Unit Plan For 6th Language Arts Figurative Language and Poetry

Figurative Language and Poetry Unit Plan for
6th Grade Language Arts
This unit plan is largely based on the specific need to get my 6th grade students
consistently more comfortable with writing. This specific unit does so through the teaching
of figurative language and poetry concepts. By keeping writing a consistent part of the
classroom agenda, I am not only preparing students to become more comfortable with
writing but also helping students discover and experiment with their own voice in writing.
Even though there is now 6th grade writing SOL, the earlier students can begin to build a
strong relationship with their own writing, the easier it will be for them to do their writing
SOL in 8th grade and writing college papers later down the road.
I’ve also decided to use a lot of contemporary songs and ideas in this unit plan in
order to generate student interest in my material. For example, I’ve prepared many class
activities and bellringer assignments that encourage students to analyze popular song
lyrics that they would be hearing on the radio and on their Spotify frequently. By applying
the lens of figurative language to my 6th graders arsenal of analysis, they will have the
ability to better understand references in today’s pop culture as well as be able to improve
their own writings by peppering in figurative language devices.
In my poetry unit especially, I’ve chosen to apply real world issues and topics in
order to really jump start interest and engagement in my classroom. It is my hope to also
use this unit plan to bring real world issues and debates to the young minds in my class.
DAY 1 – Introduction to figurative language AND Pre-Assessment
DAY 2 – Similes
-Simile stories
DAY 3 – Metaphors
-Song lyrics activity
DAY 4 – Hyperbole
-Fishing story activity
DAY 5 – Personification
-Personification in poetry activity
DAY 6 – Trashketball figurative language review
DAY 7 – Alliteration
-Alliteration Slideshow quiz
-Alliteration in poetry activity
DAY 8 – Oxymorons
-Oxymoron story activity
DAY 9 – Onomatopoeia
- Picture prompt activity
DAY 10 – Figurative Language Post-Assessment AND Introduction to Poetry
DAY 11 – Limericks
-Limerick writing
DAY 12 – Ballads (Part 1)
-“Tale of Custard the Dragon” by Ogden Nash

DAY 13 – Ballads (Part 2) AND Introduction to Where I’m From Poems
-Ballad writing
-“Where I’m From” poetry introduction
DAY 14 – Where I’m From Poems Brainstorming
-Brainstorming interviews
DAY 15 – Where I’m From Poems (Finish)
DAY 16 – Haiku (Part 1)
-Haiku picture prompts
DAY 17 – Haiku (Part 2)
-Haiku chain activity
-Haikus from a hat activity
DAY 18 – Free Verse (Part 1)
- “Mosquitoes” by Aimee Nazhukumatahil analysis activity
DAY 19 – Free Verse (Part 2)
-TED Talk Fish bowl discussion
-Writing free verse
DAY 20-Poetry Unit Finisher

Candidate Name: Thomas Ordway Date: February 25th , 2019 Grade Level: 6th Grade
Language Arts
Lesson Title/Topic: Introduction to Figurative Language and Similes
Standards:
6.4 The student will read and learn the meanings of unfamiliar words and phrases within
authentic texts.
d) Identify and analyze figurative language.
6.5 The student will read and demonstrate comprehension of a variety of fictional texts,
narrative nonfiction, and poetry.
j) Identify and analyze the author’s use of figurative language.
Specific Observable Objective(s):

 Define and understand the purpose of figurative language
 Provide examples of literal language and figurative language
 Work as a group to create a story using figurative language and to identify figurative
language in a story.
Essential Vocabulary:
Figurative Language
Literal Language
Assessment:
I will informally assess each student’s ability to define and know the difference between
figurative and literal language. I will do this by asking students to 1) provide at least one
example of each 2) create a story as a group with at least 10 sentences and 3 examples of
figurative language and 3) write the definitions of each at the end of class.
Student Considerations:
I plan to give a slot note sheet for students who have trouble keeping up with lesson
instructions so that they may focus less on writing and more on listening.
Instructional Resources, Materials, and Technology:

Projector, slideshow, figurative language pre-test handout, figurative language note sheet
outline and filled in version (plus copies of each), writing utensil, loose-leaf paper
PROCEDURES:
The Beginning (a.k.a. Anticipatory Set): (35 minutes)
Students will begin class by being handed a figurative language pre-test that will
assess their prior knowledge of figurative language devices. Once every student has
turned in their pre-test, I will display for students a writing prompt to warm up..
Student’s will see:
Think of a celebrity that you look up to or keep up with. This could be an actor,
musician, Youtuber, etc. Now describe this person to me as though I knew nothing
about them. Use at least 5 sentences in your description.
My bet is that some of them unconsciously will decide to use figurative language.
When they’re done, I will have a few share their chosen celebrity and description.
When I notice that someone has used figurative language, I’ll point it out and ask the
class to think literally about that example. “When ____ says _____, do you think he
means that literally?” “What would it look like to instead make that sentence
literal?” “Why is the non-literal sentence better”
The Middle: (50 minutes)

Then I will begin my figurative language PowerPoint and pass out the figurative
language notes handout sheet. I will tell them that the figurative language is
language that we use that is not meant to be taken literally. They will be asked to
copy down the definition of figurative language into their notes. I will also provide a
few examples of figurative language and literal language sentences, modeling both
types for them.
Then I will ask students to raise their hands and give me their own examples of
figurative language. I’ll throw out a few culturally popular ones to get a few smiles
and after this, I’d expect them to come quickly.
Then I will display a mixture of figurative and literal language examples on my

slideshow and ask individual students to tell me whether each is figurative or literal
and why they think so.
Next, students will be placed into groups of 2-3 and be given the following prompt
Create a story with at least 10 sentences in which you use at least three examples
of figurative language. Spend about 15 minutes working on this.
Then swap your story with another group’s and see if you can highlight every
example of figurative language the other group put into their story.
When finished, students will turn in the other group’s paper.
The End (a.k.a. Closing): (5 minutes)

As an exit slip, student will be asked to write down on a piece of paper one example
for both figurative and literal language and they must define figurative language.
Candidate Name: Thomas Ordway Date: February 26th, 2019 Grade Level: 6th Grade
Language Arts
Lesson Title/Topic: Similes
Standards:
authentic texts.

Students will be able to:
 Recall information on figurative and literal langauge
 Identify and define similes
 Create a story as a group using similes
Figurative Language
Literal Language
Simile
Assessment:
I will informally assess each student’s ability to identify and use similes. I will do this by 1)
checking to make sure students have filled in the simile section of their note handout and
2) create at least two of their own similes and 3) create a story as a group with at least 3
similes.
All learners will receive necessary accommodations and/or modifications as needed and
outlined in IEP or 504 plans. Students that are deaf and/or hard of hearing will be given
written instructions and students that are blind or visually impaired can complete the
assignment verbally or work with a scribe. English language learner students may receive
one-on-one help from the teacher or an aide as necessary when writing in English.

