Lesson Plan Template Revised 11/12/2016

Candidate Name: Laura Henderson

TAG Strategy in this lesson: Metaphorical Expression

UNIT NAME: Analyzing and Writing Poetry

LESSON NAME: Using Metaphorical Expression to Gain New Insight

Time Needed (Hours/Days): Two 50 Minute Class Periods

Grade: 6

Subject : ELA

Course: Language Arts

STANDARDS/ELEMENTS:
ELA GSE:
Craft and Structure:
ELAGSE6RL4: Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of a specific word choice on meaning and tone.
ELAGSE6RL5: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a
text and contributes to the development of the theme, setting, or plot

Key Ideas and Details:

ELAGSE6RL2: Determine a theme and/or central idea of a text and how it is conveyed through particular
details; provide a summary of the text distinct from personal opinions or judgments.

Vocabulary Acquisition and Use:

ELAGSE6L5: Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings. a. Interpret figures of speech (e.g., personification) in context.

TAG Standards :
Creative Thinking and Problem Solving: The student used analogies, metaphors, and/or models to explain complex concepts.

ENDURING UNDERSTANDING(s): Students will understand that analogies can be used to create new perspectives
and insights into how the structure and language an author uses in a poem contributes to the expression of the theme
and/or central idea.

ESSENTIAL QUESTION(s)
EQ: How can the language and structure an author chooses enhance the expression of the theme or central meaning
of a poem?
Know:
Main types of figurative language used in poetry (simile, metaphor, personification, hyperbole, idiom).
Main types of sound devices used in poetry (repetition, rhyme, alliteration, onomatopoeia).
Poetic structure (stanzas, free verse, etc.)
Difference between connotation and denotation of words.
How sound and word choice in poetry can contribute to meaning, tone, or mood.
Understand:
How authors use the details listed above to express them and/or central idea.
Lesson Plan Template Revised 11/12/2016

Do:
Analyze and write poetry in order to demonstrate an understanding of how figurative language, sound devices, word
choice, and poetic structure support meaning.

TEACHER LESSON PREPARATION What needs to be done prior to the lesson?

Students should have prior knowledge of poetic elements such as figurative language.
Teacher should prepare a summary review sheet of the poetic elements.
Teacher should select sample poems for the hook activity.
Teacher should prepare an organizer for the analogy activity.

ACTIVATING STRATEGY
Imagine that you are living in a high rise apartment in the city. You decide to take your dog to the local dog park, which is a
few blocks away. As your walk, you listen to the sounds of the city the buses, the cars, the taxis, the people.you notice
a man on the street corner. He has a hat marked tips in front of him. He is sharing a free verse poem (read poem 1).
You think about how the meaning was conveyed through the loose structure and lack of rhyme, but with careful word
choice. Interesting. You move along, and on another corner there is another poet. This time the verse is more structured,
with a careful rhyme and rhythm (read poem 2).
Lets think about the differences in the two poems:
The first is called free verse. Free Verse Poetry:
is flexible.
has very few rules.
relies on line breaks and word choice to convey meaning.
has no specific rhyme scheme.
is very imaginiative!
has carefully chosen words.
Some poets find this liberating, while others feel like they could not do a good job in that manner. Robert Frost
commented that writing free verse was like playing tennis without a net.
The second is lyrical. This type of poetry expresses the thoughts and feelings of a single speaker. Notice the stanzas, end rhyme,
rhythm, and repetition of lines.

Now think about yourself. You are going to extend your mind and write a personal analogy.You are going to BE one of the
poems! After you select which you are, tell how you FEEL! Consider the characteristics of the poem you chose. I am a
_________________ (free verse poem, structured poem). I FEEL _________________________________.

First, share a few of the analogies out loud. Discuss. Then have the remaining students share at their tables.

Instructional Sequence and Activities including use of technology

1. Review and discuss EQ.
2. Now that you have become poetry, you are ready to see poetry through a poets eyes! Poets use their heart, mind, all their
senses, and their imagination when expressing a message through their poems. Seeing poetry through the lens of a poet
means making sure you carefully choose and combine the different elements of a poem so they work together to clearly
convey the central message or theme of the poem.
3. You are already familiar with the tools a poet has. Go to Edmodo and pull up the chart of the poetic elements we studied
earlier in the year (briefly review).
4. As we said, you are very familiar with all of these things. Now we are ready to make the familiar strange.we are going to
look at the poetic elements in a new way! This will help you gain greater insight of how the structure and language of a
poem can be used to create deeper meaning. Analogies help is see things in a new way. They create a picture in our
minds, which enables us to gain new insight and a greater understanding.
Lesson Plan Template Revised 11/12/2016

5. You will be creating direct analogies. (Hand our analogies organizer.) Select five of the poetic elements and create a
direct analogy for each one. Remember, you are making the familiar STRANGE! You MAY NOT use the regular
definition for your analogy! You must compare the poetic element to something you would not normally compare it to. The
two items should not be similar in obvious ways. Be creative and HAVE FUN! How strange can you be?
6. Explain that as a final way to pull it all together, students write one final analogy..Seeing and writing through the eyes of
a poet is ________________. They will then choose a way to explain their metaphor (discuss choices on sheet). Their
metaphor and explanation should demonstrate an understanding of how these tools are used to create deep meaning in
poetry.
7. Work on analogies for poetic elements. Students are seated in small groups. They can share ideas, but each student will
create their own analogies and end product.
8. Share/discuss analogies for poetic elements.
9. Work on synthesis analogy and presentation.
10. Class presentations.

Assessment Strategies
Student Checklist for Synthesis Activity (see attached)
Informal assessment of student learning as teacher reads and discusses student analogies. Teacher will use a class
checklist to make annotations of student progress.

Differentiation
Students will select their method of presentation of the synthesis activity. The presentation choices reach
different learning styles. The final presentation will extend thinking by having the students demonstrate an
understanding of how the poetic elements they learned about in the class analogy activity come together to form
patterns and connect to convey meaning.

Materials/Links/Text References/Resources
Prentice Hall Literature Common Core Edition, 6 th Grade
Poem 1 Hook Activity http://examples.yourdictionary.com/examples-of-free-verse-
poems.html#lzILgjlvGwBYw4m3.99

Poem 2 Hook Activity Prentice Hall Text

Personal Analogy Template
Review Sheet Poetic Elements Adapted from Prentice Hall
Organizer Direct Analogy Activity
Organizer & Student Checklist Final Analogy Activity
.