Course Name: Language Arts 9th/10th
Teacher: Ms. Savannah Brumfield
Unit Plan Cover Page: EDUC 201
Teacher Name:
Content &Grade Level:
Unit Title:
Essential Question(s):
Unit Question(s):
Common Core / State Standards:
Measurable Unit Objectives:
Ms. Savannah Brumfield
9th/10th Grade Language Arts
Poetry Unit
Why is poetry important to learn in literature?
Who are important or famous poets?
What are the different styles of poetry?
What are major components of poetry?
Determine the meaning of words and phrases as they are used in
the text and analyze the cumulative impact of specific word choices
on meaning, mood, and tone (RL.9-10.4)
Write informative/explanatory texts to examine and convey
complex ideas, concepts, and information clearly and accurately
through the effective selection, organization, and analysis of
content (W.9-10.2)
Analyze literary text development (RL.9-10.2)
Analyze how an author alludes to and transforms source material
in a specific work (RL.9-10.9)
Analyze how an author’s choices concerning how to structure a
text, order events within it (e.g., parallel plots), and manipulate
time (e.g., pacing, flashbacks) create such effects as mystery,
tension, or surprise (RL. 9-10.5).
Analyze how a point of view, perspective, or cultural experience is
reflected in a work of literature from outside the United States,
drawing on a wide reading of world literature (RL.9-10.6)
Students will be able to identify a theme of a poem by analyzing
the text and its figurative devices with 85% accuracy.
The student will be able to understand how a poet’s credibility and
character can influence how their work is received by comparing
what they learned in the Biography clips and reading new poems
by Langston Hughes.
The students will be able to differentiate allegory and allusion by
working in small groups to decipher “Ode to a Nightingale.”
The students will be able to identify what figurative devices are
being used in a poem by annotating and close-reading poems.
Students will be able to evaluate how the figurative devices reveal
the theme by responding in small groups to a short response
prompt and sharing their personal opinions.
Students will be able to distinguish tone from poetry by writing
their own scripts to dramatically read with a partner.
The student will be able to identify irony in literature by creating a
presentation with explanations of the type of irony for different
examples.
Course Name: Language Arts 9th/10th
Teacher: Ms. Savannah Brumfield

The student will be able to recall the definitions of allusion,

metaphor, allegory, and imagery by participating in the class
Kahoot!.
The student will be able to differentiate connotation and
denotation by completing a graphic organizing defining each term.
Students will be able to identify why a poet shares the
messages in their poems the way they do by comparing the
poet’s life to the work they published by comparing the
biographical videos they watched and collaborating with
their peers.
The student will be able to understand the relevance of irony
by creating a comic strip or similar representation.
Unit Plan Rationale: This poetry unit is an amazing way to further develop the student’s
reading and writing skills learned from their Fiction unit. They
will strengthen their vocabulary with terminology that can be
utilized in their Fiction and Drama units. Close-reading
techniques will allow students to have a deeper appreciation of
poetry by dissecting the author's work and applying their own
thoughts, feelings, and opinions. They will explore the unit by
reading, responding to, and writing poetry while relating it to their
personal lives or to real-world situations and figures. Their oral
skills are developed through group or dramatic readings to
emphasize the importance of tone and how it is perceived, which
will aid them in their Drama unit.
Duration of Unit: 5 weeks
Rationale of Summative Assessment: The Poetic Analysis Essay allows students to recall what they have
learned by summarizing one poem of choice from this unit and
interpreting the message or theme the author is trying to convey.
Students will develop a strong thesis utilizing the vocabulary terms
and the figurative devices taught over the unit to analyze and
defend their thesis. They will be able to construct a well-structured
essay criticizing the author’s work. Students will utilize a
teacher-made rubric to ensure they display all criteria featured
form the Common Core standards they developed throughout the
unit.
Course Name: Language Arts 9th/10th
Teacher: Ms. Savannah Brumfield