Figurative language slideshow, writing utensils, notebook paper, slot-note handouts,
projector
PROCEDURES:

Students will enter class and will see 10 assorted literal and figurative sentences.
Students will be asked to label each sentence on a blank piece of paper.
When students have finished and turned in their answers, we will go over the
answers as a class.
Then I will begin my simile introduction of my lesson. Students will be told to get
out their figurative language note sheets so that they can fill in the simile section.
Then I’ll give my students the definition of a simile and multiple examples.
Then I’ll ask students to verbally give me examples of similes o that I can give
immediate verbal feedback to them in response.
Then, I’ll put students into groups of 2-3 and tell group that they will now need to
create a story about a superhero that has at least 10 sentences and 3 similes.
When students have finished writing their stories, they will have the option of
reading their story to the class

Before leaving class, students will be required to do an exit slip assignment:
Students must write down two examples of a simile and the definition of a simile on
a sheet of paper.
Candidate Name: Thomas Ordway Date: February 27, 2019 Grade Level: 6th Grade
Language Arts
Lesson Title/Topic: Metaphors
Standards:
authentic texts.

 create two similes based a picture prompt
 define metaphors
 identify at least 2 metaphors in a song lyrics
 create at least 1 metaphor
Figurative language
Simile
Metaphor
Assessment:
I will informally assess the student’s ability to create a simile based on a picture prompt. I
will look for the following as evidence that students have attained the objectives: 1)
students will create at least 2 similes given a picture prompt
I will informally assess the student’s ability to define, identify, and create metaphors. I will
look for the following as evidence that students have attained the objectives: 1) student’s
participating in filling in the metaphor section of the figurative language note sheet, 2)
identifying at least 2 metaphors within the provided song lyrics, and 3) creating one
metaphor of their own with 100% accuracy.

Figurative language note sheets, figurative language presentation, song lyrics handouts,
loose leaf paper, pencils, projector
PROCEDURES:

Students will walk into the classroom and see a Bellringer on the projector, asking
them to create at least two similes based on the picture prompt displayed. Students
will have about 10 minutes to do this.
Once finished, students will be asked if they would like to share what they wrote.
Then they will turn in their answers.
When all the papers have been collected, I will ask students to get out their
figurative language notes so that they can begin to fill in the metaphor section. I will
display my intro to metaphors section of my figurative language slideshow.
I will explain that the definition of metaphors is:

A comparison between two things not using like or as
Notice how the only difference between a simile and a metaphor is the use of like or
as.
Then I’ll ask a student to give me an example of a simile. Then I’ll ask them to give
me the same comparison without using like or as. This is a metaphor!
Then, I’ll show students how the song “Sunflower” uses multiple examples of
metaphors and I will get the class to figure out why the writer decides to make these
different comparisons:
Ex. Why does the writer call his subject a sunflower? How does loving being too
much relate to a sunflower?
After a few minutes of discussion, I will get students into groups of three and will
then tell students that they will be receiving their own song lyrics. Each group will
get a different lyric. They will be tasked with identifying the metaphors within their
lyrics and then with trying to explain the meaning of one of their metaphors.
When groups have finished this, each group will present what they found and why
they think their writer chose to use one of their metaphors.

As an exit slip, students will be asked to define metaphor and create one example of
a metaphor.
Candidate Name: Thomas Ordway Date: February 28, 2019 Grade Level: 6th
Language Arts
Lesson Title/Topic: Hyperbole
Standards:
authentic texts.
Students will:
 Create two examples of simile and two examples of metaphor based on a
picture prompt
 Create three examples of hyperbole within their own “fishing story”
Simile
Metaphor
Hyperbole
Assessment:
Formative assessments
Students will:
 Create two examples of simile and two examples of metaphor with 80-100%
accuracy
 Create three examples of hyperbole in with 80-100% accuracy
Many students have a note-taking related 504 or IEP and so I have prepared slot notes for
them to make taking notes easier for them as well as already filled in notes. Also, this
lesson’s activity is very broad allowing for students to pick their own interests when it
comes to the story that they wish to apply hyperbole to.

Projector, figurative language slideshow, figurative language notes, half sheets of paper for
Bellringer
PROCEDURES:
An image will appear on the projector screen for students to observe and generate
ideas for creating their own similes and metaphors. Students will be handed scrap
paper to write these out on.
Then I will call on examples from those who are willing to share what they wrote.
After this, I will collect their papers.
First, I will ask the class if they know what exaggeration is.
When is it used typically?
Why is it used?
Then I will show my exaggeration video (3min)

I may decide to show this twice: Once to prep them for hyperbole and another time
to get them to write down some examples they hear from the video.
Then we will share examples from the video that we heard.
Then we will get out our note sheets and fill in the hyperbole section as a class while
I use the ELMO.
Next, we’ll look at a few examples of hyperbole used in poetry as a class and analyze
it.
Then, I will begin preparing the class for my “Big Fish Story” activity.
I will tell the class a story of mine first as normal, without any hyperbole. THEN I
will add hyperbole to it to make it more exciting.
After this, I’ll ask the class which they liked more and why.
Which was true and which was fake?
Then I will group students into groups of two and each group will be able to create
their own “Big Fish Story”
Students must use at least three examples of hyperbole in their story.

Listening students must be writing down the hyperbole that presenting students
mention in their stories.

I’ll end with asking the class the definition of hyperbole and asking for examples of
it.
Candidate Name: Thomas Ordway Date: March 1, 2019 Grade Level: 6th Grade Language
Arts
Lesson Title/Topic: Personification

Standards:
authentic texts.

 Recall information from prior lessons and create two examples of similes, two
examples of metaphors, and one example of hyperbole given a picture prompt with
80%-100% accuracy
 Identify and explain personification within poems displayed on the screen
 Identify other figurative devices used within various poems
Figurative language
Simile
Metaphor
Hyperbole
Personification
Assessment:
I will informally assess the student’s ability to create similes, metaphors, and hyperbole
based on a picture prompt. I will look for the following as evidence that students have
attained the objectives: 1) students will create at least 2 similes 2) 2 metaphors and 3) 1
hyperbole given a picture prompt.
I will informally assess the student’s ability to identify and explain examples of
personification within various poems. I will look for the following as evidence that students
have attained the objectives: 1) students identify and attempt to explain the use of at least
two examples of personification within their given poem and 2) identify at least two other
examples of figurative language devices.

Figurative language note sheets, figurative language presentation, poetry handouts, loose
leaf paper, pencils, projector
PROCEDURES:

Students will walk into the classroom and see on the projector screen a Bellringer
displaying a picture prompt and asking them to create two similes, two metaphors,
and one hyperbole about the picture prompt.
When students have finished this, I will have a few students read their examples of
figurative language out loud. Then I will collect papers after this.
Then I will ask students to get out their figurative language notes and will announce
that we will be learning about personification today and that they’ll be filling in this
portion of the notes sheet.
Then I will begin the figurative language presentation and will display the
personification portion of it.
Students will see the definition of personification and multiple examples.
Then I will display various excerpts from poems that have multiple examples of
personification within them. Students will raise their hands and vocally identify
examples of personification within these poems.
Then I put students into groups of two and will pass out the various poem cutouts
that I have prepared. Each group should have a different poem.
These groups will be given two prompts that they will need to complete:
Prompt 1: identify and explain at least 2 examples of personification within

your poem.
Prompt 2: identify and explain at least two other types of figurative language
device uses.
When groups have finished, they may be given another poem to complete.
After enough time has gone by, students may present their findings if they wish.

