATEGY Guided Practice Repetition & Rhyme Include source, if nonoriginal
Guided Practice GROUPING OF STUDENTS AND RATIONALE FOR THAT GROUPING N/A ACTIVITY/PRESENTATION Read O What is That Sound from the textbook on page 142 aloud with the class. Ask for student volunteers to read each stanza. Ask relevant questions while actively reading this poem questions regarding previous lessons may be appropriate: How many stanzas are in this poem? Does this poem have a musical quality to it? After the first few stanzas ask students to identify the rhyme scheme as well as identify whether or not the rhyme scheme is maintained. Ask whether or not this poem uses end rhyme. Ask students their impressions as the poem continues, and ask for feedback on the poets use of repetition throughout. STRATEGY#4 NAME OF STRATEGY Independent Practice Partner Application Include source, if nonoriginal
Independent Practice Partner application GROUPING OF STUDENTS AND RATIONALE FOR THAT GROUPING Random pairings share with someone sitting next to you.
ACTIVITY/PRESENTATION Ask students to write a 4-line poem on a topic of their choosing while utilizing one of the rhyme schemes covered in the lesson. Also require them to use repetition once. POST-ACTIVITY/APPLICATION Afterwards, have them share the poem with their neighbor. The partner will identify the rhyme scheme, the use of repetition, and comment on the overall effect these devices have on the poem. CLOSURE Briefly review once more the reason behind using repetition and end rhyme, as well as the difference between rhyme schemes. Remind students to fill in study sheet for all information regarding repetition and rhyme (definition, purpose, examples). Also remind them that poem two is due at the start of class tomorrow and that they should bring a printed copy of one of their poems to class tomorrow. ASSESSMENT NAME 1 finger or 2? This assessment is a variation of thumbs-up thumbs-down. I will ask students to show me whether or not they feel confident in their ability to explain, recognize, and use metaphor/simile by holding up 1-finger (yes) or 2-fingers (no) against their chests. I want to use this variation over thumbs-up thumbs-down because I want students to feel very comfortable and forthcoming if they do not fully understand the concepts; I feel that 1 finger or 2 is a little more secretive. AUTHENTIC OR TRADITIONAL Traditional FORMATIVE OR SUMMATIVE Formative

Spring, 2013
R.L. #4 Craft & Structure: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meaning; analyze the cumulative impact of specific word choices on meaning and tone.
OBJECTIVE(S): (Reword standard statement to include more specifically what you want students to learn during this lesson:) By the end of this lesson, students will demonstrate their understanding in the identification and use of the poetic devices covered in this unit by both presenting poems they have created, as well as identifying poetic devices from other students poems as they are being presented. PRIOR KNOWLEDGE NEEDED: (This can come from a formative assessment) Student need to have a wholesome understanding of the nature and application of the poetic devices outlined in this unit.
STUDENT PROFILE: (Identify special characteristics of students relative to lesson) The most important factor to keep in mind with this section of students is that it is an honors section. This means it is possible that the students will either already know some of the material from other classes or individual learning, or they might grasp the concepts more quickly than I anticipate. For this reason, I will be prepared to change the pacing of the unit or steal material from the next days lesson to satisfy their pace. MODIFICATIONS TO MEET INDIVIDUAL STUDENT NEEDS: No state-mandated modifications are required for this class there are no IEPs or relevant 504 plans that would impact the nature of this lesson. EVIDENCE OF ATTEMPTS TO ENGAGE STUDENTS: Explain to students that the period today is dedicated to allowing students to present one of the poems they have crafted for this unit. INSTRUCTIONAL STRATEGY PRE-ACTIVITY (ADVANCE ORGANIZER) Ask students to prepare a blank sheet of paper where they can take note of any particularly strong usage of poetic devices they find striking while listening to students presentations. They also should take note of any poetic devices they have difficulty identifying in order to have a more targeted approach when studying for the final test. STRATEGY#1 NAME OF STRATEGY Student Presentation & Classroom Discussion Include source, if nonoriginal TYPE OF STRATEGY: (e.g., cooperative learning, direct instruction, modeling, gaming, problem
Presentation & Discussion GROUPING OF STUDENTS AND RATIONALE FOR THAT GROUPING N/A ACTIVITY/PRESENTATION
Students will read their poems in front of the class. During the presentations, students at their desks will actively listen for use of various poetic devices. Ask them to remember ones that stand out to them. After each presentation, ask the class to comment and discuss the effects of poetic devices in the poem that was read. POST-ACTIVITY/APPLICATION Have students discuss which poetic devices were used most commonly during the student presentations. Which devices do they feel are the easiest to use? Which devices do they feel have the biggest impact on the poems? Why? CLOSURE Remind students that comments on poem two are due by the start of class tomorrow. Let them know that tomorrows class will be dedicated to a review session, and that the final test is on Friday. ASSESSMENT NAME None. AUTHENTIC OR TRADITIONAL N/A FORMATIVE OR SUMMATIVE N/A
Day 9: Use the review game built into the PowerPoint to review the definitions of poetic devices, identifications, and explanations of effect. At the end of the class, leave a few minutes to field any specific questions on the material before the exam.
Day 10: Administer the exam. Give students the entire period to complete it.
Poetic Device Unit Pre-Assessment