Essential Question(s):
Why is poetry important in literature?
Unit Questions/Concepts:
1. Who were important or famous poets?
2. What are different styles of poetry?
3. What are the elements of poetry?
Concepts/Skills (Content-specific, Writing, Reading, Speaking, Research):
Concepts:
1. What is poetry?
2. How is poetry structured (stanza, lines, couplet, meter, foot)?
3. What are poetic devices (connotation, denotation, diction, syntax)?
4. Who are some poetic influences (Edgar Allan Poe, Robert Frost, Langston Hughes)?
5. How do poets connect their work to the world (theme, allusions, allegory)?
6. What are the types of poetry (narrative, lyric, dramatic, free verse, blank verse)?
Skills:
1. Close-reading
2. Writing poetry
3. Annotating
4. Identifying poetic devices
5. Comprehension to poetry
6. Reading poetry
Activities:
1. Venn Diagrams
2. Column Chart Handouts
3. Create a comic strip
4. Kahoot!
5. Quizizz
6. Haiku/Blackout Poetry
7. Dramatic reading presentations
8. Vocabulary Jeopardy!
9. Gallery Walks
Assessments:
Traditional Summative: Multiple-Choice and Matching Vocabulary Quiz, (UQ 1, 2, 3)

Authentic Summative: Poetic Analysis Essay (UQ 1, 3)

Formatives: Venn diagrams, column charts,

Course Name: Language Arts 9th/10th
Teacher: Ms. Savannah Brumfield

Unit Plan Calendar

Essential Question: Why is poetry important in literature?
Unit Questions
1. Who were important or famous poets?
2. What are different styles of poetry?
3. Who are the elements of poetry?
Concepts/Skills Activities Assessments
(pre,form,post)
Week One
Day 1: Day 1: Explicit Instruction, Day 1:
What is Poetry? Read Informational Text, Pre-Assessment
Begin Langston Hughes
“Harlem”
Day 2: Day 2: Powerpoint Day 2: Column Chart:
Vocabulary: Stanza, Lines, Instruction, Informational Identifying terms in
Rhymer, Meter, Foot, Videos, Terminology “Harlem”
Situation, Setting, Speaker, Handout
Auditor
Day 3: Day 3: Day 3: Short-Answer
Vocabulary: Free Verse, Powerpoint Instruction, Response: Is “Harlem” Free
Blank Verse This or That Activity or Blank Verse? Why?

Day 4: Day 4: Day 4:

