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EDUC534001

LessonPlanOne
KenPilkey0660311
KatherineBowlby
September18,2014

Context:ThisplanisbasedonthePrinceArthurJuniorHighSchoolbelltimesforEnglishclassesatthe
grade9level.Thismeansahalfhourclassfollowedthenextdaywithaonehourclass.Theplanis
adaptabletotwoonehourclasses,butnotintendedforthree(thoughexpansionpossibilitiesare
endless).ClasstimesforJuniorHighEnglishrangefrom30minutesto1Hour10minutesfromwhatIve
foundonline,determinedattheschoollevelofadministration.GeneralCurriculumOutcomesaddressed
bythisLessonPlan(fortheGrade9Englishlevel)arehighlightedinredattheendoftheplan,namely
1.1,1.3,2.1,2.3,3.2,6.1,6.2,7.2,and7.3.
Goals:Toencourageengaginganalysisofthepresentedpoem,particularlyexpandingawarenessof
metaphorsashiddenlayersofmeaning.Tostimulatediscussionaboutseeingtheworldfromanother
personspointofview.Toequipthestudentswithamethodforinterpretingsymbolsinotherformsof
mediatheyencountersuchastelevision,moviesandbooks,andtoconsiderothercultureperspectives.
Method:Theabovegoalsareachievedina30minuteMethodInquiry(Bomer17)class,followedbya
60minuteWorkshopClassroom(Bomer13)class.Thestudentswillbewellpreppedtoengageinthe
examinationofthetextbytheirsecondclass,andthegoalsoftheclassaremetbycarefullychosen
gradeappropriatequestionsdiscussedinsmallgroupsandbytheclassasawhole;askingthemto
introduceoccasionsofpersonalexperienceandtoexploreanimaginedscenarioofanewcomertotheir
school.

English9
Class1(30minutes)
5minutes:Quickreviewofmetaphor.Astudentvolunteers,orischosen,toreadtheMerriamWebster
definition(easilyunderstoodatthisgradelevel):

metaphor
: a word or phrase for one thing that is used to refer to another thing in order to show or suggest that they
are similar
: an object, activity, or idea that is used as a symbol of something else
J.K.Rowlingexample:theDementorsintheHarryPotterstoriesassymbolsofthestruggleswego
throughsometimes;toriseuptothemandkeepthematadistance.

Sources(notintroduced):

OprahinterviewsJ.K.Rowling2013http://www.youtube.com/watch?v=Uv1O6JJMC5o
CTVNewsJ.K.Rowling2008http://www.ctvnews.ca/rowlingsayssheoncehadsuicidal
thoughts1.284776
10minutes:Metaphorsashiddenmeaningsinsongsandmoviesandbooks.Thingstodiscoverifyou
havethetoolstoapproachthem.Twopersonalteacherexamplesforclarity.

Mine:Allthediamondsintheworldthatmeananythingtome,areconjuredupbywindand
sunlightsparklingonthesea.BruceCockburn(diamondsasthesparklesonthewater;beautyas
valuable)

Mine:NarniabyC.S.Lewis.HewasaChristianphilosopherwriterandintendedAslantheLionto
beasymbolormetaphorforGod.
10minutes:Divideclassinhalfdownthemiddle.Askonehalfoftheclasstocomeupwithametaphor
thathaspositive(pleasant)connotations,andtheotherhalftocomeupwithametaphorthathas
negative(darkorscary)connotations.Theycantalkaboutsonglyrics,books,menga,comicsthey
canincludemoviesandvideogamesonlyiftheyarebeingverydescriptiveintherecountofthe
scenarios.Iftheyarestumbling,aframeworksuchasthelightsideandthedarksideinStarWars
canbeintroduced.Thegroupsagreeontheirrespectivebestexampleandsharetheirmetaphorwith
theothergroup.
5minutes:Ifthestudentsfeedbacksuggestsafairlygoodgraspoftheconceptofmetaphorthrough
thisreview(theyhavehadpriorexposuretotheconceptbygrade9),thenthePoemassociatedwith
PlanAisdistributedwithinstructionstoreaditonceortwicebeforetheirnextclass.Otherwise,the
poemassociatedwithPlanBisdistributed.