1. What is the purpose of using metaphor and simile and what is the difference between the two?
2. The phrase the ocean breeze whispered in my ear is an example of what kind of figurative language?
3. What sound device is used in the following sentence? The brown bison bellowed, eyes blazing with fire, before it barreled towards the enemy at breakneck speed, bellowing as it went.
4. What does it mean if a poem has ABAB rhyme scheme?
5. Clink, thud, and swoosh are all examples of what sound device?
6. Define imagery in your own words and explain its use in writing.
*** During this 2-week unit, you will be required to publish a piece of writing online using an educational-forum website. In order to access it, I must invite you to our class page, which means I will need a valid e-mail address to send invites to. Please list a usable e-mail address below. You will also use it to login to the site.*** ________________________________________
Worksheet #1
Name _______________________ Partners Name _______________________
Identifying Metaphor & Simile in Text

In each of the following example poems, identify any uses of metaphor and simile. Underline these devices. Afterwards, discuss the effects these devices have on the poem and write about that effect in the space below each one.
At the Hospital by David Ferry She was the sentence the cancer spoke at last, Its blurred grammar finally clarified. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________
Simile Poem by Denise Rogers Your feet smell so bad, just like limburger cheese. Thats why Im holding my nose, tight between my knees. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________
The following poem was written by Sylvia Plath while she was pregnant, and the poem is consists of nothing but metaphors. Explain the effects these lines have on your reading and interpretation of the poem.
Metaphors by Sylvia Plath I'm a riddle in nine syllables. An elephant, a ponderous house, A melon strolling on two tendrils. O red fruit, ivory, fine timbers! This loaf's big with its yeasty rising. Money's new-minted in this fat purse. I'm a means, a stage, a cow in calf. I've eaten a bag of green apples, Boarded the train there's no getting off. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
Worksheet #2
Name ___________________________
For this assignment, you must identify uses of personification and imagery in the following poems. In the space below each, describe how each use of figurative language makes you feel, as well as how each use of figurative language affects the poems mood or tone. Trees by Joyce Kilmer I THINK that I shall never see A poem lovely as a tree. A tree whose hungry mouth is prest Against the sweet earth's flowing breast; A tree that looks at God all day, And lifts her leafy arms to pray; A tree that may in summer wear A nest of robins in her hair; Upon whose bosom snow has lain; Who intimately lives with rain. Poems are made by fools like me, But only God can make a tree.
_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________
April Rain Song by Langston Hughes Let the rain kiss you Let the rain beat upon your head with silver liquid drops Let the rain sing you a lullaby The rain makes still pools on the sidewalk The rain makes running pools in the gutter The rain plays a little sleep song on our roof at night And I love the rain.
_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________
Birches by Robert Frost When I see birches bend to left and right Across the lines of straighter darker trees, I like to think some boy's been swinging them. But swinging doesn't bend them down to stay As ice-storms do. Often you must have seen them Loaded with ice a sunny winter morning After a rain. They click upon themselves As the breeze rises, and turn many-colored As the stir cracks and crazes their enamel. Soon the sun's warmth makes them shed crystal shells Shattering and avalanching on the snow-crust Such heaps of broken glass to sweep away You'd think the inner dome of heaven had fallen. They are dragged to the withered bracken by the load, And they seem not to break; though once they are bowed So low for long, they never right themselves: You may see their trunks arching in the woods Years afterwards, trailing their leaves on the ground Like girls on hands and knees that throw their hair Before them over their heads to dry in the sun. But I was going to say when Truth broke in With all her matter-of-fact about the ice-storm I should prefer to have some boy bend them As he went out and in to fetch the cows Some boy too far from town to learn baseball, Whose only play was what he found himself, Summer or winter, and could play alone. One by one he subdued his father's trees By riding them down over and over again Until he took the stiffness out of them, And not one but hung limp, not one was left For him to conquer. He learned all there was To learn about not launching out too soon And so not carrying the tree away Clear to the ground. He always kept his poise To the top branches, climbing carefully