Exit slip: students must write down at least two examples of personification and its
definition.
Candidate Name: Thomas Ordway Date: March 4th, 2019 Grade Level: 6th Grade
Language Arts
Lesson Title/Topic: Figurative Language Review Day
Standards:
authentic texts.

Students will:
 Create an example of each of the figurative language devices learned so far with 80-
100% accuracy.
 Participate in groups of 3-4 to identify the correct figurative language devices used
in a variety of types of literature including poetry.
Figurative Language
Simile
Metaphor
Hyperbole
Personification
Assessment:
Formative assessments
Students will:
 Create an example of each of the figurative language devices learned so far with 80-
100% accuracy.
 Actively participating in their group to identify the correct figurative language
device with 80-100% accuracy.
Student Considerations: Many students have a note-taking related 504 or IEP and so I
have prepared slot notes for them to make taking notes easier for them as well as already
filled in notes. Also, students will be able to use their notes during the review game which
should encourage use of their note page.
Instructional Resources, Materials, and Technology

Projector, figurative language slideshow, figurative language notes, half sheets of paper for
Bellringer, scrap paper for paper balls, trash can, white boards, dry erase markers.
PROCEDURES:
Students will walk into the classroom and see a Bellringer displayed on the
projector screen.
Bellringer: students must read the song lyrics displayed on the screen, identify the
type of figurative language, and then explain the purpose of that figurative language.
I will then go over the answers to the Bellringer and actively engage students by
asking them for the answers.
Then I will collect the papers.

Next, I will split my class into 4 to 5 groups based on class size and by student
performance. I will do my best to evenly distribute student performance. Then I will
begin to go over the rules to figurative language trashketball.
A figurative language in context will be displayed on the board and students will be
given about 45 seconds to identify the type of figurative language. Groups must hold
up their dry erase boards with the correct answer to get a point.
Groups will have an opportunity to shoot for every point they received during the
game.
I will remind the class that their English benchmark test is tomorrow and that they
should take a few minutes of their time to review their figurative language notes
tonight. If time allows, I will also verbally ask for examples of each figurative
language device we’ve learned so far.
Candidate Name: Thomas Ordway Date: March 5, 2019 Grade Level: 6th Grade
Language Arts
Lesson Title/Topic: Alliteration
Standards:
authentic texts.

Students will:
 Review simile, metaphor, hyperbole, and personification
 Be able to identify alliteration within poetry
 Be able to define alliteration
Figurative Language
Simile
Metaphor
Hyperbole
Personification
Alliteration
Assessment:
Students will:
 Complete a Bellringer/review quiz of simile, metaphor, hyperbole, and
personification with 80-100% accuracy
 Identify at least one alliteration example within a given poem with 80-100%
accuracy
 Identify other figurative language devices within a poem with 80-100% accuracy
Student Considerations: For students who struggle with legible handwriting, a

paraprofessional with assist them in writing down their thoughts on paper for them. For
students with read aloud IEPs, a paraprofessional or I will read their poem and questions
that need to be answered to them upon request. A slot-version of the figurative language
notes as well as an already filled in version will be available for students who require
written notes and who have trouble with handwriting.

Projector, figurative language slide show, loose leaf paper, pencils, poem cut outs for
groups
PROCEDURES
Students will walk into class and see on a Bellringer on the board for them to do that
will require them to review simile, metaphor, hyperbole, and personification. Once
students are finished, their papers will be collected and then we will go over the
answers to the Bellringer as a class.
Next, I will transition to the introduction to alliteration. I will ask students to pull
out their figurative language note sheets so that we can fill in the alliteration section
of the sheet together. Students will be instructed to copy down the provided
definition of alliteration projected on the screen. Then I will prompt students to
consider what a good reminder word for alliteration might be. After hearing a few of
theirs, I will throw out the word “all” because it is the first three letters of
alliteration as well as it reminds me how alliteration is “all the same beginning
sounds.”
Then I will provide an example of alliteration:

Peter Piper picked a peck of pickled peppers
This will make them think of common tongue twisters and I will remind them that
tongue twisters are just extreme examples of alliteration.
Then I will move into discussing individual prepared examples of alliteration that I
have put into separate slides. I will ask for each example “where is alliteration
present here, it at all?” These examples will be designed to progressively get more
challenging, helping students to understand that alliteration is not words with the
same first few letters, but rather words that have the same beginning sound.
After this exercise as a class, I will prepare the class for the last activity.
I will tell students that I will let them choose a partner for this activity and that they
will be responsible, after being given a poem, for 1) locating as many examples of
alliteration within their poem as possible and 2) then locating as many examples of
the other figurative language devices we have previously discussed. Groups will
each be given a different poem to work on.
Groups that finish quickly will simply be given another poem to work on in order to
help with further practice.

Lastly, I will announce with about 10-15 minutes left of class that any group wanting
to may step up and present their findings to the class. The only thing I ask of them is
to, when getting to their figurative language examples that they find, to present it as
a question. For example:
Tanner notes “Life is a broken-winged bird” within the poem “Dreams” by Langston
Hughes as a metaphor but should present it to the class as “Life is a broken-winged bird.
What figurative language device is this an example of?”
Candidate Name: Thomas Ordway Date: March 6, 2019 Grade Level: 6th Grade Language
Arts
Lesson Title/Topic: Oxymorons
Standards:
authentic texts.

 Recall information from prior lessons and identify various examples of figurative
language with 80%-100% accuracy
 Define and identify 4 examples of oxymorons within a text
 Create 2 examples of oxymorons within a narrative
Figurative language
Simile
Metaphor
Hyperbole
Personification
Alliteration
Onomatopoeia
Oxymoron
Assessment:
I will informally assess the student’s ability to recall information about the previous
figurative language devices learned given various sentences. I will look for the following as
evidence that students have attained the objectives: 1) students will correctly identify the
figurative language examples in at least 8 of the 10 sentences
I will informally assess the student’s ability to define, identify, and create oxymorons. I will
look for the following as evidence that students have attained the objectives: 1) students
will fill in the oxymoron section of their figurative language notes, 2) identify at least 4
examples of oxymorons in a given story, and 3) create at least 2 examples of an oxymoron.

Figurative language note sheets, figurative language presentation, story handout, loose leaf
paper, pencils, projector
PROCEDURES:

Students will walk into the classroom and see a Bellringer on the projector, asking
them to identify to figure out which figurative language devices go with each
sentence. Some could be paired with multiple figurative language devices. When
finished, students will switch papers with a neighbor, and we will grade papers
together as a class.
Then I will begin my oxymoron portion of my presentation. Students will be asked
to get out their figurative language note sheets so that they can fill in their
oxymoron sections.
After this shorter introduction/lecture on oxymorons, I’ll ask students to think of

some of their own opposite pairings so that they can vocally tell me some examples
of oxymorons.
Then I’ll pass out a story that has multiple examples of oxymorons within in. I will
put students into pairs. Their goal is to identify all the oxymorons within the story.
When groups have discovered all the oxymorons within the story, they will be asked
to create their own oxymoron story.
Pairs will be required to write an oxymoron story with at least two examples of
oxymoron within it. Stories will be required to be at least 8 sentences long.

