UNION UNIVERSITY’S LESSON PLAN FORMAT

(Template available at http://www.uu.edu/programs/tep)

Name Carla Sohns

Date January 27, 2011 Grade/Subject 7th Grade/Language
Arts
If this lesson is part of a unit, what is its number?

TN CURRICULUM STANDARDS ADDRESSED BY GOALS AND OBJECTIVES:

Tennessee English Language Arts Standards

Grade 7 Standard 8 Literature
GLE 0701.8.2 Understand the characteristics of various literary genres (e.g., poetry, novel, biography, short
story, essay, drama).
GLE 0701.8.5 Identify and analyze common literary terms (e.g., personification, conflict, theme).
CFU 0701.8.12 Consider how forms and conventions within genres (poetry, drama, essays, short stories)
affect meaning.
CFU 0701.8.13 Identify sound devices (e.g., alliteration, onomatopoeia, rhyme scheme), figurative language
(e.g., metaphor, simile), and other conventions of verse in poetry (e.g., limerick, lyric, narrative, haiku) and
explain how these contribute to the poem’s meaning and to the poem’s effect.
SPI 0701.8.8 Analyze the effects of sound (i.e., accent, alliteration, onomatopoeia, repetition, rhyme, internal
rhyme) in context.
SPI 0701.8.10 Identify and analyze figurative language (i.e., hyperbole, simile, metaphor, personification,
pun) within context.

GOAL(S): Know how to identify different types of poetry, literary terms and
sound devices.

OBJECTIVES AND ASSESSMENT:

Learning Objectives Assessment Level of Thinking
(stated behaviorally) (formative/summative) (Bloom’s Taxonomy
OR Webb’s Depth of
Knowledge)
TSW identify and
analyze types of poetry Summative (Create Knowledge
and figurative booklet to display
language by writing information.) Analysis
out names and
definitions and
illustrating.
TSW create poems Summative (Share
providing examples of illustrated poems Synthesis
different types of through creation of
poetry and figurative Voice Thread.)
language.

INSTRUCTION:
 Lesson Opener
o Hook: Read the poem A Red, Red Rose by Robert Burns (copy
attached). Have you read much poetry? Have you ever tried to write
your own poetry?
 o Bridge: Today, we are going to discuss types of poetry, figurative
language and allow you to create some poetry of your own.

 Development of concepts and/or skills (include monitoring and

assessments of student learning integrated throughout instruction related
directly to objectives, description of classroom structure [groups, centers,
etc.], and strategies for pre-comprehension, comprehension, and post-
comprehension)

Teacher will discuss types of poetry and figurative language and define new terminology.

o Poetry; a type of literature written in meter. This means that it has a sort of rhythm to it.
Do not confuse rhythm with rhyme. Poems do not have to rhyme. Teacher will discuss
and provide examples of different types of poems.
o Figurative language is a technique used by poets to create strong imagery which often
conveys meaning beyond the literal meaning of the words. Teacher will list and define
different types of figurative language and provide examples.

Students will create poems to represent ten different types of poetry and
figurative language. They will create a booklet using construction paper and
plain white copy paper which will include a cover page and a page for each
poem with illustrations to represent that poem. Illustrations may be hand drawn
or provided in the form of an original digital photograph. Hand drawn
illustration will need to be digitally photographed to complete the next phase of
the project. Poems will be typed on the computer using Microsoft Word, photos
or drawings added and put into booklet form.

Once the booklet has been completed, students will upload their photos to Voice
Thread and read their poems over the photographs. For detailed instruction on
Voice Thread see technology connection shown below.

Technology Connection/Job Aid:

Digital Camera: Take a digital camera and press the on/off button to turn on.
Photo taking screen should automatically come up. Focus on item you wish to
photograph. Use zoom feature on top to zoom out by moving toward the W
(wide) on one side or to zoom in close by moving toward the T (telephoto). Press
the big button on top to take the photo. Photos are automatically saved on a
digital camera. Unwanted photos may be deleted by pressing on the trash can
button while viewing. There are buttons on the camera to move from taking
photos (camera) and viewing photos (play symbol).
Upload digital photos to computer: Each digital camera comes with a cord
that plugs into the camera and into the USB port on your computer. Once
connected, turn the camera on and photos will automatically open up on the
computer for you to save where you want them.
Voice Thread: Go to www.voicethread.com and click on sign in or register.
Enter your name, an email address and password to set up an account. (If you
do not have an email address you can use, ask parents to set up account or see
the teacher.) Click on the Create Tab at the top of the screen. Click on upload
and upload digital photos from camera or computer. Once all photos have been
uploaded, click on the comment button. For each slide, click on comment and
then text and type the name of the type of poetry or figurative language being
represented. Then go back through each slide, click on comment and record to
read each poem related to that slide. This will require a microphone which can
be plugged in to the back of the computer. Voice Thread automatically saves
your slides and comments. Be sure to title your presentation using your last
name and the word poetry. For example “Sohns Poetry.” When completed, click
on the share button, copy the link button and email a copy of the link to yourself
and to the teacher (cjsohns@msn.com).

 Lesson Closure

1. Name three different types of poetry.

2. Name and define five different types of figurative language.
3. Identify figurative language used in the following three examples.
A. Peter Piper picked a peck of pickled peppers.
B. The rain pounded on the pavement furiously.
C. The fresh cut grass smells like a summer day.

MATERIALS AND TECHNOLOGY NEEDED FOR THE LESSON:

Notebook
Pen or Pencil
Copy Paper
Construction Paper
Colored Pencils
Digital Camera
Computer with Microsoft Word, printer and Internet access

EMERGING TECHNOLOGIES THAT WOULD BE USED WERE THEY AVAILABLE AND A

DESCRIPTION OF USE:

Scanners could have been used to scan pictures for student who chose to
draw illustrations.

REFLECTIONS ON TEACHING AND LEARNING:

1. As you reflect on the lesson, how did it actually unfold as compared to what
you had anticipated happening as you did your planning? IIIC

2. Provide the data/information that you have used to determine your students’
progress toward this lesson’s goals. Include individual and group information.
IIIA and IIIC

3. How will you use your students’ performance today as you envision the next
step for these students in learning? IIIC and Planning Domain

4. If you were to teach this lesson again to these students, what changes would
you make? IIIC

5. As you reflect over this lesson, what ideas or insights are you discovering
about your teaching? IIIC

6. How did your choices and actions of classroom management support student
learning?
Attachment: A Red Red Rose by Robert Burns

A RED, RED ROSE

by: Robert Burns (1759-1796)

O my Luve's like a red, red rose,

That's newly sprung in June:
O my Luve's like the melodie,
That's sweetly play'd in tune.

As fair art thou, my bonie lass,

So deep in luve am I;
And I will luve thee still, my dear,
Till a' the seas gang dry.

Till a' the seas gang dry, my dear,

And the rocks melt wi' the sun;
And I will luve thee still, my dear,
While the sands o' life shall run.

And fare-thee-weel, my only Luve!

And fare-thee-weel, a while!
And I will come again, my Luve,
Tho' 'twere ten thousand mile!

http://www.robertburns.org/works/444.shtml