TOPIC FOR THE LESSON: What does poetry look like?

Date: 11/13/2019
Grade Level/Course: 9th Grade ELA
Unit: Poetry

Lesson objectives (information, disposition, and skill objectives):

1. Students will be able to demonstrate understanding of a poem by creating a visual representation of it.
2. Students will understand that figurative language is not the same as literal language.
Standards Addressed:
 9.11.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. b.
Analyze nuances in the meaning of words with similar denotations.

Initiation/Opening Time
Now that we’ve looked through and analyzed these poems, we are going to see what the poem looks like
to us. By using figurative language, poets allow the reader to see what they are trying to say. 2 minutes

Teacher’s Activities Students’ Activities Time

 Explain that figurative language is present  Listen, a few will participate in the discussion. 5-10 minutes
in all the poems you’ve looked at so far. (or more
(specifically [extended] metaphor & depending
allusion) on figurative
language
 Ask class for examples.
knowledge)
 After we’ve come to a consensus about what
figurative language we’ll be looking at ,  Examine and analyze poem to find figurative
explain that students will be taking an instance language.
of figurative language in their chosen poem (of  Choose one instance of figurative language and
the 5) and creatively representing the line or write it on the paper, then draw what the
figurative language means. 20-30
instance.
 This representation can be the literal meaning  On a separate piece of paper, explain why it minutes
that they understand, or it can be what they was chosen and how it relates to the poem as a
believe the author is trying to say and get whole. Turn this into Ms. Rood at the end of
across. the hour.
 As they are working, walk around, offering
help and clarifications to those who need it.

Closure Time
Hang up pictures on the wall to display student work. Turn in the exit slip to Ms. Rood. 2-5 minutes

Assessment Tools:
1. Exit slip (explanation of what they did)
2. Drawing/picture from the poem

Pre-Planning:
Materials/Resources (list):
 Poems
 Paper for drawing
 Art supplies
 Exit slip print outs

Reflections/Notes:
The figurative language aspects I found prevalent in these poems are allusion and metaphors. So, I plan to focus on
those two aspects in the beginning of the lesson to have them illustrate in the latter part of the lesson.
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