When students have finished writing their stories, they will be asked to begin their
exit slip prompt:
Write down the definition of oxymorons and give two examples.
Language Arts
Lesson Title/Topic: Onomatopoeia

Standards:
authentic texts.

Students will:
 Identify alliteration in a poem
 Define and identify onomatopoeia
 Create at least 3 examples of onomatopoeia
Figurative language
Simile
Metaphor
Hyperbole
Personification
Alliteration
Onomatopoeia
Assessment:
 Identify alliteration in a poem with 80-100% accuracy
 Create at least 3 examples of onomatopoeia with 80-100% accuracy
For students who struggle with legible handwriting, a paraprofessional with assist them in
writing down their thoughts on paper for them. For students with read aloud IEPs, a
paraprofessional or I will read questions that need to be answered to them upon request. A
slot-version of the figurative language notes as well as an already filled in version will be
available for students who require written notes and who have trouble with handwriting.

Projector, figurative language slide show, figurative language note sheets, loose leaf paper,
pencils,
PROCEDURES:

Students will walk into class and begin working on a Bellringer that will be
projected for them. Students will be asked to identify as many examples of
alliteration as possible within the provided poem.
When about 10 minutes has passed, I will collect their papers and quickly ask
students to share instances of alliteration they found within the projected poem.

After the bellringer, I will begin my instruction on onomatopoeia. I may throw or
drop a few things in the class as a way of hooking students. Then I will ask them to
write the sound that thing made in word form. I’ll then explain that this is what
onomatopoeia is. Because this day will only have 45 minute blocks, I will have to be
a bit more brief in my introductory instruction.
I will project the definition of onomatopoeia for students so that they can copy this
into their figurative language notes, then ask students for possible reminder words.
My suggestion will be “nom” because this is a sound that people relate to eating.
Finally, students will fill in the example with an example that best reminds them of
onomatopoeia.
Then I will show the class a series of picture prompts to get them thinking of
possible sounds that might be related to these pictures. Students will take a few
minutes for each picture to write down some onomatopoeia examples that are
inspired by these pictures and after this time I will have volunteers share what they
wrote.
The End (a.k.a. Closing): (1 min)

Students will turn in the paper on which they wrote they examples inspired by the
picture prompts.
Language Arts
Lesson Title/Topic: Figurative Language Post Test and Poetry Introduction
Standards:
authentic texts.
f) Extend general and specialized vocabulary through speaking, listening, reading, and
writing.
6.6 The student will read and demonstrate comprehension of a variety of nonfiction texts.
l) Use reading strategies to monitor comprehension throughout the reading process.

Students will:
 Complete the figurative language review Bellringer with 80-100% accuracy
 Complete the figurative language post test with 80-100% accuracy
 Read and annotate “Tamara’s Opus” handouts
 Participate in class discussion on “Tamara’s Opus”
 Compare and contrast reading “Tamara’s Opus” with watching a video of the author
reading it.
Figurative language
Simile
Metaphor
Hyperbole
Personification
Alliteration
Onomatopoeia
Poetry
Free Verse
Assessment:
I will informally assess and then formally assess the student’s ability to define and identify
figurative language. I will then look for the following as evidence that students have
attained the objectives: 1) students complete both figurative language assessments within
allotted time 2) with 80-100% accuracy.
Then I will informally assess my students’ ability to read and annotate the poem provided
and participate in class discussion on the poem. I will look for the following as evidence
that students have attained the objectives: 1) students highlight/circle at least one thing
within the poem that is confusing or interesting, and 2) participate in class discussion on
“Tamara’s Opus.” 3)Lastly, students will turn in a written response based on whether or
not they liked/disliked the poem and why before leaving.
Student Considerations: For students with vision problems, I will print out individual
copies of the poem handout so that they don’t have to take a picture of the poem on the
projector screen. Students with read-aloud IEPs will be given the option to have one of the
teachers in the room read questions on the post test to them.

Projector, figurative language PowerPoint, scrap paper, pencils, post test copies, “Tamara’s
Opus” handouts, poem video link
PROCEDURES:

Students will walk into the classroom and see a figurative language Bellringer on the
board. I will pass out half sheets of paper as they walk in so that they may answer
the Bellringer questions. After about 10 minutes, I will collect these papers. Then I
will go over the answers to the questions to review for the post test.

Before beginning the post test, I will make sure students understand that I need
everyone to take this test in complete silence and without help from anyone unless
permitted by an IEP or 504 plan. I will also make sure desks are separated from
each other to aid in any glancing at other student’s tests.
Once ground rules are laid, I will distribute the test to students. I will give the
students however long they need to complete the test, however, I believe it will only
take most of the students no more than 20 minutes to finish it. Students who finish
will be told to raise their hands so that I may know to come to them and take their
test. These students will also be given the “Tamara’s Opus” handout to begin.
Once all students have finished, each student should be reading and annotating the
poem handout they get from me upon turning in their test. Assuming there are at
least 30 minutes left in class, I will follow through with introducing poetry. I hope to
give every student at least 10 minutes to read, reread, and leave some sort of
annotation on their poem. After this, I will ask students to share what are some
things that they annotated on their handout. What were some things that stood out
to you or confused you? After about 10 minutes of discussion I will move on to
showing the class the spoken word version of this poem.
Then I will ask the students the differences between reading the poem and hearing
the poem. Are there any differences of feeling? Did you feel the same way you did
after you read it versus after listening to it? Why do you think so? Does the video
detract or improve the poem experience in anyway? Does it affect how you imagine
the poem being said? The tone?

I’ll pass around half sheets of paper and ask the students if they enjoyed this poem
or not and why. Students will write their response and turn them in on the way out
as an exit slip.
Language Arts
Lesson Title/Topic: Limericks
Standards:
authentic texts.
writing.
6.7 The student will write narration, description, exposition, and persuasion.
c) Organize writing structure to fit mode or topic.

Students will:
 Identify and define limericks
 Annotate a limerick as a class and then individually.
 Create their own limerick with 80-100% accuracy
Poetry
Rhyme scheme
Stanza
Limerick
Assessment:
I will informally assess student’s ability to annotate, define, and create a limerick by
requiring students to 1) write at least 3 annotations on a limerick and 2) to create their
own limerick with an AABBA rhyme scheme.
Student Considerations: Because I have a few students with poor vision, I am making
print outs for all students to have individually have right in front of them.

Loose leaf paper, pencils, limerick handouts, ELMO overhead projector
PROCEDURES:

Students will walk in to class and will see multiple limericks on the board with the
question: “In what way are all of these poems similar?”
After about five minutes, we will discuss the answer to this question (their AABBA
rhyme schemes, their comedy, and their bounciness) I will pass out the limerick
handout I’ve made.