Vocabulary Vocabulary Jeopardy Check Vocabulary Handout
for Completion and
Understanding
Day 5: Day 5: Langston Hughes’ Day 5: Exit ticket
Langston Hughes mini-presentation and video
clips, “Let America Be
America Again” and
“Ballad of the Landlord”
reading, group analysis
work
Week Two
Day 6: Vocabulary Day 6: Powerpoint Day 6:
(Figurative Devices): Introduction, Identifying Personal Findings from
Diction, Theme, Symbolism Devices in “Harlem,” Split Media Response
Class into 2 groups and
have them find diction,
symbolism, and the theme
from either Robert Frost's
“The Road Not Taken” or
“Nothing Gold Can Stay”
Course Name: Language Arts 9th/10th
Teacher: Ms. Savannah Brumfield
Day 7: Vocabulary Day 7: Four Corners Day 7:
(Figurative Devices): Activity, Mini-Lesson on Poe Analysis Short
Imagery, Metaphors, Devices, “Ode to a Response, Quizizz
Allegory, Allusions Nightingale,” Begin “The
Raven,” Poe Analysis and
Response, Quizziz
Day 8: Vocabulary Day 8: Short Powerpoint Day 8: Column Chart for
(Figurative Devices): Presentation, Script and Role-Play Activity
Tone, Connotation, Role-Play activity
Denotation
Day 9: Vocabulary Day 9: Group instruction, Day 9:“Irony Hunt”
(Figurative Devices): “Irony Hunt” activity and presentation and HW
Types of Irony presentation representation of irony
importance prompt
Day 10: Day 10: Quiz at start of Day 10: Vocabulary Quiz
Edgar Allan Poe class, Informational Text (MC and Matching)
Reading, Biography of Poe
clip
Week Three
Day 11: Day 11: Powerpoint Day 11:
Poetic Styles: Instruction, Read Excerpts Venn Diagram of the Styles
Narrative, Lyric, Dramatic from Kipling’s “The Law of
the Jungle,” Poe’s “The
Raven,” and Shakur’s “The
Rose That Grew From
Concrete” and identify what
style it is and explain why
(Whole Group Discussion)
Day 12: Day 12: Introduction to Day 12:
Poetic Styles: Sonnets (PPT), Begin Exit Ticket:
Sonnets “Sonnet 18” and Dramatic What is a Sonnet?
Reading
Day 13: Day 13: “Who Knows Day 13:
Shakespeare about Shakespeare?” Short-Answer: Should
Discussion, Powerpoint Shakespeare Still Be Taught
(Shakespeare and Poetic in School?
Influence), Biographic
Video,
Day 14: Day 14: Indirect Day 14:
Close-Reading Instruction, Group Forum Post and 2 Replies:
Close-Reading of Sonnet Sonnet 18 Analysis
18, Introduce Poet Analysis
Essay
Day 15: Day 15: Day 15:
Close-Reading Sonnet 18 Concept Quiz, Sonnet 18 Concept Quiz
Free Reading (Independent (MC), Analysis Summary
Poem), Whole Period to
Course Name: Language Arts 9th/10th
Teacher: Ms. Savannah Brumfield
Close-Read, Short Analysis
Summary
Week Four
Day 16: Day 16: Allow Students to
Close-Reading Pick Any Poem Read
During Semester with one
partner, Create Comic Stip
On Poem
Day 17: Day 17: Jigsaw Group
Close-Reading: Reading of “Sonnet 30,”
Student-Led Discussion,
Compare with Sonnet 18
Day 18: Day 18: Gallery Walk
Close-Reading (Create Titles for the
Poems, Reflection)
Day 19: Day 19: Kahoot! on Poetic
Writing Poetry Terminology and Devices,
Review Unit and Explain
How to Apply it to Writing,
Begin Personal Poems
Day 20: Day 20:
Writing Poetry Take Sonnet 18 OR Sonnet
30 and paraphrase into
modern language, Rewrite
either poem with
paraphrased version
Week Five
Day 21: Day 21: Review on
Writing Poetry: Sonnets, Mini-Lesson on
Couplets and Sonnets Couplets, Group
Comparison on Sonnet 30
and Sonnet 18
Day 22: Day 22:
Writing Poetry: Share Couplet Messages,
Other Forms Introduce Visual Poetry,
Blackout and Haiku Poetry
Activity
Day 23: Day 23:
Writing Poetry: Peer Review and Work Day
Wok Day for Written Poem or Essay
Day 24: Day 24:
Presentations In-Class Presentations of
Written Poems
Day 16:
Comic Strip Activity with
Partner (Chunk Poem and
Draw Pictures, Key Details
and Depicts Theme)
Day 17:
Jigsaw Group Responses
Day 18:
Gallery Walk Reflection
Day 19: Kahoot!, Draft of
Essay Due
Day 20:
Rewritten Poems
Day 21:
Couplet Text Messages
(Partner Work)
Day 22:
Students submit either
Haiku or Blackout Poem
with a summary of its
meaning
Day 23:
Essay and Finalized Written
Poem DUE
Day 24:
Peer Reviews,
Participation and Etiquette
Course Name: Language Arts 9th/10th
Teacher: Ms. Savannah Brumfield
Day 25: Day 25: Day 25:
Presentations In-Class Presentations of Peer Reviews DUE
Written Poems Participation and Etiquette

Materials List: Paper for Handouts, Charts, and Quizzes; Quizizz Account, Kahoot!
Account, Technology (iPad or Laptop), SmartBoard or Projector, Copies of “The Raven,”
“Harlem,” “Sonnet 18,” “Sonnet 30,” “The Road Not Taken,” “Nothing Gold Can Stay,”
“The Rose That Grew From Concrete,” and “The Law of the Jungle,”; pencils, markers,
and colored pencils
Course Name: Language Arts 9th/10th
Teacher: Ms. Savannah Brumfield
Integrated Social Emotional (ISEL) Lesson Plan:
Who is Langston Hughes?
Teacher Thinking… Students and Teacher doing…
Lesson Plan Element: Integrated Social Emotional Objective & Student SEL Objective
What academic content am I Students will be able to identify why a poet shares the messages
going to cover? What SEL in their poems the way they do by comparing the poet’s life to the
skill(s) will I focus on? How work they published by comparing the biographical videos they
can I create social emotional watched and collaborating with their peers.
experiences to help students Academic Content: Students will be able to identify the poet’s
mediate the content? message and draw conclusions from the poem based on historical
What kinds of personalized and biographical context.
objectives am I hoping SEL Skill: Students will share their thoughts and feelings
students will create? appropriately and be able to identify emotions to successfully
reach group goals.
Students will share their own personalized SEL goal with the
teacher at the end of class on a sticky note that they’ll hang on the
wall as they exit.
Inclusion Activity
How can I engage the Tell students, “Today we are going to start looking into why poets
students and invite their decide to write and structure their work the way they do to
voices into the room? What effectively spread their intended message.” To do this, they will
interpersonal skill can we have to focus on their skills to share their thoughts and feelings,
incorporate and how might I as well be able to identify emotions of themselves and their peers
connect that to the academic to successfully reach group goals.
content we will cover
today? Play Nike’s “A Dream Deferred” (“Harlem”) advertisement.. Ask
students to pull out their copy of “Harlem” from a few days ago;
keep extra copies for absent students or those who lost theirs.
Replay the clip as they reread the poem. Ask students why Nike
might have chosen the alternative title of the poem, and why they
might have recited it the way they did. Also have them make
notes on what was featured in the clip.

