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Lesson Plan

Teacher
Mariah Besplug Date Tuesday Sept 5
Name
Subject Area Language Arts Grade 9
Class 1
General Outcome 2: Comprehend 2:03-2:47 / 2:47-3:30 (M-TH)
and respond personally and 43 minutes
GLO Time
critically to oral, print and other 12:19-12:51 / 12:51-1:20 (F)
30 minutes
media texts

2.3 experiment with forms, elements, and techniques: analyze creative


Specific Learner uses of language and visuals in popular culture, such as advertisements,
Outcomes electronic magazines and the Internet; recognize how imagery and figurative
language, such as metaphor, create a dominant impression, mood and tone

Adaptations

Assessment Observation

Materials Posters, markers, questionnaires, balloons, course outlines, about me


PowerPoint **see balloon study PowerPoint
Preparation Get supplies ready, load PowerPoint

1. Welcome students into class. Invite them to take their seats in


their seating plan
Introduction 2. A little bit about me powerpoint -if they have already seen the
powerpoint (kids I have for social) skip this and do a quick story
about traveling as a way to introduce myself a little bit more.
3. Explain the layout of the class-how LA will work
4. Balloon activity students are given a questionnaire. They have to
answer all of the questions without putting their name on it. Then
they roll it up and put it in a balloon. When everyone is done we
will toss the balloons and try to keep them in the air as long as
possible.
Body
5. Divide students into 2 groups where they will each take a balloon,
a piece of large paper, and some markers.. In the group their job
is to summarize what all of the balloons said on them. Remind
them to be responsible about popping the balloons and throwing
the trash in the garbage.
6. Have groups present their posters and have a student recorder
put it all on the board. Make sure everyone is agreement. Discuss:
why did we do this activity?
7. Ask if any students have any expectations they would like to add

Closure
8. Hand students the course outline for the class. Discuss non-
negotiables - respect others, yourself, and the environment.
Directions: Do NOT put your name on this page. Answer each question thoroughly making
sure to be as honest and specific as possible.
1. What strengths do you bring to this class?

2. What weaknesses do you bring to this class?

3. What do you need your classmates to do to help you be successful?

4. What do you need your teachers to do to help you be successful?

Directions: Do NOT put your name on this page. Answer each question thoroughly making
sure to be as honest and specific as possible.
1. What strengths do you bring to this class?

2. What weaknesses do you bring to this class?

3. What do you need your classmates to do to help you be successful?

4. What do you need your teachers to do to help you be successful?


Lesson Plan
Teacher
Mariah Besplug Date Thursday Sept 7
Name
Subject Area Language Arts Grade 9
Class 2
General Outcome 2: Comprehend 2:03-2:47 / 2:47-3:30 (M-TH)
and respond personally and 43 minutes
GLO Time
critically to oral, print and other 12:19-12:51 / 12:51-1:20 (F)
30 minutes
media texts

2.3 experiment with forms, elements, and techniques: analyze creative


Specific Learner uses of language and visuals in popular culture, such as advertisements,
Outcomes electronic magazines and the Internet; recognize how imagery and figurative
language, such as metaphor, create a dominant impression, mood and tone

Adaptations

Assessment Pre-assessment via their mini projects.

Materials Poetry booklets

Preparation Put poetry workbook on smartboard, set timer, write agenda on board

1. Welcome students into class. Invite them to take their seats in


their seating plan
2. Explain that today we will be starting a unit on poetry. The goal
isnt writing poetry but understanding poetry. We will do it by
Introduction looking at a lot of song lyrics and a couple of poems. Our goal is to
understand the ways that authors use different literary
techniques to create mood, tone, and dominant impression.
3. Hand out poetry workbooks. Explain that they need to bring them
to every class along with a writing utensil. It is there
responsibility to keep track of it.
4. Today we are going to do the mini project that is on the first page
of your workbook. I am using this project to see where you guys
Body are. It wont count for marks but will be used as a fun
introduction to tell me a bit more about you. (have it up on
smartboard.
You will have the rest of the class to work on it and we will share
them with the class at the end of class today or beginning of class
tomorrow. You should include
What the song is about
What the song means to you/why you like it
Lines that speak to you or send a strong message
Interesting literary techniques that the author uses (rhyme,
imagery, alliteration, simile, metaphor, etc.) we havent learned
about these yet so just do the best that you can.
A sketch or image that represents the song to you
5. Give example of mine.
6. Work time (set timer on board)
7. Sharing time. Students will gather in groups of 4. In their groups
Closure they will each take a turn sharing the song that they chose
8. Ask students to hand in their workbooks to the bin so that I can
have a look at them.
Lesson Plan
Teacher
Mariah Besplug Date Monday Sept 11
Name
Subject Area Language Arts Grade 9
Class 3
General Outcome 2: Comprehend 2:03-2:47 / 2:47-3:30 (M-TH)
and respond personally and 43 minutes
GLO Time
critically to oral, print and other 12:19-12:51 / 12:51-1:20 (F)
30 minutes
media texts

2.3 experiment with forms, elements, and techniques: analyze creative


Specific Learner uses of language and visuals in popular culture, such as advertisements,
Outcomes electronic magazines and the Internet; recognize how imagery and figurative
language, such as metaphor, create a dominant impression, mood and tone

