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Shane Ellers ED-Tech I Professor Vega Grade 9 Introductory Poetry Lesson (Start of Second Week of Poetry Unit


Standards Content Area  CCSS.ELA-Literacy.RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). CCSS.ELA-Literacy.RI.9-10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.

CCSS.ELA-Literacy.RI.9-10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. CCSS.ELA-Literacy.W.9-10.3c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. Technology Area:

Creativity and Innovation C. Create original works as a means of personal or group expression Communication and Collaboration B. Communicate information and ideas effectively to multiple audiences using a variety of media and formats. Research and Information Fluency B. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Technology Operations and Concepts A. Understand and use technology systems.

Objectives Content Area Students Will:     Create their own poems using pre-existing word choices. Apply knowledge of literary terms and rhetorical devices. Read, analyze, and interpret classic poems and share their findings with the class. Develop a physical representation of their interpretation of the work.

Technology Students Will:       Use an internet site to build a poem. “Drag and Drop” words onto a background. Follow links to find a specific poem. Use Microsoft Paint or Photoshop to create an original image. Use the “highlighter tool” to highlight literary terms Type an analysis

Introduce Learning Activity 1. To introduce this lesson, I will review the previous literary terms that the students have already been taught, as well as the forms of poetry we have previously discussed. This will refresh their memory of the past week’s work. After covering what they already know, students will be instructed that it is now time to put their knowledge to the test, as they are about to become poets themselves. Due to the fact that they are only in ninth grade, they will not be expected to write their own poems (however those who wish to may do so). This is why the word bank is included, so that they may organize words in a poetic form without having to make something too personal that they are afraid to share with the class. From there the class will be asked if they can name any poets or if they have any favorites. Some of these poets may appear as the ones they are assigned in the following activity. They will then pick from a hat to receive a specific poem for the following project. As they read the famous works, they will be instructed to pay attention to each poets own voice and style. From here they will be instructed to find examples of five literary terms and then to write a brief paragraph of their interpretation of the poem. Once completed, we will have an open class discussion about student’s favorite album covers, as the final assignment is to create an “album cover” for the poem they analyzed. 2. In order to motivate students, I will stress how poets were the “rock stars” of their time, as many were incredibly famous and wealthy. This will hopefully encourage them to make their own poems as entertaining as possible as they envision themselves as these

famous writers. As an added incentive any student that wishes to share their poem is eligible to be voted or for a “Grammy” for “Poem of the Year.” The class will vote on each poem by a show of hands. The same will go for the final assignment, as the class favorite will have their artwork framed and hung for the rest of the year. Provide Information A majority of information required for this lesson will have been provided in the previous week through a literary device vocab sheet that will include terms like alliteration, simile, metaphor ect. In our class I will provide a “cheat sheet” to our class as they obviously have not been my student before. In order to provide a stronger understanding of the assignment, I will provide my own personal model so that the students may see an example of what they are expected. As a student myself, I have always found that a teacher constructed model provides a strong visual aid and helps for a better understanding of the overall assignment. This model also helps spark ideas in my head of what I would like, or not like, my own project to look like. Providing a model also shows the student that the teacher put in the effort to complete their own assignment, showing that it can be completed. Provide Practice By using the game “Word Mover,” students will be forming their own poems by picking words from a word bank. In order to make these random words a poem, the students will be forced to arrange them is such a way that will exhibit use of literary devices. When analyzing the poem they have been assigned, students will have to find examples of at least five specific literary devices, demonstrating their understanding of these terms through textual evidence. The use of these terms will help them in formulating their own specific interpretation of the poem that they have read. The goal of this lesson is to establish the habits of supporting claims through examples from the text. By starting this in ninth grade, students will develop strong habits that will help them in their future academic careers. Provide Knowledge of Results While the students are working on their poems, I will be walking around the classroom monitoring their work. This will help to make sure that each poem is being completed. If any student needs help I will be able to walk over to their computer and actively engage them. For the students that wish to share their poem with the class, I will be able to provide direct verbal feedback on their work, complementing them on what they did right, but also providing advice on how they could make their poem stronger. The following poetry analysis assignment will be uploaded to a previously used class blog. Here they can post their work for me to read, allowing me to provide written feedback on their interpretations as well as their use of literary terms. This specific and personal evaluation will show the students exactly what they did correctly or incorrectly, as well as explain why they

received the grade they were given. This type of feedback leaves little room for questions, as the student can see exactly where their strengths and weaknesses lie. This will help them work on what they did wrong in order to become stronger critics of poetry, as well as develop their sense of poetry as a whole. Review the Activity These three in class assignments are formative projects that will ultimately lead to a summative task that will test the students overall understanding of the poetry unit. For this project, the students will be assigned to give a presentation on the poet that wrote the poem they were assigned to analyze. This presentation is to be given using Microsoft PowerPoint and must include the following: -Brief Biography -Period during which this poet is associated -List of major works -Style of poetry -Analysis of another poem It is through this project that a student will be able to truly show their understanding of the topic. In order to teach the class about their specific poet, they must have strong knowledge of what they are talking about. This assignment will also provide strong practice for identifying literary terms and techniques. While a presentation is being given, the rest of the class will be instructed to take notes, as a quiz will be given at the end of the presentation that will include one fact about each poet. This will help the students learn about each other’s work, so that their knowledge is not limited to just the poet they presented on. Method of Assessment This three part assignment will show students understanding of the previous week’s lesson on literary terms, as well as introduce classic poems and their poets. Throughout the course of the year, students will be given 4 class participation assignments worth twenty-five points each, with this being one of them. Due to the fact that it is part of a “class participation” grade, student’s effort will be strongly taken into consideration. The rest of their grade will be based on how well they can exemplify what they have learned up to this time. While not a major part of their overall grade, this small assignment will boost class morale and hopefully allow for a fun and helpful class period. Their grade will consist of: At Least 5 Lines of Original Poetry: 5 Points Examples of at Least 5 Literary Elements: 5 Points

One Paragraph Typed Interpretation: 5 Points Colorful Visual Element: 5 Points Overall Effort: 5 points