Jessi Lee Covington

Core 3
March 25, 2016
1. Topic and Type: Langston Hughess poem Madam and the Rent
Man, a lesson to reinforce preciously taught content.
2. Content Overview: Key concepts in this lesson include poetic
devices elements of figurative language used in poetry to portray
a certain message. The key concepts are:
a. The tone and dialect used in Madam and the Rent Man
b. The irony of the ending of the poem
c. The rhyme scheme and number of lines in each
stanza Hughes uses in the poem
3. SOLs: 7th Grade Class, English Language Arts
a. 7.4c The student will read to demonstrate
comprehension of a variety of fictional texts, narrative
fiction, and poetry by describing the impact of word
choice, imagery, and literary devices including
figurative language.
4. Instructional Objectives:
a. Students will understand that the use of tone and dialect
portray a certain message about the meaning of the poem
(understanding).
b. Students will know tone and dialect and the poetic
devices being used (remembering).
c. Student will be able to identify poetic devices and
figurative language within the poem and others
(analyzing/transferring).
5. Assessment Plan:
Objectives (UKDs)
a.

Assessments: Formative and

Summative
Formative: checking over the warm-up
with students by going over the
answers in discussion

Summative: grading the warm-ups at

the end of the class
Formative: discuss the poem as well
as tone, dialect, and the poetic devices
Summative: quiz after break
Formative: exit slips answering two
questions at the end of class (closure)
Summative: quiz after break

b.
c.

6. Materials:
a. Index cards for exits slips
b. Students need their warm-up sheet
c. Students need their green literature book
d. Computer with projector
e. Prepared PowerPoint for the warm-up
7. Warm up:
a. Students will take out their warm-up sheet and copy the
questions on the board. They will be instructed to answer
the questions to the best of their abilities and to prepare to
share their answers once everyone is finished. These
questions will get the students thinking about poetic
devices, tone, and dialect.
8. Closure:
a. Students will be asked to complete exit slips giving
examples of tone and dialect to demonstrate their
understanding of the two pieces of figurative language
used in the poem.
9. Lesson and Body Sequence:
Time: 47 minutes
8 minutes

Teacher Actions
Instruct students to
take out their warmup sheets and copy
down the warm-up
questions on the
board. Students will
then be instructed to
answer the warm-up
questions and prepare
to share their

Student Actions
Students will take out
their warm-up sheets
and begin copying
and answering the
questions on the
board. Students will
them volunteer their
answers as the warmup is gone over and
discussed in class.

4 minutes

15 minutes

15 minutes

answers.
Instruct students to
take out their green
literature book and
turn to page 227.
One student will then
be instructed to read
Madam and the Rent
Man aloud while the
rest follow along.
After the poem has
been read once
through, the teacher
will ask the question,
What is the rhyme
scheme of this
poem? What other
poetic devices is
Langston Hughes
using? The teacher
will then instruct the
students to read it
stanza by stanza.
After reading one
stanza, the teacher
will ask the question,
What is the tone
of this stanza? The
dialect? The
teacher will use
prompting questions
like, What is
Madam trying to
say? How does her
tone affect her
message? What
about the Rent
Man?
At the conclusion of
the poem, the teacher
will instruct the
students to think
about the ending. The
teacher will ask,
What did you

Students will remove

their green literature
books form their
desks and turn to
page 227. A student
will them volunteer to
read Madam and the
Rent Man aloud and
the rest will follow
along.
Students will think
about the poem and
the questions. They
will then engage in a
discussion answering
the questions giving
reasoning to the
answers they believe
to be true.

Students will reflect

on the ending of the
poem and reread it.
They will then
participate in a
discussion answering
the guided questions

5 minutes

10.

think of the
ending? Did it
surprise you? What
was your
expectation for the
ending when we
first began to read?
What is a literary
term that could
describe this
ending?
The teacher will ask
for anymore questions
about the poem and
begin passing out
index cards for exit
slips. The teacher will
then ask the students
to give one example
for tone and one
example for dialect.
The students will be
instructed to make
these examples their
own, but they may
use their book for
reference.

ADD/ADHD

Students will ask any

final questions about
the poem. They will
then complete their
exit slips by writing
their own examples
for tone and dialect,
referring to their book
if necessary.

Diversity Plan:

Student Characteristic
ELL

Gifted

from the teacher.

Method/Strategy/Activity
Poem will be read aloud and the
discussion will be suited to make
sure that all students understand
the content and language of the
poem before moving on
Challenged to come up with 2
examples for both tone and
dialect on their exit slip
Constant discussion will keep
the student focused on the task at
hand so they will be able to
participate in the discussion