Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher: Melissa Maiste

Date: Tuesday, April 14th

Subject/ Topic/ Theme: Introduction to Poetry and Figurative Language

Grade: 6

I. Objectives
How does this lesson connect to the unit plan?
This lesson is an introduction to poetry and figurative language. We will talk about what poetry and figurative language are. These
are the main topics of the unit, so this will be a basis for future lessons. We will also begin learning about the different types of
figurative language, which will prepare them to do some more activities about figurative language in the next lesson and identify
figurative language when we do poetry.
cognitiveR U Ap An E C*

Learners will be able to:

List some of the main elements that make a poem a poem.

Define figurative language.
Match the terms simile, metaphor, alliteration, idiom, hyperbole, personification, onomatopoeia, oxymoron, imagery,
and foreshadowing to their definitions.

physical
development

socioemotional

RU
RU
R

Common Core standards (or GLCEs if not available in Common Core) addressed:
ELA L.6.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Outline assessment
activities
(applicable to this lesson)

What barriers might this

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There is little prerequisite knowledge needed for this lesson since it is an introduction to the unit. I do
assume that students have some sort of minimal experience with or knowledge of poetry they can draw
on for my opening activity, which will help put what we learn about poetry in context. I do not assume
that students know anything about figurative language or the figurative language devices, although
some may and this will be an advantage to them. I also assume they have basic reading, and
comprehension skills.
Pre-assessment (for learning): At the beginning of class students will be listing out some of their
experiences with or thoughts about poetry and some of the qualities they think are important to poetry
before I tell them anything about poetry. This will set a baseline for what they know and help me
know how well they already know poetry.
Formative (for learning): No formative assessment for learning is directly incorporated in this lesson.
Formative (as learning): Students will write down notes on the six main elements of poetry I want them
to know, and will fill out their figurative language charts as we go through the different figurative
language devices. I will be watching to make sure each student is writing down notes. Tomorrow they
will do more activities where I will be able to evaluate their understanding.
Summative (of learning): Summative assessment is not a part of this lesson directly since they are just
learning the content.
Provide Multiple Means of
Representation

Provide Multiple Means of

Action and Expression

Provide Multiple Means of

Engagement

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Provide options for perceptionmaking information perceptible

Provide options for physical actionincrease options for interaction

When we talk about what

poetry is, students will first
discuss verbally and then we
will record their answers and
my list of important elements of
poetry visually to help them
better comprehend. When we
talk about figurative language, I
will write out the information I
want them to know and have
them copy the information
down so they better
comprehend it. I will represent
rhythm verbally by having them
read a poem more rhythmically
instead of just defining rhythm.

Students will interact in groups

during the lesson. They will talk
about poetry and what makes a
poem with each other. They will
also read a poem aloud together
several times adding different
effects to show rhythm, which
will be more physical and
interactive.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

I will express the definitions of

figurative language, figurative
language terms, and poetry in a
variety of manners so students
will understand the language. I
will give examples of each
different type of figurative
language so the definitions are
easier to understand.
Provide options for comprehensionactivate, apply & highlight

The activity at the beginning

will activate students prior
knowledge about poetry and get
them engaging in the subject.
The chart will organize the
information so important terms
are highlighted. They will have
the chance to apply these terms
more in the next lesson.
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom

be set up for this lesson?

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Provide options for recruiting

interest- choice, relevance, value,
authenticity, minimize threats

The students will get to think

about which parts of poetry they
think are most relevant before
we start defining poetry.

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

The students will express

themselves verbally at the
beginning, talking about poetry
in their groups. Then they will
express the thoughts they
discussed visually on the board.

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

Students will have a baseline of

what they knew about poetry
before the unit, so this will set
them up to look back and see
what they have learned as we go
through the unit.

The students will examine their

own thoughts and expectations
as they compare what they
knew about poetry to what they
have learned after this lesson.
They will self-assess and reflect
more later in the unit.