Once students have the handout, I will tell them that we will analyze a limerick
together. I’ll use the ELMO for this. I will also tell students they need to copy down
my annotations because their participation will be graded as on the other side of
this paper, they will be annotating another limerick with a partner.
We will annotate the following limerick together:
There was an old man of Nantucket

Who kept all his cash in a bucket;
But his daughter, named Nan,
Ran away with a man,
And as for the bucket, Nantucket.
The first thing that becomes obvious is how this poem rhymes. What do you notice
about the rhyme scheme? Notice the AABBA rhyme scheme that was present in the
previous limericks and that is also present in this one. This is because all limericks
follow this rhyme scheme. What do you notice about how long each line is? Notice
how lines 3 and 4 are much shorter than 1, 2, and 5. Lets count the syllables for each
line. Lines 1, 2 and 5 have 9 syllables and lines 3 and 4 have 6 syllables.
Now, do you think this poem feels a bit sing-songy? Upbeat? Why do you think that
is? Look at the rhythm of the poem. Notice the stresses.
da DUM da da DUM da da DUM

da DUM da da DUM
da DUM da da DUM
Listen to me read it with these stresses emphasized.

Now listen to me say it while stressing different syllables.
This rhythm is important to a limerick.
Lastly, which line in the poem makes this poem funny? The last one, right? Limericks
tend to have final lines that add comedy or a joke to the poem.
Now I want you to annotate the limerick on the back of this paper on your own.
Make sure to label the same aspects of this poem that we labeled in the last.
The End (a.k.a. Closing): (35 Minutes)

Students will now begin to write their own limericks on their own with the
knowledge of what characteristics make a limerick. I will write these one the board
for everyone to see.
Rules for limericks:

 They are five lines long
 Lines 1, 2 and 5 rhyme with one another
 Lines 3 and 4 rhyme with each other
 They have a distinct rhythm
 They are usually funny
Students who write awesome limericks will be able to read them to the class on a
later date.
Language Arts
Lesson Title/Topic: Ballads
Standards:
authentic texts.
writing.

Students will:
 Create their own limerick with 80-100% accuracy
 Identify and define ballads
 Annotate a ballad as a class and then individually.
 Create their own ballad with 80-100% accuracy
Poetry
Rhyme scheme
Stanza
Limerick
Assessment:
I will informally assess student’s ability to annotate, define, and create a limerick by
requiring students to 1) to create a ballad in pairs 2) with a simple rhyme scheme (aabb) 3)
and at least 12 lines.
Student Considerations: Student’s with note taking IEP’s will receive pre-annotated
ballad handouts. The ballad will also be read aloud multiple times for students with
respective IEPs.

Projector, poetry slideshow, loose leaf paper, ballad handout
PROCEDURES:

When students have sat down, I will begin class by creating a limerick with the class
because many students failed to finish creating their own limerick the day before. I
will take them through the process step by step of creating a limerick.
First, I will ask the class to give me a name, preferably a one syllable name.
Then I will begin my poem with “There once was a man/girl named (name)”
Then I will ask the class to give me a list of words that rhymes with this name. Then
I will ask for a volunteer to give me the next line of the poem using one of these
rhyming words. I’ll test out each student’s remark and ask the class if this line
follows the limerick rhythm and if not, I will ask for another person to give me a line.
Next I will ask the class a few different questions until something sticks. What’s
strange about this person? What is this person good at? What makes this person
funny?
Then I will ask for rhyming words based on the 3rd line of the poem and finally I will
ask the class what a good final line would be. Then I will read the poem in its
entirety.
After this, I will ask students to either finish their limerick that they started
yesterday, or they may write another for extra credit.
Next I will pass out “The Tale of Custard the Dragon” handout. Then I will read it to
the class.
After this, I will put the poem on the ELMO and ask the class what they notice about
this poem? Rhyme scheme? Stanzas?
This is a ballad. Ballads tend to be long rhyming poems that have simple rhyme
schemes. This one in particular has an AABB rhyme scheme. Ballads also tend to tell
stories. This one tells the story of Custard the dragon. Ballads are also supposed to
be sung and songs typically have choruses. A chorus is a stanza that is repeated at
least one other time in the song/poem. Lastly, ballads are meant to tell a story.
Now I want you to find a partner and begin writing your own ballad. Some things
that you’ll want to consider are: Think of a tale you could write about. It could be
about something that’s happened. It could be about a story that you know about.
Maybe a tale that you personally experienced.
I need your poems to be at least 12 lines/3 stanzas long.

If time allows it and if everyone is finished writing, I will let a group or two share
their poems.
Language Arts
Lesson Title/Topic: Ballads and “Where I’m From Poems
Standards:
authentic texts.
writing.
Specific Observable (Measurable) Objective(s):

Students will:
 Write a paragraph in a free write
 Write a ballad together as a class
 Finish writing individual ballads
 Begin brainstorming for “Where I’m from” poems
Poetry
Rhyme scheme
Stanza
Ballad
Assessment:
I will informally assess the student’s ability to free write on a memory important to them. I
will look for the following as evidence that students have attained the objectives: 1)
students write at least five sentences on their memory.
I will informally assess the student’s ability to follow direction in understanding how to
write a ballad. I will look for the following as evidence that students have attained the
objectives: 1) students copy down the in-class ballad created as a class, 2) students
produce a ballad that is at least 3 stanzas 3) with an AABB or ABCB rhyme scheme.
I will informally assess the student’s ability to brainstorm and begin writing their “Where
I’m from” poem. I will look for the following as evidence that students have attained the
objectives: 1) student’s participating in writing down memories and
For students who struggle with legible handwriting, a paraprofessional with assist them in
writing down their thoughts on paper for them. Students who need a simplified assignment
will have the option of getting slot poem sheets that they can fill in with phrase/word
prompts to make that will resemble something like a mad lib format.

Projector, poem slideshow, “Where I’m from” poem handout example, Personal poem
example, ELMO Projector, loose leaf paper
PROCEDURES:

Students will walk in to class and see on the projector screen the following
Bellringer prompt: Think of a memorable moment in your life and talk about it in a
paragraph. Describe what you see, hear, smell, taste, feel. What did you learn from
this moment? Write at least five sentences.
After giving students about 10 minutes to write, those who wish to share may stand
up and read their free-writes aloud to the class. Then I will collect these writings.

Next I will ask the class “who remembers the characteristics of a ballad? What does
it have to have?” After students mention the following: has a simple rhyme scheme,
long poem (multiple stanzas), meant to be sung, sometimes has a chorus (stanza
that repeats), and it should tell a story.
Then I will tell the class that we will be writing our own ballad in order to help
model for everyone how someone might go about writing a ballad. Students should
be writing this down to further improve their understanding. I will start by asking
the class what we should write a story about. I’ll take responses. Then I’d ask the
class what our first line might be, second, third, and so on, making sure that they
remember that each stanza needs to follow a specific rhyme scheme. Then, after
about three stanzas, I’ll read the completed poem to the class.
Then students will be told that I will be giving them the next 15 minutes to finish
their ballads that they began yesterday. I will walk around helping and answering
any questions students may have about writing their ballads.
When finished, students will turn in their ballads.

I will pass out the “Where I’m from” poem by George Ella Lyon and will then read
the poem aloud for everyone. Then I will ask students, “what are some things you
noticed about this poem? What things stick out to you? Do you see repetition? Does
anything not make sense?”
Then I’ll will explain to the class what a “Where I’m from” poem is and that it
repeats the phrase “I’m from” in order to bring the reader to a better understanding
of what experiences the author comes from.
Then I will read my own “Where I’m from” poem for students to get another
perspective of the poem. I will ask similar questions after this.
Then I will tell students that they will be responsible tomorrow for creating a 28 line
“Where I’m from” with five figurative language device examples. To prepare for this,
I will give the students the rest of the class period to think about experiences from
their past and life that make them who they are today and that are important to
them. I’ll ask them to focus on specific senses in order to bring reader who may
never have experienced the things they describe into a better understanding of
these experiences.
Language Arts
Lesson Title/Topic: Where I’m From Poetry (Brainstorming and writing continued)
Standards:
authentic texts.
writing.

