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1. State Standard(s):
-RL.6.10
By the end of the year, read and comprehend literature, including stories, dramas, and poems, in
the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of
the range.
-RL.6.7
Compare and contrast the experience of reading a story, drama, or poem to listening to or
viewing an audio, video, or live version of the text, including contrasting what they “see” and
“hear” when reading the text to what they perceive when they listen or watch.
-W.6.9
Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different
forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their
approaches to similar themes and topics”).
3. Objective(s): Students will be able to locate, properly identify, correctly label and gain an
understanding of the poetic devices used in over a multitude of texts.
5. Instructional Procedures:
a. Motivation/Engagement: (8 minutes)
● Teacher will (TW) start to play music when the students walk into the classroom
and will give the students a copy of lyrics (Rolex by Ayo and Teo).
● (TW) ask students about the some of the music that they like to listen to.
● TW ask students if music can be considered poetry? TW also ask students about
their background knowledge pertaining to poems.
● TW accept all answers offered and gently guide students to the proper answers.
c. Closure: (5 minutes)
● Teacher will ask students to discuss in their groups which why they believe most
people find it difficult to read and understand Shakespeare versus the music of
today.
d. Extension:
● Students will be asked to use the back of their worksheet to create their examples
of the poetic devices that were taught during the lesson.
8. Homework Assignment:
a. Students are to choose their favorite song and identify their favorite rhymes within the
song. They will be asked to find another poetic device within the song that they have
chosen.
9. Reflection
a. Strengths
i. The students were able to relate to the lesson because I used music that is
current and well known to their generation. I feel that using Shakespeare
as an example of writing that they may not understand. I also go the
chance to show that as a teacher I do not know everything, which helped
me build credibility with the students.
b. Concerns
i. I feel that some of the students did not connect because a rap and pop song
were used. If I would have known what kind of music the students liked to
listen to, I would have allowed them to use the genre they like to find the
examples as the final assignment.
c. Insights
i. During this lesson, I was able to reach the students and help them enjoy
the lesson as much as I did. I realize that this lesson took longer than I
expected so it had to be split between two days. The students were more
engaged the second day but if I had planned it for a day that the students
have block periods. This would have given me the time to delve deeper
without having to stop and pick back up the next day.