Team Teaching Poetry Lesson: Symbolism and Sensory Imagery

Co-Teachers: Alexandra Disabella & Meghan Meyers

Lesson Title: Paint Chip Poetry Grade: 9

Goals or Objectives:
 Students will be able to identify symbolism within a work of poetry.
 Students will be able to identify sensory imagery within a work of poetry.
 Students will be able to collaboratively analyze the text effectively.
 Students will be able to write poetry correctly.

Grade Level Guide: Content Standards

Content Curriculum Focal Points NCTE Standard: #3

http://www.ncte.org/standards/ncte-ira
NCTE & ILA standards
Students apply a wide range of strategies to
comprehend, interpret, evaluate, and
appreciate texts. They draw on their prior
experience, their interactions with other
readers and writers, their knowledge of
word meaning and of other texts, their
word identification strategies, and their
understanding of textual features.

ILA Standard: 1.3

[Co-Teachers] understand the role of
professional judgment and practical
knowledge for improving all students'
reading development and achievement.

Social Studies/History:
Social Studies/History teachers could
discuss about how colors have been used in
history or social situations to provoke
different sensory responses (colors of flags,
colors of street signs, colors of countries,
colors used in battle, etc.). How poetry has
been incorporated into history could also
be taught (classic historical literature,
National Anthem, etc.). Analyzation of
text and symbolism can be reinforced in
both lesson ideas. CCSS RH.9-10.5

Geography/Earth Science: Have students

write about several types of landforms. In
this writing they must use sensory imagery
 in their descriptive writing of these
landforms.

ISTE standard (1 tech component) 1c - Students use technology to seek

http://www.iste.org/standards/standards feedback that informs and improves their
practice and to demonstrate their learning
in a variety of ways.

PreK-12 Proficiency standard Standard 2: English language learners

http://www.tesol.org/docs/books/bk_prek- communicate information, ideas, and
12elpstandards_framework_318.pdf?sfvrsn=2 concepts necessary for academic success in
the area of language arts.

Common Core State Standard RL.9-10.4 Reading Literature | Craft and

Structure

4. Determine the meaning of words and

phrases as they are used in the text,
including figurative and connotative
meanings; analyze the cumulative impact
of specific word choices on meaning and
tone (e.g., how the language evokes a sense
of time and place; how it sets a formal or
informal tone).

Academic Language:
 Literary analysis
 Symbolism
 Color motif
 Sensory imagery

Students’ Needs: Students need all prior knowledge from their ELA classes, semi-advanced
reading and writing skills, reading comprehension strategies, and a sound understanding of
content presented in the previous introductory lesson on poetry. To scaffold instruction from the
previous introductory lesson on poetry to this lesson, a short presentation/lecture will be given.
 English Language Learners: Student who has dyslexia:

ELLs will be given a handout to aid in
understanding sensory imagery. ELLs will
be given an annotated packet of poems.
ELLs will be paired up with a peer, if they
need, when writing their own poem.
Struggling Readers will be given an annotated
copy of the Color Motif Poetry Packet, to help
them understand the material better. This
translation will also include the phonetic
spellings of words that are hard to pronounce or
understand.

Materials:
Student Needs
 Color Motif Poem Packet
 Highlighters
 Pen/pencil
 Technology
Teacher Needs
 Symbolism/sensory imagery PowerPoint
 Paint chips
 Extra highlighters (7 colors)
 Technology
 Index Cards

Language Function: Students will analyze the poems in the Color Motif Poem Packet by
highlighting instances of color motif and sensory imagery. Students will interpret why the author
may have chosen the specific color or image in small groups. In these small groups, students will
evaluate their explanations and argue their points, if necessary. To justify the lesson and assess
understanding, students will practice writing poetry using color motif and sensory imagery
through paint chip poetry.