Have students turn-and-talk with their peers on their opinions.

Does this visualization of the poem paint a new picture? Does
Nike portray the same message in the clip that Hughe’s portrayed
in his writing?
Body of Lesson with Engaging Practices
Course Name: Language Arts 9th/10th
Teacher: Ms. Savannah Brumfield
How am I promoting SEL? Provide a mini lesson highlighting the main key events of
Where can we draw upon Hughes’ life and all the contributions he made. Play two of
each other’s experiences to Biography’s informational videos on Hughes (Langston Hughes:
make meaning? Leading Voice of the Harlem Renaissance and Harlem Renaissance
Poet, Novelist, Playwright) and have students take some notes.
Does my lesson meet the Explain how events during Hughes’ life prompted him to write
following criteria: the work he did and the relevance it had during its publication.
● The activity promotes
high engagement Handout evenly among students an excerpt from “Let America
meaning students are Be America Again” or the entirety of “The Ballad of the
present and Landlord.” Ask students to circle or highlight any strange
participating. structures, specific words, or phrases that help them identify the
● Students collaborate message with a partner of the same poem. Have them determine
with others for at least the message. In a column chart, ask students to fill out images
created in the poem, how it makes them feel, historical relevance,
part of the time
and how it relates to the message they chose.
● There are moments for
creating, evaluating, Walk around to formatively assess and answer any questions.
reflecting, and sharing. Ensure students are staying on task and completing the chart
● Students are moving while they are sharing their thoughts and feelings. Check in with
about for all or part of students individually to see how they feel so far in the lesson.
the activity rather than
sequestered in desks. Have students pick up a copy of the poem they didn’t receive
● Brain breaks to process earlier and have them read it. Then, have them find a new partner
information, make with the opposite poem and have them discuss what they think
connections, and the new poem means. They are to collaborate on their ideas on
increase transfer what the message may be and how Hughes’ did it based on the
work they did on their original poem.

Share that the goal of this activity is to have them complete the
column chart, and then briefly respond to the following prompt:
How does knowing the historical events occurring during
Hughes’ life change the way you read his poems? Ensure that
they understand good collaboration with their peers includes good
listening, clear communication, sharing, and embracing new
perspectives.
Optimistic Closure
How will I have students Have students talk to a neighboring peer on a time they have felt
reflect on their learning in that their dreams were “deferred.” Do they know the reason why?
an engaging way? How will How did it make them feel? Once they finish, have them either
they capture their thinking high-five or thank their partner for talking to them.
and allow me to formatively
assess their learning? Where In an exit ticket, have students answer the following questions:
can they make connections 1. Who was Langston Hughes?
between the academic/SEL 2. Did your understanding of “Harlem” change after learning
content and their lives? How more about Hughes?
will we look ahead to what’s 3. How did you express your thoughts and feelings today?
to come? How did it make you feel sharing that?
Course Name: Language Arts 9th/10th
Teacher: Ms. Savannah Brumfield
4. What were some examples of good collaboration you
noticed? Could it be improved?
5. What were some of the feelings you had in today’s
lessons?
6. What is one SEL goal you have?
Notes:
Standards:Delineate and evaluate the argument and specific claims in a text, assessing whether the
reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious
reasoning (RL.9-10.8).
Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel
plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise
(RL. 9-10.5).
Analyze how a point of view, perspective, or cultural experience is reflected in a work of literature from
outside the United States, drawing on a wide reading of world literature (RL.9-10.6)
Materials: Paper for “Ballad of the Landlord”, “Harlem”, and “Let America Be America
Again”, pencils, projector, SmartBoard, column chart handout
Time and Space: 45 minutes in the classroom.
Copyright © 2020 by Teachers College, Columbia University
 Course Name: Language Arts 9th/10th
Teacher: Ms. Savannah Brumfield