With the same pains you use to fill a cup Up to the brim, and even above the brim. Then he flung outward, feet first, with a swish, Kicking his way down through the air to the ground. So was I once myself a swinger of birches. And so I dream of going back to be. It's when I'm weary of considerations, And life is too much like a pathless wood Where your face burns and tickles with the cobwebs Broken across it, and one eye is weeping From a twig's having lashed across it open. I'd like to get away from earth awhile And then come back to it and begin over. May no fate willfully misunderstand me And half grant what I wish and snatch me away Not to return. Earth's the right place for love: I don't know where it's likely to go better. I'd like to go by climbing a birch tree, And climb black branches up a snow-white trunk Toward heaven, till the tree could bear no more, But dipped its top and set me down again. That would be good both going and coming back. One could do worse than be a swinger of birches.
_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________
Worksheet #3
Name _______________________
http://www.readwritethink.org/classroom-resources/lesson-plans/poetry-sound-sense-848.html?tab=4#tabs
Nonsense Poems
For this assignment, you will be writing a nonsense poem. A nonsense poem has no manner of reasoning and makes absolutely no sense the objective is to experiment with the ordering of your beautiful words in order to create the sound devices weve been studying. Be playful with your word choice and make your writing look like a poem by using shorter lines, breaking for a new line when you want to add emphasis rather than when you come to the right-hand margin. Use at least seven of your beautiful words in your nonsense poem, and create at least two sound devices throughout. An example is provided below.
Nonsense Poem By Carol Gibson
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Worksheet #4 The Bells Sound Device Activity
Name _______________________
http://www.readwritethink.org/classroom-resources/lesson-plans/poetry-sound-sense-848.html?tab=4#tabs
For this assignment, keep track of sound devices you find while reading Edgar Allen Poes poem, The Bells, and write them down. In your group, discuss the effects of these sound devices on the overall mood of the poem, or of the mood in that particular part of the poem (part I, II, III, or IV). You are not required to find enough examples to fill these tables.
Onomatopoeia
Phrase containing onomatopoeia Line #
Assonance
Phrase containing assonance Line #
Consonance
Phrase containing consonance Line #
Alliteration
Phrase containing alliteration Line #
As a group, decide which category of sound device had the biggest impact on the poem as a whole (or stanza as a whole). Write in detail about the effect that particular sound device had on the text. Be prepared to share this example. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
Worksheet #5
Name _______________________
For this assignment, examine the poems provided below. For each poem, consider the poets use of enjambment and how it affects the mood and tone, and write your observations in the space below each. When examining the last poem, also write about the poets use of stanza breaks. Buffalo Bill by E.E. Cummings Buffalo Bills defunct who used to ride a watersmooth-silver stallion and break onetwothreefourfive pidgeonsjustlikethat Jesus he was a handsome man and what I want to know is how do you like your blueeyed boy Mister death ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Stopped by Woods on a Snowy Evening by Robert Frost Whose woods these are I think I know. His house is in the village though; He will not see me stopping here To watch his woods fill up with snow.
5 My little horse must think it queer
10
He gives his harness bells a shake To ask if there is some mistake. The only other sounds the sweep Of easy wind and downy flake. The woods are lovely, dark and deep. But I have promises to keep, And miles to go before I sleep, And miles to go before I sleep.
To stop without a farmhouse near Between the woods and frozen lake The darkest evening of the year.
15