PlanA
English9

Class2(1hour)

LetsJustBeDark
Let'sjustbedark,then
beingshadeandshadowsthatwalkupright
beingnightindaytime

Let'sjustbedark,then
thedarksideofthings
siftinglightthroughpigmentdarkly
illuminatingsomedeepsoulfromwithin

Let'sjustbedark,then
witharmsandlegshuedindarkoak,
ash,mahogany
thisbodybronzedorblackenedliketrees

Let'sjustbedark,then
eyesandteethflickerneon
againstthissundarkly
clothesandcolourshanglikebanners

Let'sjustbedark,then
neitherfriendnorfoeofsunlight
castingnightshadefromthetoandfro
ofthisdarksojournthroughthelife.
MaxineTynes

30minutes:Theclassisdividedintogroupsoffour,afterbeingtoldthatMaxineTyneswasawell
knownpoetfromDartmouthwhotaughtatAuburnHighandpassedawayjustrecently.Theyareasked
todiscussthefollowingquestions,anddesignatesomeoneinthegrouptotakebriefsnotessotheycan
talkabouttheirideaswhentheclasscomesbacktogether.

1. Whatmooddoestherepetitionofthefirstlineaccomplish,astheauthordoesfivetimesinthe
poem;whatkindoffeelingdoesitgive?Isshesaying,letsjustgiveup?

2. Whataretheshadeandshadowsinthefirststanza?Howarethemetaphorsinthefirstand
secondstanzasdescribingthatsomethingorsomeonecanbeobviousandordinaryatthesame
time?

3. Theauthorcomparesherarmsandlegstorarewoodsinthethirdstanza.Whatdoyouthink
shesintendingtosaybyusinghermetaphorthisway?

4. Whatcouldtheauthormeanbyclothesandcolourshanglikebannersinstanza4?Whycan
thisbeagoodthingsometimesandabadthingatothertimes?

5. Whatspecificaudienceisbeingaddressedinthispoem?Whatcanpeopleoutsideofthespecific
grouplearnfromthepoem?

20minutes:wholeclassdiscussionofthefindings(whiletheyremainintheirrespectivegroupsoffour)

10minutes:(Backinoriginalseating)Oneofthethingsthatcomesacrossinthispoemisthattheauthor
feelsconspicuousandobvious,butnotconnectedtoabiggercommunityorunderstoodbyothers.What
aresomeofthewaysyoucouldhelpsomeonewhofeltdifferentandisolatedfeelmorecomfortable
andmorewelcomeiftheywereanewstudenttoyourschool?WhatifthatpersondidntspeakEnglish
wellandworeentirelydifferentclothesthanyoudo?(Openforumideasfromclass).

PlanB
English9

Class2(1hour)

ILostMyTalk

Ilostmytalk
Thetalkyoutookaway.
WhenIwasalittlegirl
AtShubenacadieschool.
Yousnatcheditaway:
Ispeaklikeyou
Ithinklikeyou
Icreatelikeyou
Thescrambledballad,aboutmyworld.
TwowaysItalk
BothwaysIsay,
Yourwayismorepowerful.
SogentlyIoffermyhandandask,
Letmefindmytalk
SoIcanteachyouaboutme.

RitaJoe

30minutes:Theclassisdividedintogroupsoffour,afterbeingtoldthatRitaJoewasawellknownpoet
fromCapeBretonwhoreceivedtheOrderofCanada.Theyareaskedtodiscussthefollowingquestions,
anddesignatesomeoneinthegrouptotakebriefsnotessotheycantalkabouttheirideaswhenthe
classcomesbacktogether.
1. WhatcouldtheauthormeanbyIlostmytalk/thetalkyoutookaway?
2. Howdoestherhythmanduseofmostlysinglesyllablewordsaffectthepace,andhowisthis
relevanttothesubjectmatterinthepoem?
3. Theauthorisusingthewordpowerfulinadifferentwaythanwenormallythinkofitatthe
endofstanza4.Whataresomeotherwordsthatcouldbeusedinitsplacetosupporttheidea
ofpowerthattheauthorisexpressing?

4. Canyouthinkofsomepersonalexperienceswhenyoufeltyourvoiceorsenseofexpression
weretakenaway?Whataboutexamplesofentiregroupsofpeoplethathavehadtheirabilityto
expressthemselvesbetakenawaybyothergroups?
5. Thelaststanzaisademonstrationoftheauthorssenseininnerstrength,prideandpowerina
differentwaythanyoujustdiscussed.Whatissheaskingthatwedo?Whydoesshewantto
teachusabouther?Whatdoesshehopewillbetheoutcome

20minutes:wholeclassdiscussionofthefindings(whiletheyremainintheirrespectivegroupsoffour)

10minutes:(Backinoriginalseating)Oneofthethingsthatcomesacrossinthispoemisthattheauthor
feelspressuredbyotherstobesomeoneshesnot,anddoesnotfeelconnectedtoabiggercommunity
orunderstoodbypeople.Whataresomeofthewaysyoucouldhelpsomeonewhofeltdifferentand
scaredfeelmorecomfortableandmorewelcomeiftheywereanewstudenttoyourschool?Whatif
thatstudentwasfromanothercountryandtheycouldntspeakEnglishverywell?(Briefopenforum
discussionofsuggestions).