Large sheet of paper to hang on the board for opening activity

Markers
Elements of poetry handout
Rain In Summer handout
Figurative Language guided notes charts for students
Projector

My students are set up in groups of four. They will be able to discuss in these groups. If the
groups need to be evened out better I will move students around at the start of class. I will be
at the front writing on my chart on the board or using the projector. This setup will work for
the whole lesson.

III. The Plan

Time

Components

8:25

8:30

Motivation
(opening/
introduction/
engagement)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Ask students to discuss the experiences
Discuss at their table groups.
they have had with poetry, feelings they
Go up to the board and write two of their
have towards poetry, poems they like or
thoughts/feelings/etc.
dislike, and anything that comes to mind
when I say poetry. Then say that everyone
must go up to the chart on the board and
write two of these thoughts on the chart.

8:35

8:40

Development
(the largest
component or
main body of
the lesson)

8:45

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Tell students to look at the poem Rain In

Summer. Read it aloud to them.
Ask them to discuss what things they see
in this poem that make it a poem as
opposed to prose or a textbook. What is a
poem? Tell them every group must send
one person up to write at least three things
on the chart.
Use what they have written on the chart
and expand upon it or add to it to end up
with the key elements meaning,
expression, rhythm, rhyme, figurative
language, form. Ask them to write
MERRFF down the side of a sheet of
paper and then fill in the six elements for
each letter.

Listen, contribute to conversation if I ask

questions. Write down the six elements of
poetry I write on the board in their
notebooks.

Introduce reading activity to illustrate

rhythm in Rain In Summer. Ask if a
student wants to be the reader, if not the
teacher can read the poem.
Read the poem once with just the voice,
then again with one group tapping their
fingers on their desks lightly to imitate the
sound of rain, then a third time with
another group clapping at every pause.
Ask them how this was different from just
reading the poem and how this shows the
rhythm of poetry, make the connection to
rap/music.

Participate in the activity as directed.

Discuss what they learned from it.

Transition to figurative language. Ask

them to turn to their figurative language
chart.
Fill in chart on the projector. Begin with
the definition of figurative language and
talk about the difference between
figurative and literal language with them.
Then begin going through the definition
and examples for each figurative language
device and explain more as necessary.

Fill in notes where there are blank spaces.

Participate as I ask questions to the class.

Listen to the poem. Discuss what they

think makes a poem a poem in their
groups.
Go up to the board and write three things
as a group. (Or send one student up, etc.)

9:00
Closure
(conclusion,
culmination,
wrap-up)

Thank students for being polite and

working hard this period (if they were).
Tell them that tomorrow we will be doing
some activities with figurative language
that will help them remember and
understand the devices better. Remind
them to make sure to bring their charts
tomorrow for these activities.

Listen, pack up and go to their next class.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
This lesson went fairly well! I was hesitant to have a day with a lot of note-taking, because they arent as actively engaged in it and I
dont really like talking in front of the whole class for that much of the class period anyway, but as it was the first day of the unit I
had to give them a lot of the basic information I want them to know for future activities. Even though there was a lot of note-taking,
the students seemed fairly engaged and all of them were writing notes the whole time they were supposed to be. I am glad I had them
go up and write on the chart on the board at the beginning as well, the substitute who observed me teaching this lesson said he
thought this was good because it got some movement and interaction into the lesson even when it wasnt an easy lesson to do that.
They seemed to have less prior knowledge of poetry and figurative language than I was expecting, they seemed to struggle with the
questions I asked them and when I asked if they had heard of certain figurative language devices before I saw a lot of nos around the
room. One thing I might have been able to do better is formulate exactly what Im going to say when I ask them to discuss questions
as a group (when I asked them to talk about their expectations and thoughts on poetry and then what they thought made a poem a
poem) so that I am as clear as possible about what they are supposed to be doing. I also could improve the overall flow of my lessons
transitioning between activities, but I think I will learn to do that as I spend more time leading the whole class.

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