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ From The Charge of the Light Brigade by Alfred, Lord Tennyson 1. Half a league, half a league, Half a league onward, All in the valley of Death Rode the six hundred. Forward, the Light Brigade! Charge for the guns! he said: Into the valley of Death Rode the six hundred. 2. Forward, the Light Brigade! Was there a man dismayd? Not tho the soldier knew Someone had blunderd: Theirs not to make reply, Theirs not to reason why, Theirs but to do and die: Into the valley of Death Rode the six hundred. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
Name ____________________________
Your score _____ / _60_
Honors 9 Poetic Device Exam
Part I Poetic Device fill in the blank: Each question or example is worth two points. Terms may be used more than once or not at all.
metaphor stanza alliteration 1. simile personification allusion imagery assonance repetition consonance end rhyme hyperbole enjambment onomatopoeia rhyme scheme
In Song of the Open Road by Walt Whitman two sound devices, both _____________ and ______________, are used in the line Afoot and light-hearted I take to the open road.
2. A poet who uses descriptive and sensory language to create vivid pictures in the readers mind is using _________________. 3. If a poet refers to mythology or parts of the Bible known by the majority of society, the poet is making a(n) _________________. 4. A(n) __________________ is an intentional exaggeration or overstatement of an idea. 5. In Edgar Allen Poes poem The Raven, Poe says, Eagerly I wished the morrow; -- vainly I had sought to borrow / From my books surcease of sorrow sorrow for the lost Lenore His use of a repeated vowel sound is an example of _______________. 6. In Drops of Jupiter by Train, Patrick Monahan sings, She acts like Summer and walks like rain she listens like Spring and she talks like June These lyrics demonstrate ___________________. 7. If I say a poem is in ABAB format, I am referring to the poems __________ __ _________. 8. Incident in a Rose Garden by Donald Justice contains two examples of ______________ in the lines Dressed like a Spanish waiter and Thin as a scythe he stood there. 9. Poetry is often divided by grouping lines into sections called _______________. 10. It felt like a thousand years ago is an example of _________________. 11. Poe uses sound devices very frequently in The Raven. The line, What this grim, un-gainly, ghastly, gaunt, and ominous bird of yore uses _____________________.
12. In poetry, a line-break in the middle of a sentence is called ____________________. 13. In the poem we read in class, The Bells, Poe uses the word bells sixty-two times (not including the title.) This is an example of poetic _____________. 14. The line And the silken sad uncertain rustling of each purple curtain uses the sound device ________________. 15. Fizz, hum and quack are all examples of _______________________. 16. When the last word of two lines of poetry rhyme with each other, the poet is using ________ _________.
Part II Poetic Device Applied Knowledge: Answer each of the following questions in response to the poem, Fire and Ice by Robert Frost.
Fire and Ice
Some say the world will end in fire, Some say in ice. From what I've tasted of desire I hold with those who favor fire. But if it had to perish twice, I think I know enough of hate To say that for destruction ice Is also great And would suffice.
1. How many stanzas are in this poem? (2 points)
2. Identify two lines that use enjambment. (2 points)
3. What is this poems rhyme scheme? (2 points)
4. Select a poetic device used in this poem and briefly explain how it affects the poems meaning (3 points)
Part III Creation of poetic devices. This section will assess your ability to use poetic devices in writing. Use at least one SOUND DEVICE in answering the following questions.
1. Write a metaphor about life. (3 points)
2. Write a simile about todays school lunch. (3 points)
3. Write a hyperbole about homework. (3 points)
4. Write a few lines of a poem that include an example of personification and use imagery to create a mental picture or specific emotion. You might describe an important place or event in your life. (4 points)
5. Demonstrate the use of allusion; to do so, you might compare someone significant to a well-known historical figure. You could also liken an event in your life to another, more well-known historical event. Try to be creative. (3 points)
6. Use enjambment to your advantage in order to create an example of end rhyme. Using either two or four lines will most likely be the easiest way to accomplish this. (3 points)
A summary and analysis of pre-assessment and other factors

