1. Topic-
The Language of Poetry
 
2. Content-
The Seven Ages Of Man ( Shakespeare)


mewling
woeful ballad
pard
bubble reputation
with good capon
saws
pantaloon
 
3. Goals: Aims/Outcomes-
1)Building deeper comprehension
2)Comprehend Literature

 
4. Objectives-
CCSS.ELA-Literacy.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-Literacy.RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
CCSS.ELA-Literacy.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).
 
5. Materials and Aids-
McDougal Littell Literature: pg. 720

Video-

Model
 
6. Procedures/Methods-

A. Introduction-

Essential Question: How do poets convey life interpretations through themes in poetry?

ELL student breakdown: how does a poet share how they feel about life through writing poetry?
 

B. Development-

Begin by asking students to freewrite for a few minutes on what it means to be a "student/schoolboy/schoolgirl." Share and discuss.
 

C. Practice-

Play a recording of the speech "All the World's a Stage.

Introduce the concepts of simile (an explicit comparison, often (but not necessarily) employing "like" or "as") and metaphor (a comparison made by referring to one thing as another). (Forrest Gump's "life is like a box of chocolates" may be a good introduction to this).
Have students now go and rewrite their thoughts on what it means to be a student, using a simile or metaphor. (If a student gets stuck, he or she can fill in the comparison: "A student is like ___________." Share again.
Discuss how a conceit (extended metaphor) works.
 

D. Independent Practice-

Break students up into seven groups and give them each one of the ages (see below). (Terms may need to be glossed on the sheets.) Reread the first lines to help orient students.
Have students embody their given age of man to create a tableau vivant. (30 seconds to organize and freeze.)
Have each group freeze, discuss their decisions, challenges, areas of confusion, and highlight moments of success and creativity.
 

E. Accommodations (Differentiated Instruction)-

Pacing, Extend Time, Guided Instruction, Peer Buddy, Positive Reinforcement, Modeling, Oral Clues and Prompts, Small Group
 

F. Checking for understanding-

Have students return to their student-inspired similes and metaphors. Have them build up, expand upon, or complicate their previous similes until they create an extended metaphor.
 
7. Evaluation-
Vocabulary Quiz
 

This Lesson Plan is available at (www.teacherjet.com)