 Assist another student in brainstorming ideas for their “Where I’m From” poem
 Create a list of at least 40 ideas/objects/memories/sensory details relating to their
life
Poetry
Where I’m From Poetry
Sensory details
Assessment:
I will informally assess the student’s ability to participate in interviewing another student
to help them brainstorm for their poem. I will look for the following as evidence that
students have attained the objectives: 1) students will actively participate in interviewing
another student and 2) will write out the specific questions they plan to ask them to help
them brainstorm.
I will informally assess the student’s ability brainstorm ideas for their poem. I will look for
the following as evidence that students have attained the objectives: 1) Students will list at
least 40 ideas/objects/memories/sensory details relating to their life.

Notebook paper, writing utensils, computers
PROCEDURES:

Students will spend the beginning of class generating questions that they might use
in an interview that would inform them about a person. Students should generate
about 10 questions total. Some example questions that might help them think of
other questions to ask might be:
 Who are the most important people in your life and why are they?
 What is an object that you will cherish forever and why?

Students will then be paired with another student at random and will take turns
interviewing each other. Interviewing students should be writing down the answers
to their questions for their interviewee to have. Once both students in each group
have been interviewed, notes should be swapped.
Students should then spend about 40 minutes using their notes to generate more
ideas for their “Where I’m From” poem. Students should create a list of at least 40
ideas.

For the last 5 minutes, I’ll have students give me feedback about whether or not this
activity actually helped them generate more ideas for their poems.
Language Arts
Lesson Title/Topic: “Where I’m from” Poem Finisher
Standards:

Students will:
 Finish drafting and typing their “Where I’m from” poems
 Display an understanding of applying various figurative language devices to poetry
 When finished, write either a ballad or limerick for extra credit
Poetry
“Where I’m from” poem
Rhyme scheme
Stanza
Ballad
Limerick
Assessment:
I will informally assess the student’s ability to write a “Where I’m from”. I will look for the
following as evidence that students have attained the objectives: 1) Students will write a
poem that contains 28 lines and 2) five examples of figurative language.
I will informally assess the student’s ability to follow direction in understanding how to
write a ballad. I will look for the following as evidence that students have attained the
objectives: 1) students copy down the in-class ballad created as a class, 2) students
produce a ballad that is at least 3 stanzas 3) with an AABB or ABCB rhyme scheme 3) that
tells a story.
I will informally assess the student’s ability to write a limerick. I will look for the following
as evidence that students have attained the objectives: 1) A five stanza poem 2) with
AABBA rhyme scheme
For students who struggle with legible handwriting I have decided to make everyone type
this assignment. Students who need a simplified assignment will only be responsible for
writing a 12 lined poem with 2 examples for figurative language.

Computers, Google Classroom, pencils, loose leaf paper.
PROCEDURES:
The Beginning (a.k.a. Anticipatory Set): (N/A)

N/A
The Middle: (N/A)
Students will know to go to the computer lab where we will be finishing out “Where
I’m from” poems. When students enter the lab, I will explain to them that they need
to immediately log into Google classroom and open up their poem assignment.
Those who need to finish drafting will be asked to finish drafting. Those who need to
finish typing will be told to finish typing. Those who completed their poems in the
library the following class will be given their graded poem back and have the
opportunity to make corrections for a better grade.
The End (a.k.a. Closing): (N/A)
Those who received perfect grades the first time as well as those who eventually
finish typing their final draft of the poem will be told to work on the extra credit
options. The instructions for extra credit include the following:
Extra Credit Assignment:

Choose ONE of the following for SOME extra credit or TWO for MORE extra credit.
1) Create THREE limericks and use Google Draw to create an image that goes with each
one.
2) Create ONE ballad that has AT LEAST THREE stanzas and use Google draw to draw a
picture that goes with each one.
3) Take ONE experience from your “Where I’m from” poem and describe, narrate, or
reflect on it in AT LEAST TEN sentences.
Language Arts
Lesson Title/Topic: Haikus Part 1
Standards:
authentic texts.
writing.

Students will:
 Identify and define haikus
 Create individual haikus using picture prompts
Poetry
Haiku
Syllable
Assessment:
I will informally assess the student’s ability to participate and listen to the introduction of
haikus. I will look for the following as evidence that students have attained the objectives:
1) Students will have written down notes for haikus (ex. Characteristics of haikus: 3 lines,
5,7,5, mainly about nature).
I will informally assess the student’s ability to write their own haiku based on a picture
prompt. I will look for the following as evidence that students have attained the objectives:
1) students will write 3 haikus, each with 2) 3 lines and 3) with 5,7,5 syllables.
I will informally assess the student’s ability to define haikus. I will look for the following as
evidence that students have attained the objectives: 1) students must write 2
characteristics of a haiku
For students who struggle with legible handwriting, I have prepared pre-written notes.
Students who need a simplified assignment will have a paraprofessional guiding them
through the prosses of writing each haiku based on the picture prompts.

Projector, poetry slideshow, scrap paper, pencils, coloring pages, pre-written haiku notes
PROCEDURES:

Students will walk in to class and be reminded that today is Tranquil Tuesday and
will be able to color for the first 15 minutes of the class period so long as everyone
remains seated, quietly coloring.

After my timer for 15 minutes goes off, I will begin by asking a student to pass out
loose-leaf lined paper to everyone. I will also pass out my pre-written notes to
students who need them, but they will be told to attempt to write down what they
can on another piece of paper so that I can at least see that they’ve followed along
with the class discussion on haikus. Then I will display my slide on haikus, showing
what a haiku is. I will ask students if anyone knows where haikus come from? I will
then tell them that the haiku comes from Japan and is a small poem, though this
does not mean that it is easier to write. Haikus are simply more compact poems that
have less filler words and more important words that help the reader to create a
better picture of what natural scene the author is creating.
Then I will go into the characteristics that define haikus. Haikus are three lined
poems that typically follow the 5,7,5 syllable scheme. The syllable count is
important. I will ask the class if anyone knows what a syllable is and will then ask
students to clap/count the syllables of words that I find around the room.
They also do not typically rhyme, and they tend to by primarily about nature.
They’re also typically focused on one season.
Then, when everyone’s copied down these notes, I will show them a few examples of
haikus
Water runs down stream.

Fish swimming with the current.
Life moving along.
Sea breeze blows ahead

The book flows and the sun glows
Perfect summer day
I will ask the class if they notice anything interesting about each poem. Do you
notice the primarily natural description? Do you see any figurative language
present? What images do these poems create within your minds? Take it line by line.
What image does the first/second/third stanza create for you?
Then I will move onto picture prompts. I’ll have student flip over their notes paper
so that they can write haikus based on the pictures I show them on my slideshow.
I’ll give students about 3-4 minutes to write during each one. Then I’ll ask for
volunteers to share their haikus. If someone shares one with the wrong syllable
count, I’ll ask the class how we may go about changing the line so that it matches the
correct syllable count.
Once this exercise is done, I will ask students to turn in their papers with their notes
and picture prompt haikus.

