TPACK Template- TLED430W-Pastore

Subject English

Grade 12
Level

Learning 12.4 The student will read, comprehend, and analyze the development of
Objectiv British literature and literature of other cultures.
e f) Explain how the sound of a poem (rhyme, rhythm, onomatopoeia,
repetition, alliteration, assonance, and parallelism) supports the subject,
Content

mood, and theme.

Complete the sentence below:

In this interactive white board activity, the children will touch the board to highlight and
Pedagogy Planning

annotate poetry and learn about poetic form while identifying craft choices that evoke
emotional response from the reader.
 Activity I will begin by explaining the importance of reading poetry aloud and how
poems are designed to be heard, felt, and experienced. I will explain that craft
choices involve precise and intentional word choice. The students will then
alternate reading lines of 4 different poems aloud to the class from their
seats.

Next, we will discuss what they feel the poem is about (emphasize no wrong
answers—open to individual interpretation based on perspective and
experience) and what ideas the poet seems to convey throughout the poem.
Then, the students will begin with the first poem and take turns approaching
the smart board and highlighting/annotating images, words, and symbols that
support the identified ideas. Via group discussion, we will explore the
structure, tone, and mood of each poem.

Following the group discussion, the students will approach the smart board
again and with the highlighting/annotation tools, they will identify imagery,
rhythm, and rhyme. Next, I will ask the class as a group via raised hands if
they feel the poem is narrative or lyrical. I will then provide definitions of the
differences and cast a re-vote to see how their opinions may have changed or
stayed the same.

Next, I will cover different types of stanzas, and ask the group to identify the
poems’ stanza breakdown, if applicable. Then, by projecting a split screen, as
well passing out the same in a printed hand out, I will cover end rhyme,
internal rhyme, alliteration, and assonance, metaphor, and simile. The
students will again take turns identifying each on the smart board with the
highlighting/annotation tools.

I will finish the lesson by identifying personal traits such as personification

and apostrophe, as well as allusions, and the dangers of using clichés in
poetry. I will guide the students through shades of meaning such as irony,
understatement, and hyperbole, and ask for volunteers to approach the
smartboard to identify shades of meaning throughout the poems. We will
discuss as a group the craft aspect of imagery in a poem and the effective use
of onomatopoeias in creative work.

(We will work through analyzing each poem individually, but the highlighting
and annotations, as well as group discussion points will repeat with each
Pedagogy

poem in this lesson.)

Technolo https://prod.classflow.com/classflow/#!/product/
Technology

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