Summarize what the data from your pre-assessment tells you about your students from one class period. You may want to summarize this data in the form of a chart or graph. (If you give the pre-assessment to more than one class and want to include this data, you may, but it is not necessary.) o Unfortunately, my cooperating teacher has neglected to allow me to administer any pre-assessment before this week. I am scheduled to give the students the preassessment this Wednesday, 10/21, as she will be taking a sick day that day (she will also be finished with personal narratives by then.) This also speaks to the level of involvement Ive had with the students since Ive started practicum giving the preassessment will be the first direct interaction the cooperating teacher has allowed me. o The data from my pre-assessment shows, with finality, that most of the students in this period have had some kind of brief introduction to poetic devices, or at least a general introduction to figurative language. As I had slightly suspected, almost all of the students have encountered metaphor & simile in previous Language Arts classes and were able to define them in broad terms. Over 75% of the students in this section were able to define metaphor & simile. As a result, I will alter the presentation to include more exercises concerning the articulation of a metaphors/similes effect on the piece, rather than a crash course on their definition and identification (though these elements will still be present for the sake of repetition and reinforcement). Onomatopoeia and imagery were in second place. Many of the students were able to describe what imagery is and does, while the examples for the onomatopoeia question probably triggered immediate recall of the concept. I feel that just by reading the question, the students remembered onomatopoeia from the
examples (clink, thud, and swoosh.) This is a good thing because it shows cemented recall of onomatopoeia. It should be noted here that far less than 50% of the students were able to identify alliteration, and those who got the alliteration question wrong guessed consonance or assonance (usually accompanied by a few ?s). This shows that while the students are rusty on sound devices, they have heard the terms before. This should bode well for the sound devices lesson because they are combined in the same task.
What does this data tell you about where your students are, what they know, and/or what they can do? o N/A. Hopefully, the information will let me know how much residual information the students have picked up on poetic devices through their previous language arts classes in Middle School. With this information, I will know whether or not to tailor the lessons, extend them, shorten them, make them harder, and so on. o The data shows that the students have had a preliminary introduction to some of the concepts in this learning segment, though most of devices require a great amount of review and practice. As expected, some of the more common concepts such as metaphor and simile have been addressed at some point in previous Language Arts classes, but the more challenging concepts, including sound devices and rhyme scheme, have not been covered.
What are the implications of the data for the writing and teaching of your unit? o The data will impact the overall nature of the lessons approach. Obviously, if the students have already covered metaphor and simile in-depth, I may revert to a simple
review, provide much more challenging exercises, blend two lessons together, or skip it completely. The data will tell me how to adjust. o The data implies that I will need to most likely adjust the lessons that the students are more familiar with. While I do not intend to blend lessons or skip any altogether, I intend to create new examples for concepts the students are already familiar with. These adjustments will ask more from the students in the limited time we have because they have encountered some of the concepts before. Thus, I will seek to include more opportunities for students to use the devices in writing and analyze what certain devices purposes are in an example text, rather than asking for sheer definitions and identification. Overall, I feel the data from this pre-assessment was valuable and I think that most of the lessons Ive planned will bode well for this learning segment.
(Are there any misconceptions, misunderstandings, and/or gaps in my students knowledge base that need to be addressed during the unit? What knowledge/skills did your students already know? How will you build on that knowledge/extend their thinking in your lessons? Are there any indicators that could be dropped from or added to my unit?) o I cant answer this question fully. From what I have observed in the classroom, most of these students have been in the district for quite some time, have similar reading capabilities, and have similar achievement levels. Further, this is an honors group, so I would expect them to have at least some prior knowledge regarding poetic devices.
List any specialized features of your school or classroom setting (e.g., themed magnet, classroom aide, bilingual) that will affect your teaching in this learning segment. o From what I have seen, there are not any evident specialized features of my school or classroom that would have a significant impact on my teaching style though I will probably discover some once I actually start teaching. For now, 100% of the class consists of non-Hispanic Caucasian students, from a relatively-small geographic area, from a lower middle-class community. Crestwood is not a themed magnet school and my classroom has no relevant exceptionalities that would require specialized lesson plans.
Describe any district, school, or cooperating teacher requirements or expectations that might impact your planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests. o Crestwood High School uses curriculum maps and common assessments in their core subject areas. For example, all teachers in the English department who are teaching honors 10th graders all give the same end-of-quarter exams to their classes. These teachers also collaborate (on their own time) to create universal curriculum maps that focus on the same Common Core Standards from grading period to grading period. Thus, I needed to check with the other 9th-grade honors English teacher to see what kinds of considerations I needed to keep in mind while designing this unit and selecting Core standards to focus on.
What is the name of the course you are documenting? ____Honors English 9___ What is the class schedule (e.g., 50 minutes every day, 90 minutes every other day)? o Periods at CHS are 49-minutes in length.
Is there any ability grouping or tracking in English-language arts? If so, please describe how it affects your class. o There is no ability-grouping nor tracking in this class.