Adaptations

Assessment Take in poetry books and observation of students stories as formative


assessment
Materials Poetry booklets

Preparation Make groups

1. Welcome students to class


Introduction
2. If not finished sharing mini projects from last day take five
minutes to finish this. Hand out poetry workbooks
3. Play the song Northern wind by City and colour.
4. Sort: Have the similes and metaphors form the song printed
and cut into strips. After listening to the song, invite students
to try to sort the slips of paper into two categories. Give them
one example of each category.
Body 5. Ask them in groups if they can come up with a rule about why
the papers go in different categories.
6. Hopefully a student will figure out simile and metaphor, if not,
help them by giving them the words. Ask students if they can
give a definition of them. As students give ideas, write them
on the board. Together come up with a definition to put in
their workbook for simile and metaphor. Invite them to
choose an example from the song or one they make up for the
example part.
7. Simile Song- Try to tell a story only using metaphor and
simile. Every sentence must contain one. Everyone in the
group has to have a simile. (Groups of five)
8. Present simile stories
Closure
9. Discuss: Why might we use similes or metaphor? What is the
purpose? Why not just describe it explicitly?
Paper sort:

You're the Northern Wind Sending shivers down my spine

You're like falling leaves in an autumn night

You're the lullaby that's singing me to sleep

You're like the missing piece

You are all four seasons Rolled into one

Youre Like the cold December snow In the warm July sun

I'm the jet black sky that's just before the rain

Im Like the mighty current pulling you under the waves

I'm the darkest hour just before the dawn

[Im] like an old guitar worn out and left behind

You are as big as an elephant

Shawn is as brave as a lion


She was fairly certain that life was a fashion show.

Amy is the sharpest crayon in the box

The children were roses grown in concrete gardens, beautiful and forlorn.

The computer in the classroom was an old dinosaur.

She is like a hawk in the night

The song was like a sleeping pill, it put me right to sleep.


Lesson Plan
Teacher
Mariah Besplug Date Wednesday Sept 13
Name
Subject Area Language Arts Grade 9
Class 4
General Outcome 2: Comprehend 2:03-2:47 / 2:47-3:30 (M-TH)
and respond personally and 43 minutes
GLO Time
critically to oral, print and other 12:19-12:51 / 12:51-1:20 (F)
30 minutes
media texts

2.3 experiment with forms, elements, and techniques: analyze creative


Specific Learner uses of language and visuals in popular culture, such as advertisements,
Outcomes electronic magazines and the Internet; recognize how imagery and figurative
language, such as metaphor, create a dominant impression, mood and tone

Adaptations

Assessment Take in poetry books and observation as formative assessment

Materials Poetry booklets, videos loaded

Preparation Get blank paper

1. Welcome students to class


Introduction
2. If not finished sharing stories, share them now, review what
the difference is between a simile and a metaphor
3. Give students a large piece of paper. Instruct them to divide
the paper into 4 sections. We are going to listen to clips from
four different songs. During the song, draw the feelings that
the song gives you. If you want, you can close your eyes.
4. Play four songs:
Better together-jack Johnson (first minute)
Body
https://www.youtube.com/watch?v=u57d4_b_YgI
Sum 41- Still waiting
https://www.youtube.com/watch?v=Kjwlzs1OJcY
(0:25-1:25)
If Youre Reading this Tim McGraw (first minute)
https://www.youtube.com/watch?v=SsWSI2gTOWM
Eminem When Im Gone (1st minute)
https://www.youtube.com/watch?v=kguRNaAO8oc
Ask students to compare with a person sitting next to
them if they feel comfortable. Next introduce the
lesson. Today we are going to talk about the feelings
and emotions that go with poetry. There are three
main ideas we are going to talk about today, mood,
tone, and dominant impression. So first we are going to
watch this video that will give you some info.
5. Watch video: tone vs. mood then discuss: when we drew in
the four corners of the paper were we drawing mood or tone?
Why? https://www.youtube.com/watch?v=C3TZGZn5VwA

6. Go over PowerPoint and take notes in their books

7. Practice time: Listen to If Youre Reading This and follow


along with the lyrics. Try to find clues throughout for the
mood tone, dominant impression.

8. Fill in analysis on worksheet.


Closure 9. Discuss: why do you think he wrote this song?
10. Sponge- practice pat questions
Lesson Plan
Teacher
Mariah Besplug Date Friday Sept 15
Name
Subject Area Language Arts Grade 9
Class 5
General Outcome 2: Comprehend 2:03-2:47 / 2:47-3:30 (M-TH)
and respond personally and 43 minutes
GLO Time
critically to oral, print and other 12:19-12:51 / 12:51-1:20 (F)
30 minutes
media texts

2.3 experiment with forms, elements, and techniques: analyze creative


Specific Learner uses of language and visuals in popular culture, such as advertisements,
Outcomes electronic magazines and the Internet; recognize how imagery and figurative
language, such as metaphor, create a dominant impression, mood and tone

Adaptations

Assessment Take in poetry books and observation as formative assessment

Materials Poetry booklets, videos loaded

Preparation Load https://www.youtube.com/watch?v=uSN1UIh0DJM

1. Review tone, mood, dominant impression with three practice


statements and 3 corners in the room. One side is tone, one side is
mood, one side is dominant impression. I will read statements and
they go to the corresponding side
-the author is writing about baseball. He believes that baseball is a
waste of time so he is quite angry in his writing. (tone)
-the author writes a poem. His goal is for the reader to feel sad while
reading (dominant impression)
Introduction
-John reads a poem. He finds it funny and it makes him feel
happy(mood)
-Lexi writes a story that she hopes will make people feel angry
(dominant impression)
-Meg writes a story about elephants. She wants to save the elephants
from the tourist industry so she uses very persuasive
language(tone)
-James reads a story that makes him cry because he is sad. (mood)
2. Have students return to their desks.
3. Next we are going to practice reading a poem, open your books to
Body the base runner. Read it together.
4. Have students try to answer the questions on their own
5. Go over answers to the questions, discuss them as a class.
6. Watch clutch moments- have students make a simile related to the
Closure
video or another sport moment.
https://www.youtube.com/watch?v=uSN1UIh0DJM