ENGLISH LANGUAGE ARTS

GRADE 9

English Language Arts

General Curriculum Outcomes

Specific Curriculum Outcomes

GCO 1: Students will be expected to


speak and listen to explore, extend,
clarify, and reflect on their thoughts,
ideas. feelings, and experiences.

1.1

1.2

1.3

1.4

GCO 2: Students will be expected to


communicate information and ideas
effectively and clearly, and to respond
personally and critically.

2.1

2.2

2.3

2.4

GCO 3: Students will be expected to


interact with sensitivity and respect,
considering the situation, audience, and
purpose.

3.1
3.2

3.3

GCO 4: Students will be expected to


select, read, and view with
understanding a range of literature,
information, media, and visual texts.

4.1
4.2

4.3

4.4

4.5

examine others' ideas in discussion to extend their own


understanding
ask relevant questions calling for elaboration, clarification,
or qualification and respond thoughtfully to such questions
articulate, advocate, and support points of view, presenting
view points in a convincing manner
listen critically to assess the adequacy of the evidence
speakers give to evaluate the integrity of information
presented
participate constructively in conversation, small-group and
whole-group discussion, and debate, using a range of
strategies that contribute to effective talk
adapt vocabulary, sentence structure, and rate of speech to
the speaking occasion
give and follow instructions and respond to questions and
directions of increasing complexity
evaluate their own and others' uses of spoken language in a
range of contexts, recognizing the effects of significant
verbal and non-verbal language features
demonstrate active listening and respect for the needs,
rights, and feelings of others
demonstrate an awareness of the power of spoken language
to influence and manipulate, and to reveal ideas, values, and
attitudes
demonstrate an awareness that spoken language has
different conventions in different situations and cultures and
use language appropriate to the situation
select texts that address their learning needs and range of
special interests
read widely and experience a variety of young adult fiction
and literature from different provinces and countries
demonstrate an understanding that information texts are
constructed for particular purposes
use cueing systems and a variety of strategies to construct
meaning in reading and viewing increasingly complex print
and media texts
articulate their own processes and strategies for reading and
viewing texts of increasing complexity

LEARNING OUTCOMES FRAMEWORK: GRADES 7-9

99

ENGLISH LANGUAGE ARTS

General Curriculum Outcomes

GRADE 9

Specific Curriculum Outcomes


Students will be expected to

GCO 5: Students will be expected to

5.1

interpret, select, and combine information


using a variety of strategies, resources,

and technologies.

GCO 6: Students will be expected to


respond personally to a range of texts.

6.1

6.2

GCO 7: Students will be expected to

7.1

respond critically to a range of texts,

applying their understanding of language,


form, and genre.

7.2

7.3

GCO 8: Students will be expected to use


writing and other ways of representing
to explore, clarify, and reflect on their
thoughts, feelings, experiences, and
learnings; and to use their imagination.

100

8.1

independently access and select specific information to


meet personal and learning needs
select, from a wide range, sources appropriate to
their purposes
use the electronic network
develop approaches and strategies to conduct their
research
respond to some of the material they read or view by
questioning, connecting, evaluating, and extending
move beyond initial understanding to more
thoughtful interpretations
express and support points of view about texts and about
issues, themes, and situations within texts, citing
appropriate evidence
critically evaluate information presented in print and
media texts
assess relevance and reliability of available
information to answer their questions
demonstrate that print and media texts are constructed for
particular purposes and particular audiences
describe how specific text and genre characteristics
contribute to meaning and effect
respond critically to texts of increasing complexity
analyse and evaluate a text in terms of its form,
structure, and content
recognize how their own ideas and perceptions are
framed by what they read and view
demonstrate an awareness that personal values and
points of view influence both the creation of text and
the reader's/viewer's interpretation and response
explore and reflect on culture and reality as
portrayed in media texts
identify the values inherent in a text

use a range of strategies in writing and other ways of


representing to
- extend ideas and experiences
- explore and reflect on their feelings, values, and
attitudes
- consider others' perspectives
- reflect on problems and responses to problems
- describe and evaluate their learning processes and
strategies
- reflect on their growth as language learners and
language users

LEARNING OUTCOMES FRAMEWORK: GRADES 7-9