Emily DeRubeis

Lesson Plan Assignment

Lesson Plan: Analyzing Lorna Dee Cervantess Refugee Ship from
Emplumada for main themes and central ideas through literary
techniques.
# of Days

Prior Knowledge

They will need to know how to read a poem, what

figurative language is, and how to recognize literary
devices such as metaphor, simile, etc, and how to
develop an argument.

Lesson
Objective(s)

1: SWBAT write a response about the main themes of

the poem while using textual evidence to make an
argument.

2: SWBAT analyze the poem by searching for

figurative language to find meaning in the text.
Lesson
Assessment

- Students will be required to write an

argument/thesis about what the poem means and

what the main themes are after analyzing as a
class which they will later turn into a persuasive
paper.
Students will turn this in at the end of the class
period.

Standards
R2. Determine a theme or central idea of a text and
analyze its development over the course of the text,
including its relationship to the characters, setting,
and plot; provide an objective summary of the text
Materials Needed Copy of Refugee Ship that will be handed out by
the teacher, a pen or pencil to analyze with, make
notes, and write a claim.

Time

Learning Task

Methods or Procedures

Emily DeRubeis
Lesson Plan Assignment
2 min

- Understanding the lesson.

- Teacher will introduce the lesson
and pass out the poem/handout.
- Teacher will make it clear what is
expected of the students.

5 min

- Reading the poem

together.

- Teacher will have one student volunteer to

read the poem aloud.
- Teacher will then read the poem aloud a
second time.

5 min

- Reading the poem and

searching for literary
devices and evidence to
understand the main
themes of the poem.

- Students will read the poem to

themselves while underlining,
circling pronouns, patterns,
alliteration, and other literary
techniques
- At the end of their first read
through, students will write an
argument/thesis as to what they
think the poem means at the
bottom of the handout.

10
min

- Group work (groups of 3

or 4).
- Reading a small assigned
portion of the poem and
discussion.

- Students will work in groups of

four. Each group will be assigned a
stanza and will be required to
work together to paraphrase the
stanza line by line.
- Students should be looking for
the literary devices they see and
take note of patterns, language,
imagery, etc.
- Together, students must write a
claim as to what they believe their
assigned stanza means.

Emily DeRubeis
Lesson Plan Assignment
17
min

- Working as a class to
analyze the poem and
discuss main themes the
author is trying to say.

- Teacher will work through the

poem line by line in each stanza
and lead a discussion.
- Students in each group will raise
their hands to give answers as to
the things they have found in each
stanza.
- Teacher will mark their findings
as the students give answers on
an overhead for all to see.
- Students should write down
anything that they did not have
during this process.
- Once this process is finished,
students as a class will discuss
what the poem as a whole means,
while giving concrete evidence
from the poem.

6 min
- Assessment
- Making a Claim for what
the poem means.
- Students will turn their
thesis in at the end of the
class period.

- After the discussion, students will

individually write down a new
claim as to what they think the
poem means. They must use
evidence from the text to support
their claims.
- This assessment should be a
potential thesis statement for their
future persuasive essays about
what the poem means.

Emily DeRubeis
Lesson Plan Assignment

Emily DeRubeis
Lesson Plan Assignment