Sie sind auf Seite 1von 4

Standards

Include at least one reading and


one writing
Include at least one SOL and one
CCSS

SOL 7.3 The student analyze


how word choice conveys a
specific viewpoint.

CCSS.ELA-LITEARCY.RL.7.3
The student will analyze how
interactions between
individuals in a text influence
ideas.

Content (the
English stuff
youll teach)
Poetry

Text (s)

Review figurative
elements
Poetry writing

The Blind
Men and
the
Elephant
by John
Godfrey
Saxe

Name: Kristina Gooden

Steps in the Lesson

UKDs

Students will understand THAT:


Our perspective is dependent upon our
personal situations
Our background experiences shape our
perspective of the world around us
Students will KNOW...
Definitions and examples of figurative
language
Students will BE ABLE TO...
analyze how interactions between
individuals in a text influence ideas
(CCSS.RL.7.4)
organize writing structure to fit topic of
figurative language in poetry
develop a poem of their own using
figurative language
Strategy (from Beers) and
Why Chosen
o

Rereading because on
the first read through,
I dont think the
students will
understand the depth
of the poem. On the
second read, I want
them to focus
specifically on
figurative language
and its effect on the
understanding of the
poem, picking out the
most effective one.

Follow-up/Writing
Activity
Write a poem
mimicking Saxes
poem using a
different animal or
an object, using
figurative language
to describe the
different parts.

Topic: Poetry and Figurative Language


Class Length: 90

Grade: 7

1. Begin with a hook problem


The teacher will have a bag with an oddly-shaped, but well known, object
inside and ask the students to reach in and try to figure out what the object is
based on how it feels. This activity will be used to show how different
perspectives and personal experiences can create different ideas on what the
object is.
2. Introduce essential questions
In what ways are our lives influenced by perspective?
How does what we know about the world shape our perspective of the way
we view things?
3. Preview the culminating performance task
We are going to read an old poem that originated with the oral tradition. Your
job is to read and understand the poems in terms of figurative language and
perspective. You will compose a similar poem of your own using figurative
language to describe an animal or an object that has many different parts to
someone who has never seen or heard of it.
4. Provide direct instruction and modeling (I-Do)
a. Give examples of sentences using literal and figurative language and
discuss as a group.
Examples:
LiteralThe star was bright
** What kinds of detail could we add to this sentence to make it
better? What
adjectives could we use to describe the star, or its brightness?
Instead of
telling that the star was bright, show it.
FigurativeThe star was so bright it illuminated the entire night
sky.
LiteralThe science test was easy.
**What can we compare the science test to in order to show how
it was
easy. What is easy?
FigurativeThe science test was a piece of cake.
5. Provide practice (You-Do-Together)
Give students a sample literal phrase in groups of two and ask them to
rewrite it using figurative language.
6. Provide direct instruction and modeling (I-Do)
Read poem aloud to students as they follow along
7. Provide a small-group application (You-Do-Together)
Have students reread the poem in groups of two or three marking every
instance where they see figurative language and star the sentences that they
like the most.

8. Provide opportunities for further discussion and practice


Why is it important to use figurative language when you could just say what
you need to say using fewer words and descriptions?
9. Provide an application task (We-Do)
Create short poem about an animal using figurative language as a group and
write it up on board or have it projected electronically.
10. Revisit the original unit hook problem
Looking back to the beginning of class when we guessed what the item was
in the bag and listening to all of the different ideas each of you had, how is
that going to help you with writing your perspective poem? What is it about
our own experiences that shape the way we view things? How does our
previous knowledge and experience shape the way we perceived the item in
the bag and how does that relate to the way we describe the object or animal
in the poem?
11. Assign the final performance task (you-do-alone)
Write a poem of your own mimicking the style of Saxes poem by describing
an animal or an object using perspective and figurative language to someone
whos never seen or heard of it before. Your poem doesnt need to rhyme, but
it may if you wish. There will be 15-20 minutes at the end of class for them to
begin their poems and ask any questions they might have.
11. Give students opportunities to reflect on EQs/Formatively Assess
For an exit slip, students will write about one of the following things regarding
their poetry:
one or two questions that have come up after beginning your
poem
one or two points that need further clarification
favorite phrase, sentence, or instance of figurative language in
your poem so far
MATERIALS ATTACHED: The Blind Men and the Elephant poem, final
poetry assignment
Initial Plans for Adjusting Instruction/Materials to Meet Diverse Needs of
Students
Need (Discuss at least
Plans for Adjustment to instruction and/or
3)
materials
The poem can be written out with pictures on the side
English Language
to help with understanding and may be able to work
Learners
with one other ELL student, if available, in crafting their
final poem.

Students who struggle in


the area of Thinking
(Reading, writing,
thinking)
Students who are
advanced in the area of
Writing (Reading ,writing,
thinking)
Other (as revealed in
formative assessment):

There will be a template for each poem for students to


have a framework and all they will need to come up
with is the object or animal and the figurative
language.
They will have a slightly more challenging rubric
focusing on the use and frequency of figurative
language and creativity.
Students whose exit slips demonstrate an insufficient
ability to come up with a topic or to come up with
figurative language to describe their topic will all meet
in a group during the following class period in order to
brainstorm with each other and offer some peer review
and suggestions.

Das könnte Ihnen auch gefallen