1. Topic-
Literary analysis; figurative language and mood
 
2. Content-
"My Life closed twice before its close" and "after great pain a formal feeling comes" by Emily Dickenson pp 756-757; spoken word poetry clips;
 
3. Goals: Aims/Outcomes-
1.8.4.4.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.8.4.6.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.8.4.10.10 By the end of the year, read and comprehend literature and other texts including stories, dramas, and poems, in the grades 6"“8 text complexity band proficiently and independently with appropriate scaffolding for texts at the high end of the range.
a. Self-select texts for personal enjoyment, interest and academic tasks.
b. Read widely to understand multiple perspectives and pluralistic viewpoints.8.7.3.3 Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
b. Use literary and narrative techniques, such as dialogue, pacing, description, rhythm, repetition, rhyme, and reflection, to develop experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.
d. Use precise words and phrases, relevant descriptive details, figurative and sensory language to capture the action and convey experiences and events.
2.9.4.1.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.9.4.4.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).11.4.4.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)9.4.10.10 By the end of grade 9, read and comprehend literature and other texts including stories, dramas, and poems, in the grades 9"“10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
a. Self-select texts for personal enjoyment, interest, and academic tasks.
b. Read widely to understand multiple perspectives and pluralistic viewpoints.
By the end of grade 10, read and comprehend literature and other texts including stories, dramas, and poems at the high end of the grades 9"“10 text complexity band independently and proficiently.
a. Self-select texts for personal enjoyment, interest, and academic tasks.
b. Read widely to understand multiple perspectives and pluralistic viewpoints.9.7.3.3 Write narratives and other creative texts develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
b. Use literary and narrative techniques, such as dialogue, pacing, rhythm, repetition, rhyme, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
d. Use precise words and phrases, telling details, figurative and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
e. Provide a conclusion (when appropriate to the genre) that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative or creative text.
3.11.4.1.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.11.4.10.10 By the end of grade 11, read and comprehend literature and other texts including stories, dramas, and poems, in the grades 11"“CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
a. Self-select texts for personal enjoyment, interest, and academic tasks.
b. Read widely to understand multiple perspectives and pluralistic viewpoints.
By the end of grade 12, read and comprehend literature and other texts including stories, dramas, and poems, at the high end of the grades 11"“CCR text complexity band independently and proficiently.
a. Self-select texts for personal enjoyment, interest, and academic tasks.
b. Read widely to understand multiple perspectives and pluralistic viewpoints.11.7.3.3 Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
b. Use literary and narrative techniques, such as dialogue, pacing, rhythm, repetition, rhyme, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
d. Use precise words and phrases, telling details, figurative and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
e. Provide a conclusion (when appropriate to the genre) that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative or creative text.
 
4. Objectives-
1. Students will be able to identify a simile within the poems.
2. Students will identify metaphors used with in various poems and analyze what mood they help establish.
3. Students will analyze different poems to determine how the use of rhythm and words are used to evoke a mood.
4. Students will recognize different poetic forms and techniques through rhyme scheme, meter, slant rhyme, personification, and metaphor.
5. Students create original poems that reflect their personal experiences using poetic techniques.
 
5. Materials and Aids-
computer or LCD machine to view spoken word poetry; computer to type assignments;
 
6. Procedures/Methods-

A. Introduction-

1. Sarah Kay youtube "If I had a daughter"
2. Students will create their own list of 10 things I know for sure.
 

B. Development-

1. Introduce poetic forms
2. Introduce poetic techniques rhyme scheme, meter, slant rhyme, personification, simile and metaphor.
3. Using the poems on pp. 756-757, read the poems and analyze them using the thinking through literature questions provided.
4. Use O magazine article to show how to take a topic and develop it into a poem using poetic form and techniques (use talk out loud).
 

C. Practice-

1. put similes and metaphors on board and have students identify.
2. hand out poetic form cheat sheet and show different examples of different forms, allowing the students to call out answers.
 

D. Independent Practice-

1. Students will take their lists from introduction activity and get into think/pair/share groups to find things in common/differences.
2. Students will choose one thing they know for sure and begin to develop a poem using the worksheet provided.
3. Students will work in their think/pair/share group on 3rd day to get feedback and finalize their poems.
 

E. Accommodations (Differentiated Instruction)-

1. JR: interpreter/close captions on videos; work may be typed; 1:1 with poems at 8th grade level.
2. SH: may type all work/give verbal answers.
3. SC: type final poem
4. JQ: reduced assignment to reduce work related anxiety; present poems in different forms (visual, verbal, tactile--may select object from bag to write about, write a tactile poem).
5. FG and JJ: reduced assignment and structured into chunks with exit slips.
 

F. Checking for understanding-

1. Student will share their poem with the teacher.
2. Student will identify the poetic form and two techniques used to create mood.
3. Student will complete a self evaluation rubric and a peer evaluation rubric.
 

G. Closure-

1. Anyone willing to perform their poem will be encouraged to share; they may also choose to display their work in the room.
 
7. Evaluation-
1. Teacher will evaluate student work using an informal assessment by completing a rubric.
 

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