Candidate Name: Laura Henderson

TAG Strategy in this lesson: Windows Notes
UNIT NAME: I Will Survive – Poetry Unit

LESSON NAME: Using Windows Notes to Gain New Insight into Text Meaning
Time Needed (Hours/Days): One 50 Minute Class Period

Grade: 6

Subject : ELA

Course: Language Arts

STANDARDS/ELEMENTS:
ELA GSE:
Craft and Structure:
ELAGSE6RL4: Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of a specific word choice on meaning and tone.
ELAGSE6RL5: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a
text and contributes to the development of the theme, setting, or plot

Key Ideas and Details:
ELAGSE6RL2: Determine a theme and/or central idea of a text and how it is conveyed through particular
details; provide a summary of the text distinct from personal opinions or judgments.

Vocabulary Acquisition and Use:
ELAGSE6L5: Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings. a. Interpret figures of speech (e.g., personification) in context.

TAG Standards :
Higher Order Critical Thinking Skills (HO/CTS) Elements: The student asks probing, insightful, and relevant questions.
The student responds to questions with supporting information that reflects in-depth knowledge of a topic.
Advanced Communication Skills (ACS) Elements: The student responds to contributions of others, considering all available
information.

ENDURING UNDERSTANDING(s): Students will understand how the use of poetic elements contributes to the
expression of the theme and/or central idea.

ESSENTIAL QUESTION(s)
EQ: How can I use clues from the poetic elements and structure a poet chooses to gain a deeper understanding of the
theme or central meaning of a poem?
Know:
 Main types of figurative language used in poetry (simile, metaphor, personification, hyperbole, idiom).
 Main types of sound devices used in poetry (repetition, rhyme, alliteration, onomatopoeia).
 Poetic structure (stanzas, free verse, etc.)
 Difference between connotation and denotation of words.
 How sound and word choice in poetry can contribute to meaning, tone, or mood.
Understand:
 How the poetic elements listed above are used to express them and/or central idea.
Do:
 Analyze and write poetry in order to demonstrate an understanding of how figurative language, sound devices, word
choice, and poetic structure support meaning.

TEACHER LESSON PREPARATION What needs to be done prior to the lesson?
 Students should have prior knowledge of poetic elements such as figurative language, rhyme, meter, etc.
 Teacher should prepare the windows notes organizer.
 Teacher should prepare copies of Life Doesn’t Frighten Me by Maya Angelou.

ACTIVATING STRATEGY
The teacher will post this message on the active board AND read it aloud. It uses some elements seen in poetry such
as tone, purposeful word choice, sensory detail, repetition, a simile, and alliteration.
 In a serious tone: Class, I have an important announcement to make. Listen so, so carefully, because this news is
something you really need to know. It is as serious as a heart attack. At the end of the week, we will have an
assessment. It will last two days, and will take all class period. You will be responsible for all information we have learned
in our units thus far. It will be require careful, comprehensive studying. Stop here. Give some quiet think time. Then
ask the students:
o What facts did you note? Call attention to the use of tone, alliteration, a simile, word choice…
o What feelings did you have?
o What questions came up for you?
o What ideas were sparked?
 You used the clues I gave you to make meaning of what I was saying. In much the same way, poets use poetic elements
to give you clues to the overall meaning and/or theme of a poem! Now, how would this message have conveyed a
different meaning if the elements included were different? (For instance, word choice, simile, etc.) Have
students defend their thinking with examples.

Instructional Sequence and Activities including use of technology
1. Review and discuss EQ. Briefly review poetic elements that we have studied. This will incorporate the use of technology
as these elements are posted in a document on Edmodo. Students will use their surface tablets to access the document.
The teacher will also display the document on the active board.
2. Now you are ready to see poetry through a poet’s eyes! Poets use their heart, mind, all their senses, and their imagination
when expressing a message through their poems. Seeing poetry through the lens of a poet means making sure you pay
careful attention to the different elements of a poem to see how they work together to clearly convey the central message
or theme of the poem.
3. Window Notes – Model using attending my son’s football game. (facts about game, feelings I had, questions that came
up, ideas that were sparked)
4. Students will now read the poem Life Doesn’t Frighten Me, making notes.
5. Discussion groups – Notice how we learn so much about this poet’s message…..
6. Whole class discussion based on discoveries of small groups
7. We will begin working on our final product – an original poem – surviving 6th grade, where students will apply these
strategies.
8. Application: During this unit, students will be composing their own poems about surviving 6th grade. The tone will go
from one of problems to one of solutions. Students will also be required to include poetic elements we are studying. As
part of peer editing, each student will fill out a windows notes organizer on their partner’s poem. Students will then edit
and revise, using the windows notes as part of their feedback.

Assessment Strategies
 Informal assessment of student learning as teacher reads and discusses student notes on the windows organizers.

Differentiation
 Students were free to interpret the poem based on their own individual experiences.
 Students will select 6th grade topics that are important and meaningful to them and determine their own use of
poetic elements to express the theme of their poem.

Materials/Links/Text References/Resources
 Prentice Hall Literature – Common Core Edition, 6 th Grade
 Review Sheet – Poetic Elements Adapted from Prentice Hall
 Review Sheet – Tips on Recognizing Poetic Elements
 Windows Notes Organizer
 Copy of Life Doesn’t Frighten Me by Maya Angelou
.

Name __________________________ Date __________________ Class Period ____
WINDOW’S NOTES TEMPLATE

What figurative language & poetic elements What feelings did you have as you read?
did you note?

What questions came up for you? What ideas were sparked?

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