Before students leave, I will pass out half pieces of paper for an exit slip assignment.
Students must write down on this paper 2 things that haikus must have as a quick
review of our lesson.
Language Arts
Lesson Title/Topic: Haikus Part 2
Standards:
authentic texts.
writing.

Students will:
 Identify and define haikus
 Identify the difference between boring haikus and interesting haikus
 Create individual haikus
 Craft a haiku as a group
Poetry
Haiku
Syllable
Assessment:
I will informally assess the student’s ability to write their own haiku based on a randomly
drawn prompt. I will look for the following as evidence that students have attained the
objectives: 1) students will write 3 haikus, each with 2) 3 lines and 3) with 5,7,5 syllables.
I will informally assess the student’s ability to write a haiku in a group. I will look for the
following as evidence that students have attained the objectives: 1) students contribute 1
line to the haiku each round and 2) This line correlates to the correct syllable count and 3)
students are focused and engaged on the activity.

Hat/bucket, poetry slideshow, projector, loose-leaf paper
PROCEDURES:

Students will walk into class with the following prompt on the board:
DIRECTIONS:
1) On a slip of paper write down something relating to nature in 1-3 words (ex. A
natural event, a type of weather, a season, a natural scene).
2) Then put your slip of paper in the hat.
3) After everyone has placed one in the hat, Mr. Ordway will draw a paper from it and
read it aloud.
4) The words on this slip of paper will become the prompt for a haiku everyone must
write.
I will be drawing student’s slips from the hat and will be asking them to write me a
haiku based on this word/phrase. After about 4 or 5 prompts, I will collect
everyone’s haikus.

Next, I will show students multiple picture prompts that I wrote haikus for. For each
of these prompts I will display to the class two haikus that I wrote. I will be asking
my class to first, tell me which haiku is better. Then they must raise their hands and
tell me the specific characteristics that makes that haiku better than the other.
As an end activity, I will pair students into groups and show them these directions:
• Get into groups of 3-4 (Yes you must be in a group)

• Each person must have a piece of paper.
1. Each person will write the first line (5 syllables) of a haiku.
2. When each person is done, pass your paper to the left.
3. On your new paper, you will write the next stanza to the haiku you received (7
syllables)
4. When everyone’s done with their second line, pass your paper again to the left.
5. Now write the final line to this haiku (5 syllables)
When the activity is over, I will collect each groups haikus. Then I will ask them to
provide me with feedback on whether or not they enjoyed these activities and why.
Language Arts
Lesson Title/Topic: Finishing Free Verse
Standards:
authentic texts.
writing.

Students will:
 Respond on paper and orally to a free verse poem
 Write their own free verse poem
Poetry
Rhyme scheme
Stanza
Free Verse Poem
Fishbowl Discussion
Assessment:
I will informally assess the student’s ability to comprehend a free verse poem in spoken
word form. I will look for the following as evidence that students have attained the
objectives: 1) students write at least two sentences in response to the poem that display
comprehension and 2) students participate through listening and/or speaking during the
fishbowl discussion.
I will informally assess the student’s ability create their own free verse poem. I will look for
the following as evidence that students have attained the objectives: 1) students create a
poem with at least 12 lines, 2) that adhere to free verse tendencies (no end rhyme pattern
or set syllable count
Student Considerations: All learners will receive necessary accommodations and/or

modifications as needed and outlined in IEP or 504 plans. Students that are deaf and/or
hard of hearing will be given written instructions and students that are blind or visually
impaired can complete the assignment verbally or work with a scribe. English language
learner students may receive one-on-one help from the teacher or an aide as necessary
when writing in English.

TED Talk spoken word link, loose leaf paper, scrap paper, three chairs, projector, poem
handout
PROCEDURES:

Students will walk into class and once everyone is present, I will prepare them for
the TED talk they will soon see by saying, “I’m going to show you a free verse poem
performed as spoken word. The poem that you’re about to hear will bring up a very
controversial topic that I know many of you have strong feelings about and I would
like to hear those strong feelings, but later in a discussion format that I’ve chosen. I
promise that you will get to speak if you wish to do so. Please refrain as we watch
and respond in writing from blurting things out. Save your opinions for our
discussion. I will be showing you this video twice. The first time you watch it, I want
you to enjoy it and let it sink in. The second time you watch it, I will give you a few
questions to consider and respond to on paper which I will collect after you finish.”
During the second time through, students will respond to the following questions:
What point is this girl trying to make?

How does she feel about this topic?
Do you agree with her? Why or why not?
When everyone has finished, I will come around and collect their papers.
Next, I will prepare them for a fishbowl discussion where only three students sitting
in the three designated chairs will be able to talk at any given time. Students who
wish to tag in must tap a seated student’s shoulder and wait until that student lets
them take their place. The rest of the class will listen to the conversation. Students
will be allowed to discuss for about 15 minutes.

Next, I will transition students to start writing their own free verse poetry. I will ask
students if they remember the characteristics of free verse poems which we went
over the day before. Then I will tell them that we are going to write a free verse
poem together as a class. I will tell the students that for the sake of time, I will make
this poem about Spring. Then I will ask students for a list of things that come to
mind when they think of Spring, I will make sure to write each thing down on the
projector display for everyone to see. When I’ve gotten about 10 or so, I will circle a
few that I think are the best and will then ask for students to help me in starting me
poem. “How may I begin this poem my mentioning flowers? What am I
smelling/hearing/seeing?” After my class has gotten me started, I will begin to finish
the poem on my own and then present the finished poem to the class vocally.
Then I will tell students that they need to now create their own free verse poem and
the only rule that they must follow is that it must be at least 12 lines long. Their
poems can be about anything they want, and if they’re having trouble picking a topic
to write about, they can use my theme of Spring if they want. Students will have the
rest of the class period to work on these poems and turn them in.
The End (a.k.a. Closing): (n/a)
Language Arts
Lesson Title/Topic: Free Verse Part 2
Standards:
authentic texts.
writing.

Students will:
 Participate in a fishbowl discussion
 Participate in brainstorming ideas as I model for the class how to write a free verse
poem
 Create a brainstorm word bank in preparation for writing their free verse poem
 Write their own free verse poem
Poetry
Fishbowl discussion
Free verse poetry
Figurative language
Assessment:
I will informally assess the student’s ability to participate in a fishbowl discussion of a free
verse poem in spoken word format. I will look for the following as evidence that students
have attained the objectives: 1) students participate at least one time through vocalized
response.
I will informally assess the student’s ability to participate in the creation of a class-made
free verse poem. I will look for the following as evidence that students have attained the
objectives: 1) students participate at least one time through vocalized response.
I will informally assess the student’s ability to brainstorm and begin writing their free
verse poem. I will look for the following as evidence that students have attained the
objectives: 1) student’s participating in writing down word bank for their poem and 2) a
free verse poem that consists of at least 15 lines.
Students with a lessened workload IEP will only be required to write a six line free verse
poem. Also, a paraprofessional and myself will be going around helping any students who
seem to be stuck at any point in the poetry writing process.

