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Lesson Plan

Unit 2: Coming of Age-The Loss of Innocence Length: 90 Minutes Day: 5

Standards: 9.3.1.b b. Write literary and narrative texts using a range of poetic
techniques, figurative language, and graphic elements to engage or entertain the intended
audience.

Learning Target: I can use figurative language and imagery in order to write texts that are
rich with sensory language.

o I can identify prepositions

Success Criteria: I will write a force of nature poem that describes at least one force of
nature. It will be at least 200 words long and contain at least 5 examples of sensory
language.
o I will identify prepositions by compiling a list with my peers

Assessments:
o Force of nature poem: Students will write a force of nature poem that describes at
least one force of nature. If they choose more than one, there must be a
connection between the two, established using figurative language. They may
choose the form, as long as it is at least 200 words long and uses rich poetic
techniques. These techniques include:
Figurative language: Metaphor and Simile
Imagery: Evokes the senses of smell, taste, touch, hearing, and sight
Show, not tell
Emotional connection with reader

Inquiry Questions:
o How does writer show instead of tell?
o What impact do sensory details add to a narrative?
o Why is figurative language so powerful?
o How does one identify prepositions?
o How do sensory details impact setting?

Differentiation:
o Students who struggle with the worksheet will receive help from myself in the
form of helping them annotate the mentor text included.
o The nature walk and notebook exercise will give students a chance to practice
writing with sensory language in mind. This is a form of scaffolding for their
force of nature annotations and poems.

Materials:
o Sensory language worksheet
o Writers notebook
o Writing utensils

Procedures:
o 5 Min: Attendance
o 30 Min: Nature walk and writers notebook
Prompt: Find at least 2 different pieces of nature to write about. Use your
senses (within reason) to study the pieces of nature you chose. Be as
descriptive as possible. Imagine that you are trying to describe it to
someone who has never experienced it before. (Ex: The rock is as hard as
concrete and feels like a smooth countertop).

o 10 Min: Review prepositions: I will stand in front of the class and ask them to
compile a list of prepositions based on my relation a a chair. (Ex: Under, above,
beside, etc.) This will be revisited in the next lesson using my grammar mini
lesson.)

o 30 Min: Force of nature poem: Students will write a force of nature poem that
describes at least one force of nature. If they choose more than one, there must be
a connection between the two, established using figurative language. They may
choose the form, as long as it is at least 200 words long and uses rich poetic
techniques.

o 10 Min: Sharing poems: Students will share their poems in their table groups and
take notes on examples of sensory language being used. These notes will be
returned to readers for feedback purposes. This will be a fun way to close the
lesson and is a form of scaffolding for their narrative writing.