Identify any textbook or instructional program you primarily use for English-language arts instruction. o This class uses 2002 editions of McDougal Littells The Language of Literature in English classes.
List other resources (e.g., SmartBoard, dictionaries, on-line resources) you use for Englishlanguage arts instruction in this class. o This classroom is equipped with a SmartBoard and I have integrated some additional online resources into the unit plan myself.
Number of: o o o o o students in the class _25__ males __10___ females _15__
English language learners _0__ students identified as gifted and talented _0__ students with Individualized Education Plans (IEPs) or 504 plans __1__
Complete the chart below to summarize the required accommodations or modifications for special education students or gifted and talented students that will affect your English-language arts instruction in this learning segment. As needed, consult with your cooperating teacher to complete the chart. The first row has been completed in italics as an example. Use as many rows as you need.
Special Education Category Example: Learning Disability
Number of Students Example: 4
Accommodations/Pertinent IEP Objectives Example: Close monitoring, follow up, and Resource Room
The chart above is meant to document only students accommodations that will directly affect my English-language arts instruction during the 10-day unit; this class has one student on a 504 plan and her accommodation is that I must allow her to go to the guidance office whenever she wants to, no questions asked. I feel this is an accommodation for her mental health and safety and if she wants to go to guidance, I am happy (and legally-obligated) to let her go; however, I feel this accommodation has no impact on my English-language arts instruction. A short commentary to introduce your lesson plans
Summarize the content focus of this learning segment. This summary might take the form of a big idea or essential question.
The content focus of this learning segment could be described as an exploration of poetic devices & their effects on writing. Each lesson plan is designed to begin with an introduction to a new literary device(s). This consists of providing a definition and explaining the concept in my own words. These definitions are equipped with examples of each particular poetic device in-action, taken directly from various poems; this strategy satisfies the first teaching objective from each lesson, students will know and understand the definition of _____________. I will ask relevant questions to engage students in discussion to facilitate learning during this stage of the lessons as well. Each lesson plan then transitions into a strategy rooted in guided practice examining passages or whole poems that effectively use each poetic device as a class. Students will be required to quickly analyze the examples and identify use of the poetic device in question. We will then discuss the use of that device as well as the effect it has on the text. This strategy satisfies the next two portions of the learning objectives in each lesson: students will be able to identify the device in text and articulate its effect on it. Each lesson plan then incorporates a strategy requiring students to apply the knowledge by using the poetic device in their own writing. This application comes in many different forms: worksheets, partner work, small-group work, and writing their own poems are some ways the knowledge from the previous strategies is applied. The activities used in this strategy satisfy the last aspect of the daily teaching objectives, students will be able to use the device in writing. Apart from this 3-strategy approach, some of the lessons utilize more creative activities that seek to employ different approaches to the same idea or use technology to great effect to assist in building learning. Examples of this include showing students visual adaptations of poems that have been animated, connecting music into a lesson on sound devices, and playing audio recordings of poems
in a different language. These activities supplement the instructional strategies and will hopefully help students grasp the concepts being studied. Describe what you know about your students with respect to this content focus, what they can do as well as what they are learning to do. Consider the variety of learners in your class, including individuals and subgroups requiring different strategies. Include how this knowledge influences your choices of instructional strategies to promote student learning of this content. With regards to this content focus, I have been told that the students may have encountered one or two of the poetic devices in past language arts classes, though my cooperating teacher is unsure because she has never taught Freshmen in English before; however, despite whether or not they have, even though the class in an honors class, they still struggle with more basic concept at times. Some of the first lessons I observed for this class incorporated several parts-of-speech exercises. Thus, Im not completely sure what to expect with this learning segment. Overall, I can easily tell that these students are hard-working and engage themselves with the material. I know they will put good effort into whatever activities you put in front of them. Please provide the title, author, and a short discussion (about a paragraph) of salient features of the text(s) used during your learning segment. The Dead, by Billy Collins I chose this poem by Billy Collins for a few reasons. First, Collins has said that the universal theme of poetry is death so by choosing his poem, The Dead, I have selected one that plays into his favorite theme and is thereby more direct and easy to understand. I also chose it because of the availability of the animated visual adaptation on YouTube of this poem. Further, I liked the poem for its ability to readily create images in the readers mind perfect for allowing students to experience the effects of imagery in poetry.
Chanson d Automne by Paul Verlaine I chose this poem to use during the strategy on sound devices because I want to emphasize the concept that the sounds are what matter during this strategy, not the meaning of the poem. By incorporating a poem that is impossible for the students to understand because it is in French, they will be forced to analyze solely the way the sounds of the words alter the effect of the poem. They can then apply this concept to other poems sound devices or when using sound devices in their own writing. Introduction to Poetry by Billy Collins Really, I only chose to look at this poem because it serves as an introductory piece to students writing their own poetry for the first time at the high school level. Because they have never submitted poetry at the high school level before (and students are skittish enough to submit poetry anyways), I felt this poem would help students become more comfortable with submitting their own work as well as presenting their poetry to the entire class. This is especially relevant because I wont be assessing their poetry for meaning only for use of poetic devices. Yet, it is still important that students try their best to write impactful poetry while knowing I wont beat their poetry with a hose. The Bells by Edgar Allen Poe I selected The Bells because it is wrought with sound devices and plays into a choral reading activity I want to do on day four. At least once, I wanted to incorporate a longer poem to analyze in this learning segment; this would be handled by splitting the reading into small groups. The Bells is a perfect example because it has four lengthy stanzas, permitting me to assign one to each group. Following an activity identifying the sound