Analyze, Argue, Describe, Evaluate, Explain, Interpret, Justify, Synthesize

Lesson Plan:

Before: 10 minutes
 To begin, teachers will hand each student an index card and ask them to write down their
favorite color on the side without the lines.
 On the other side of the index card (lined side), teachers will ask the students to describe
their favorite color based on the 5 senses – taste, touch, sight, smell, sound.
 After completing this short activity, teachers will gather the students’ attention and ask
them what they think the purpose of this activity was.
 The teachers will then explain that it was an introduction to color as a motif and sensory
imagery lesson.
During:
  After introducing the lesson with a short activity, teachers will give a short lecture on
symbolism and sensory imagery as it is used in poetry (a PowerPoint will be used here to
support the content being taught). This lecture is a follow-up presentation to a previously
presented introductory presentation on poetry. (15 minutes)
 Upon completion of the PowerPoint, students will be given the Color Motif Poetry
Packet.
 Students will be instructed to independently read one or two shorter poems by various
poets that emphasize motif and imagery (about 3 minutes)
 After individually reading the poems, students will get into their small groups
(previously determined by the teaching team).
o In these groups, distinguished by highlighter color, students will analyze the
text(s), highlighting where there is color motif and sensory imagery. (5 minutes)
o Students will discuss their findings using the guiding questions on the board as an
aid: (5-10 minutes)
1) What is the significance of the color in the poem?
2) How does the imagery the author used make you feel?
3) Why do you think the author chose the colors he/she did?
o Students should be keeping track of the answers to these questions for later.
 As a class, we will briefly come together and have each group share at least one point
from their group discussion. (about 2 minutes)
 After a brief discussion, students will each pick a paint chip out of the “paint can”.
o Students will be instructed to write a poem on their paint chip, making sure to use
each space adequately (instructions will be on the board).
Each poem must be at least 5 lines and include sensory imagery. The poems do
not have to be specifically about the color they chose; the poems can be about
something representative of that color. (An example will be projected in the
power point.) (15 minutes)

After:
 After completing the paint chip poetry lesson activity, students will be instructed to go to
www.edmodo.com and write a post in the class group that has been created. In this post,
students will include the three guiding questions about the poetry read in class.
o Each student must also comment on another student’s post.
o Students will also complete a poll on the same site to help us as educators
determine the effectiveness of the lesson and how we can modify the lesson in the
future.

*This portion of the lesson will take place in class, time permitting. If there is not enough time,
students will complete this as a short homework assignment.

Assessment:
 Type of Description of assessment Modifications to the Evaluation Criteria-
assessment: assessment so that all What evidence of
students could student learning (related
demonstrate learning to the learning
objectives and central
focus) does the
assessment provide?

Formal Students will be instructed to Students may use  Student posted

Assessment go to www.edmodo.com and speech-to-text on Edmodo
write a post in the class group dictation function on  Student
that has been created. In this their laptop if answered the
post, students will include the needed. three guiding
three guiding questions about questions.
the poetry read in class. Students who have a  Student
1) What is the significance of learning disability comment on
the color in the poem? and find typing a another peer's
2) How does the imagery the hinderance to post
author used make you feel? demonstrating their
3) Why do you think the learning may hand
author chose the colors write what they
he/she did? would post.
Students will also complete a
poll on the same site to help
us as educators determine the
effectiveness of the lesson
and how we can modify the
lesson in the future.

Each student must also

comment on another
student’s post.

Resources:

PowerPoint Link:
https://docs.google.com/presentation/d/1bA6ijrYIsFlDWly6Q54DlAuKfw6z_5b71ZJ5JDuPhuk/
edit#slide=id.p

Edmodo Link: www.edmodo.com

Groups:
Caroline Reel and Carolyn Conlon
Cassie Hoene and Caeli Welker
Mary Scanlon and Sarah Rooney
Jessica Rapp, Erin Phillips, and Dana Wells
Christian Stewart and Hannah Silva
Bridget Morse and Kirsten Dodge
Victoria Alteri and Miranda Siler