Behaviorist Lesson Plan:

Figurative Devices (Diction, Theme, and Symbolism)
Teacher Thinking… Students and Teacher doing…
Lesson Plan Element: Anticipatory Set
How will I get students’ attention The teacher will provide a short entrance ticket with multiple
and focus their learning? choice questions assessing students prior knowledge on figurative
devices.
Objective and Purpose
State the ABCD learning The student will be able to identify a theme of a poem by
objective (s) and the purpose for analyzing the text and its figurative devices with 85% accuracy.
learning. How many do I need?
Input/direct instruction
What kind of information must I The teacher will define vocabulary terms for the day with
provide so that students can meet powerpoint instruction, displaying multiple examples of all the
the objective? terms with visuals. The teacher will explain how to identify these
devices while reading and show how on the SmartBoard/Projector.
The students will fill out a word chart for each term discussed,
noting definitions, tips on identification, and examples.
Modeling (I Do)
What ways might I show the While watching a short video clip, the teacher will ask students to
students the process or skill? listen to the dialogue and pay attention to the setting and
What errors and characters to create a theme. Once done, I’ll ask if they noticed
misunderstandings do I anticipate any symbolism or picked up on important word choices. After
? How might I correct them? discussion, I will replay the clip and walk-through the dialogue
and any symbolism present in the clip. I will be sure to explain
that although this is a visual representation of what they will be
doing, it can be applicable to their reading.
Checking for Understanding
How will I monitor their Students will look at Langston Hughes’ “Harlem” to identify
progress? Will this be informal or symbolism or important diction. They will use their notes to recall
formal? Individual or whole definitions. I will walk around to monitor progress and assess
group? student understanding. This will be a good time for any questions
or comments.

Guided Practice (We Do)

What kinds of practice problems The teacher will split the class into 2 groups. Each group will
might I provide for the skills receive either “The Road Not Taken” or “Nothing Gold Can Stay”
being taught? How can I organize by Robert Frost to read through. Once finished, students will work
them so they vary in complexity? together to analyze the theme and explain how diction and
symbolism helped them find it. They will discuss their findings
once the class reconvenes as a whole group.
Independent Practice (You Do)
What kinds of work should Ask students to pay attention to any movies, shows, or songs they
students practice independently listen to/watch that night. Can they identify a major theme? What
toward mastery? Will this be done are some symbols they notice, and how does the word choice of
in class or for homework? the artists/actors impact the overall message? Students will record
their findings and submit as homework.
 Course Name: Language Arts 9th/10th
Teacher: Ms. Savannah Brumfield
Notes:
Standards: Determine the meaning of words and phrases as they are used in the text and analyze the
cumulative impact of specific word choices on meaning, mood, and tone (RL.9-10.4)
Analyze literary text development (RL.9-10.2)
Materials: “The Road Not Taken” and “Nothing Gold Can Stay” handouts, projector, SmartBoard,
paper for entrance ticket, “Harlem” handout
Time and Space: Roughly 40 minutes in the classroom
Copyright © 2020 by Teachers College, Columbia University
 Course Name: Language Arts 9th/10th
Teacher: Ms. Savannah Brumfield
Figurative Devices (Allusions, Allegory, Metaphors, Imagery)
Teacher Thinking…
How will I hook the
students to provide an entre
into a deeper experience
with the content?
What kind of experience
can I create for students to
have an initial exploration
with the content?
I have to make sure I tell
them what they just did.
Also, what kind of
information must I provide
in a mini-lesson so that
students can illustrate
understanding of the
concept I’m teaching?
Emergent Understandings:
How are we focused on
individualized meaning
making?
Constructivist Lesson Plan:
Students and Teacher doing…
Lesson Plan Element: Enroll
In all 4 corners of the room, tape up a sheet of paper with one of each vocabulary
terms for the day. Have written somewhere on the board a brief definition of each
term. When students come for class, have them stay standing. Once the bell rings,
pull up a powerpoint with 5 slides on different examples of each term. Tell
students to go to the corner they think best fits the example given. For each slide,
ask 2-3 students why they think that term best fits the example. Do this until all
slides have been viewed.
Experience
After four corners, students will return to their seats and grab a piece of notebook
paper. Have them personally rate their understanding of each term. Have them
turn to a neighboring peer and share how confident they feel in their
understanding of the term.
Once they’ve turned on talk, give students a few minutes to find the definition.
They can use an online resource or a peer who has a better understanding of the
term. They have to reword the definition into their own words and create their
own example for each term. Have them turn to another peer and share their
examples.
The teacher will walk around the room to formatively assess student progress and
answer any questions or concerns. The teacher will note any common confusions
or questions to address later.
Label
Share, “What we just did was identify figurative devices. Today,
we are going to focus on how being able to identify these devices in poetry can
be helpful in distinguishing the theme.”
The student will be able to identify figurative devices from the text
by completing a chart.
The student will be able to evaluate how the figurative devices
reveal the theme by responding in small groups to a short
response prompt.
Give a short lesson reviewing the four terms. Provide a short
video from YouTube that explains the terms and provides visual
examples. Turn on captions for students who may learn better by
reading. Explain how metaphors don’t only create images,
allusions don’t only connect texts to other outside sources, and
imagery don’t only create visual interpretations, but they help
reveal more of the speaker and the overall message of the poem.
Explain how allegories run parallel with the theme.
 Course Name: Language Arts 9th/10th
Teacher: Ms. Savannah Brumfield