devices in the poem, each specially-assigned group will practice reading their respective stanza while remaining mindful of the effect the sound devices (particularly onomatopoeias) have on their stanza. The class will then perform a choral reading of the poem, where each group is representative of bells created from a different material all boys groups read stanzas describing low-pitched bells which contain sound devices specific to lowpitched bells, and all girls groups read stanzas describing high-pitched bells containing sound devices specific to high-pitched bells. We Real Cool by Gwendolyn Brooks I chose this poem to use in the lesson on stanza and enjambment because it is a perfect example where the poet uses stanza and enjambment to great effect. The line breaks do not match the sentence breaks, and the intentional pauses give the piece a jazzy musicality. Through analyzing the stanzas and enjambment, students will gain a better understanding about how the physical form of a poem can be just as influential as a written aspect. O What is That Sound? by G.H. Auden This poem is the only other poem I chose to use from The Language of Literature textbook. This poem incorporates easily recognizable forms of repetition and rhyme scheme. It follows a smooth ABAB rhyme scheme and uses repetition in the same place in every stanza. For these reasons, I feel the students will engage the poem easily and will appreciate this ease in device location. How do your plans support your students learning of English-language arts and academic language arts and academic language related to the big idea/essential question of the learning segment?
a.
Explain how you will help students make connections between and among prior and new strategies for understanding, interpreting and responding to texts to deepen student learning throughout the learning segment. a. I will support my students acquisition of new knowledge by helping them construct it themselves. Every lesson incorporates modeling and guided practice with new poetic devices these techniques should facilitate deeper learning by connecting the sample texts to the concepts. I will also use different formative assessments in my learning segment even small assessments like thumbs up thumbs down provide valuable data in analyzing a group of students ability in mastering a concept. If the students need more time to work on fully understanding one of the poetic devices, I will be sure to adjust the learning segment to accommodate that need.
b.
Identify the language demands embedded in the learning segment. Be sure to address relevant genres, key vocabulary or phrases for the concepts being taught and linguistic features that enable students to understand or produce the oral and/or written texts in the learning segment. a. Most of the language demands embedded in this learning segment also double as the academic content language throughout the lessons. All of the language demands deal with poetry and poetic devices, while some are much broader, like intent, mood, and tone. During activities where students will be required to identify the presence and analyze the effects of various poetic devices, the language demands will have been satisfied by the direct instruction and guided practice strategies from each lesson. The learning segment also demands the students use relevant language when completing
homework or the final test. By these points, however, the students will already be familiar with these terms as a result of the lessons specific to those poetic devices. How will you monitor student learning during the learning segment? a. Explain how you will use the evidence from the planned informal and formal assessments to provide feedback to students and to monitor their progress toward meeting learning objectives. a. Throughout the learning segment, I will be sure to make the students aware of the implications Ive gathered from the more informal assessments (1-finger or 2). If the students report that they understand the concepts, then I will tell them that the class as a whole understands the concepts. I will also use the activities completed in class to support my inferences drawn from the feedback in the informal formative assessments. Later in the learning segment, I will actively participate alongside the students in commenting on the creation of the individual student poems this way, they will have immediate feedback from me regarding their ability to use various poetic devices in writing. b. Describe any modifications in the assessment tools or accommodations planned to allow students with specific needs to demonstrate their learning. a. No modifications were necessary in this learning segment due to individualized education plans or relevant 504s.
Reflection:
a. Indicate how specific research/theory guided your selection of specific strategies and materials to help your students develop the strategies and skills for understanding, interpreting, and responding to texts that are needed to meet the learning objectives. a. My selection of specific strategies and material stemmed from a few very important theorems. As I said before, all of my lessons use guided practice and modeling before asking students to apply their knowledge of the poetic devices in writing. I feel that modeling is the absolute best way to introduce new concepts, because it shows both the process, as well as exactly what my expectations are for the students. I also included some group work in this learning segment. Im in Vygotskys club when it comes to encouraging social interaction to build learning. The activities that apply group-work strategies reflect that. Lastly, I wanted to use a technological application in this learning segment. As a result, the entire unit will be driven by PowerPoint, and one of the most important assessments (student poems) will require students to publish their work online in a forum setting where they can continue to socially interact and evaluate each others work. This incorporates the multi-modal teaching theorems supported by educators like Dr. Kist. It also continues to foster social interaction for constructing learning, and allows students to incorporate the highest level of Blooms taxonomy through evaluating each others work.