Projector, slideshow, half sheets of paper, Ted Talk poetry slam video on immigration,
ELMO, three stand alone chairs.
PROCEDURES:

Students will walk into class and will be told to pick up a half sheet of paper before
sitting down. Once all students have settled in, I will announce to students that they
will be watching and listening to a free verse poem in a spoken word format. I will
also tell them that the poem they are about to hear will bring up some controversial
topics that I know they will want to comment on (immigration) and that they will be
able to in a discussion format that I have chosen.
Students will watch the video twice. On the first watch they are soaking it in and
enjoying it. On the second watch, they are trying to answer the following question
on their half sheet of paper: What is this girl trying to tell her audience? Do you
agree with her? Why/Why not?
Once students have completed answering these questions and turned them in, I will
begin to explain the rules of fish bowl discussion. Students will have an opportunity
to speak their piece on immigration, but only while sitting in one of three chairs at
the center of the room. Those who are not sitting in those chairs must listen
patiently. If a student wishes to sit in one of those chairs, they must walk up behind
the person sitting down, tap them on the shoulder, and wait patiently until that
person decides to get up and leave.
If student discussion dies down, I will step in and point out something considering
in regard to immigration.

Next, I will announce that before writing our own free verse poems, I will model
brainstorming and creating one with the class.
For the sake of time, I will give the class the topic of Spring. Then, using the ELMO, I
will ask students to give me images, objects, and ideas that they’re reminded of
when they think of Spring. I will call on raised hands and write down what is said on
the displayed paper. Then, after I have about 15 or so different words, I will decide
on my own which three or four of these words would work well in a poem. Then I
will ask students to think of individual lines that I may place in my poem. Especially
at the beginning, I may help them out by writing my own lines. However, I will be
looking for classroom participation so that I know students are understanding the
freedom of free verse poetry.
After writing about 12 or so lines, I will read my poem out loud and then tell
students it is their turn to write.

Students will be told that they have the rest of class to work on a minimum 12 line
free verse poem about a topic of their choice. Students who are having a hard time
picking a topic will be offered the topic of Spring so that they can at least begin
writing something.
Language Arts
Lesson Title/Topic: Poetry Unit Finisher
Standards:
6.1 The student will analyze oral participation in small-group activities.
a) Communicate as leader and contributor.
b) Evaluate own contributions to discussions.
c) Summarize and evaluate group activities.
d) Analyze the effectiveness of participant interactions.
6.2 The student will listen critically and express opinions in oral presentations.
a) Distinguish between fact and opinion.
b) Compare and contrast viewpoints.
c) Present a convincing argument.
d) Paraphrase what is heard.
e) Summarize what is heard.
f) Use grammatically correct language and vocabulary appropriate to audience, topic, and
purpose.
authentic texts.
writing.

 Identify their poem’s classification/form
 Analyze, interpret, and present a poem of their choosing.
Poetry
Stanza
Limerick
Ballad
Haiku
Free Verse
Assessment:
I will informally assess the student’s ability to participate in a group that will analyze,
interpret, and present their findings on a poem of their choosing. I will look for the
following as evidence that students have attained the objectives: 1) students will actively
participate in group jobs to complete the given tasks and 2) will write a personal reflection
on the activity.

Kindle Fires/phones, projector, slides with presenting poems, notebook paper, writing
utensils
PROCEDURES:

Students will walk in to the classroom and see the following Bellringer writing
prompt on the board:
Pick one of the poems we’ve learned about in this unit, then define it as best as you
can. For extra credit, write an example of the poem you chose to define.
When finished, students will turn in what they’ve written down.

Next, students will be given a presentation prompt to complete by the end of the
class period.
Think about the multiple types of poetry we’ve learned about these past few weeks.
Which was your favorite? Which one did you enjoy the most? Now that we’re at the
end of our poetry unit, I want you and you group to choose one of these poetry types
and scour the internet for one that you all like. THEN, I want you to analyze,
interpret, and then present this poem to the class, pointing out all of the interesting
figurative language devices you’ve discovered and other clever images the poet used
to bring their poem to life. This should take you the rest of class to finish. If you
finish early, practice your presentations.
We will aim to have everyone present tomorrow.

With the last five minutes of class, I want you to give me feedback on whether or not you
enjoyed doing this or not.

Unit Plan For 6th Language Arts Figurative Language and Poetry

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Unit Plan For 6th Language Arts Figurative Language and Poetry

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Figurative Language and Poetry Unit Plan for

6th Grade Language Arts

their own writings by peppering in figurative language devices.

-Song lyrics activity

-Fishing story activity

-Personification in poetry activity

DAY 6 – Trashketball figurative language review

-Alliteration Slideshow quiz

-Alliteration in poetry activity

-Oxymoron story activity

- Picture prompt activity

DAY 10 – Figurative Language Post-Assessment AND Introduction to Poetry

DAY 12 – Ballads (Part 1)

-“Tale of Custard the Dragon” by Ogden Nash

-“Where I’m From” poetry introduction

DAY 14 – Where I’m From Poems Brainstorming

DAY 15 – Where I’m From Poems (Finish)

DAY 16 – Haiku (Part 1)

-Haiku picture prompts

DAY 17 – Haiku (Part 2)

-Haiku chain activity

-Haikus from a hat activity

DAY 18 – Free Verse (Part 1)

- “Mosquitoes” by Aimee Nazhukumatahil analysis activity

DAY 19 – Free Verse (Part 2)

-TED Talk Fish bowl discussion

-Writing free verse

DAY 20-Poetry Unit Finisher

Lesson Title/Topic: Introduction to Figurative Language and Similes

Specific Observable Objective(s):

Instructional Resources, Materials, and Technology:

Student’s will see:

The Middle: (50 minutes)

Then I will display a mixture of figurative and literal language examples on my

When finished, students will turn in the other group’s paper.

The End (a.k.a. Closing): (5 minutes)

Lesson Title/Topic: Similes

Specific Observable Objective(s):

Instructional Resources, Materials, and Technology:

The Beginning (a.k.a. Anticipatory Set): (15 minutes)

The End (a.k.a. Closing): (10 minutes)

Specific Observable Objective(s):

Instructional Resources, Materials, and Technology:

The Beginning (a.k.a. Anticipatory Set): (15 minutes)

I will explain that the definition of metaphors is:

The End (a.k.a. Closing): (10 minutes)

Lesson Title/Topic: Hyperbole

Instructional Resources, Materials, and Technology:

The Beginning (a.k.a. Anticipatory Set): (15 minutes)

The Middle: (65 minutes)

Then I will show my exaggeration video (3min)

Students must use at least three examples of hyperbole in their story.

The End (a.k.a. Closing): (10 minutes)

Lesson Title/Topic: Personification

Specific Observable Objective(s):

Instructional Resources, Materials, and Technology:

The Beginning (a.k.a. Anticipatory Set): (15 minutes)

Students will see the definition of personification and multiple examples.

Prompt 1: identify and explain at least 2 examples of personification within

The End (a.k.a. Closing): (10 minutes)

Lesson Title/Topic: Figurative Language Review Day

Specific Observable Objective(s):

Instructional Resources, Materials, and Technology