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Lesson #9
Name of Lesson: Part Two of The Highwayman
Goals and Objectives:
Goals: Students will be analyzing and identifying figurative language in poems.
Objectives: Students will be able to analyze and discuss major points of this particular poem
while citing evidence from the poem.
Standards:
Materials and Tools:
Materials: Students will need their literature books, a piece of paper, and writing utensils.
Procedures:
Anticipatory Set:
The teacher will write out the daily lesson on the whiteboard and also write It is time to
look inward and begin asking yourself the big questions: Who are you and what do you
want? on the whiteboard.
Students will turn to the correct page and listen to the part two recording of The
Highwayman
Students will take out a piece of paper after a quick discussion about the ending of the
poem. Students will then pick a character and write about how that character would react
in our own time period. Students will also need to cite a poem line or two about why they
think the character would act this way. At least five to seven complete sentences!
If some students finish early, the teacher will ask them to use the same piece of paper and
write down examples of similes and metaphors.
Students will put their name on the piece of paper and turn it in to their period basket or
to the teacher.
Reflective Assessment and Evaluation:
Evaluation and Assessment: The assessment will be what they write in their paragraphs and if the
students are able to locate similes and metaphors in the poem.
Troubleshooting: If students are disruptive, the teacher will first warn the students of increasing
homework, such as writing their own poem around the topic of their favorite hobby and the
figurative language handout 21-30.
Reflection:
The teacher will write down the daily lesson on the whiteboard and will also write It
only ends once. Anything that happens before that is just progress on the whiteboard.
The teacher will put students into groups of three or four and give them an envelope.
Remind the students that this assignment will need to be turned in at the end of class and
If some students need something more challenging, ask the students to create a simile,
metaphor, or another figurative language term in the poem.
Students will turn in the assignment to the teacher or to the basket and will be reminded
that homework is to finish the term handout. Remind students that this assignment will be
a grade.
Reflective Assessment and Evaluation:
Evaluation and Assessment: The assessment will be the newly created poems that each group
will create in class.
Troubleshooting: Students will rearrange the poem twice if they finished earlier than the other
groups.
Reflection:
Materials: Students will need their D.O.L. packet, writing utensils, and a piece of paper.
Procedures:
Anticipatory Set: (3 minutes)
The teacher will spend the first few minutes explaining both the quiz and the assignment
Students will complete page 38, section C and page 39, section B for the D.O.L. quiz.
After the students have finished the quiz, the student will exchange papers and correct
another persons quiz with the teacher going over the quiz.
The students will have a choice with this assignment. Students can either complete the
are not offering their input, the teacher will start going down the rows.
Students will need to create 3 stanzas with 12 or more lines in each stanza. Also, each
poem needs 4 figurative language terms (metaphor, simile, alliteration, oxymoron, idiom,
rhyme, poetry patterns, onomatopoeia, or personification) and the students can choose
which term they would like to use.
Closing: (3 minutes)
The teacher will have a small discussion about what we did in class and how they liked
this activity. If there is a way to make this a little more challenging for the students. There
will be no homework for any of the classes.
Reflective Assessment and Evaluation:
Evaluation and Assessment: The assessment will be the review of figurative language terms
before the creation of the three poems. Also, how the students form the figurative language
examples will be an assessment of their progress.
Troubleshooting: This lesson is designed as a group activity, however it can be made into an
individualized lesson if students are being disruptive. Also, even though there is three topics
already does not mean the teacher cannot come up with more (Valentines Day, favorite hobby,
favorite childhood memory, etc.)
Reflection:
The teacher will write I'm not crazy. My reality is just different from yours on the
whiteboard and get ready for the class.
Students will do the required pages and exercises for the D.O.L. packet.
The teacher will quickly review figurative language terms via small discussion and then
the teacher will hand out crosswords to the students. The rules for the crossword are
simple, the students need to find three figurative language terms and two topics or
random words. Then the students will write and include those terms in their poem. The
poems need to be at least sixteen lines.
Students will turn in their completed poems with their crossword attached, if some
students are not done, then it will be homework.
The teacher will write Life is a winking light in the darkness on the whiteboard and
prepare for class.
Students will work on the required pages and exercises from the D.O.L. packet.
Students will watch a short clip from The Princess Bride on YouTube with the two
characters rhyming with each other. The link is this: https://www.youtube.com/watch?
v=DP5-qJSzDUg
The students will be split into pairs, whoever they are closest too, and will pick a topic.
One students will say a sentence and write it down, then the other will have to rhyme the
last word. Whoever gets the farthest with the poem will win a prize. No one can use the
word orange in their sentence.
Students will play a new kahoot figurative language review game with the iPads and we
will continue this until either the class ends or after three or four rounds.
If there is still time left, they can complete the crossword.
Closing:
Evaluation and Assessment: The assessment will be the D.O.L. packet and the rhyming exercise
as well as the kahoot review.
Troubleshooting:
Reflection:
The teacher will write The training is nothing! The will is everything! The will to act
by Ra's Al Ghul on the whiteboard.
Students will complete the required D.O.L. pages and exercises in class.
Students will read the reading in the literature book and answer the following questions.
Students will also have a small discussion about the reading as a class.
Students will watch a few poetry videos and write a few sentences about each video
(what did they like, what did not make sense, etc.)
Also, the class will look over song lyrics and analyze the song by using figurative
language terms.
Closing:
If students still have some time, they can finish their magnetic poetry and share with the
rest of the class.
Reflective Assessment and Evaluation:
Evaluation and Assessment: The assessment will be the reading questions, the D.O.L. packet,
and the analyzing of videos and songs.
Troubleshooting:
Reflection:
The teacher will write Your focus needs more focus on the whiteboard and prepare for
the day.
Students will complete the required pages and exercises in our D.O.L. packets.
Students will need iPads to do this activity and will be reviewing figurative language
terms and examples. Students will review at least three or four times before the class has
to move on. The first five top ranking will receive a prize.
For the rest of the period, students will be listening and analyzing song lyrics while
looking for poetry devices in the songs.