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INLA LESSON PLAN TEMPLATE ALIGNED WITH TPA

Direct Instruction Metaphor & Simile Include source, if nonoriginal

Guided Practice Metaphor & Simile Include source, if nonoriginal

GROUPING OF STUDENTS AND RATIONALE FOR THAT GROUPING N/A

INLA LESSON PLAN TEMPLATE ALIGNED WITH TPA

Poetic devices Personification Imagery Figurative language Poets Intent Tone

INLA LESSON PLAN TEMPLATE ALIGNED WITH TPA

Poetic devices Alliteration Consonance Assonance Mood

Authentic Though taken from http://www.readwritethink.org/classroom-resources/lessonplans/poetry-sound-sense-848.html?tab=4

FORMATIVE OR SUMMATIVE Formative

STRATEGY#2 NAME OF STRATEGY Guided Practice (Onomatopoeia)

INLA LESSON PLAN TEMPLATE ALIGNED WITH TPA

PRIOR KNOWLEDGE NEEDED: (This can come from a formative assessment)

INLA LESSON PLAN TEMPLATE ALIGNED WITH TPA

Guided Practice Hyperbole and Allusion Include source, if nonoriginal

GROUPING OF STUDENTS AND RATIONALE FOR THAT GROUPING N/A

INLA LESSON PLAN TEMPLATE ALIGNED WITH TPA

INLA LESSON PLAN TEMPLATE ALIGNED WITH TPA

Poetic Device Unit Pre-Assessment

4. What does it mean if a poem has ABAB rhyme scheme?

Name _______________________ Partners Name _______________________

Identifying Metaphor & Simile in Text

_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

Nonsense Poem By Carol Gibson

Worksheet #4 The Bells Sound Device Activity

Your score _____ / _60_

Honors 9 Poetic Device Exam

1. How many stanzas are in this poem? (2 points)

2. Identify two lines that use enjambment. (2 points)

3. What is this poems rhyme scheme? (2 points)

2. Write a simile about todays school lunch. (3 points)

3. Write a hyperbole about homework. (3 points)

A summary and analysis of pre-assessment and other factors

Special Education Category Example: Learning Disability

Number of Students Example: 4

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Name _ Partners Name _

___________________________________________ _ ___________________________________________