Share on the SmartBoard John Keats’ “Ode to a Nightingale.”

Give students a few minutes to turn to a neighbor to identify any
metaphors, allusions, or imagery. Ask them to also determine
whether or not the piece is an allegory. On a chalk/whiteboard,
create a chart asking students to share what figurative devices they identified.

What ways might students
illustrate understanding of
the concept I’m trying to
teach? What kinds of
spaces can I create for
students to grapple with the
content?
How can I formatively
assess that students met the
learning targets while
getting them to capture their
thinking?
Demonstrate
Hand out copies of Edgar Allan Poe’s “The Raven” to students.
Before reading, tell students to highlight any imagery, metaphors,
allusions, or allegories they identify in the text. They can record
their findings in a chart, diagram, or in any way that shows off
their knowledge. Students will then be asked to answer the
following: “What figurative devices are used in this poem? How
do these devices help you determine the theme? What is the
theme?”
Students can do this individually or with a partner. The prompt
can be utilized later to develop their Poetic Analysis Essay. The
teacher will walk around the room to formatively assess and
ask/answer questions.
Review
Do a class Kahoot! reviewing terms explored in class. Questions
provided on the Kahoot! will ask to identify the term with the
definition, apply the definition to the correct term, identify the
term from an example, and select the correct images conveyed
through the readings.

Celebrate
How can I wrap up the Review what we discussed in class today on how figurative
lesson and celebrate their devices can relate to the overarching theme of a poem. Tell
learning? students to finish their short answers at home if they were not
finished in class. Tell students to thank at least two people they
worked with from their small-groups.
Notes:
Determine the meaning of words and phrases as they are used in the text and analyze the cumulative impact
of specific word choices on meaning, mood, and tone (RL.9-10.4)
Materials: Excerpt of “The Raven,” a device (iPad, laptop, phones), flashcards (printer for
images/texts), Kahoot! account, Copy of “Ode to a Nightingale,” SmartBoard,
chalkboard/whiteboard
Time and Space: One classroom with a SmartBoard (and preferably chalkboard)
Copyright © 2020 by Teachers College, Columbia University
 Course Name: Language Arts 9th/10th
Teacher: Ms. Savannah Brumfield

Aesthetic Lesson Plan:

Figurative Devices (Tone, Connotation, Denotation) Day 8
Teacher Thinking… Students and Teacher doing…
Lesson Plan Element: Creating the Expressive Objective
What am I going to teach that is Students will discover the importance of tone in literature.
in the curriculum?
How can students have a wow They will look how the meaning of the words used in writing can
experience with the content? influence the feelings or emotions they feel while reading.

Students will create a graphic organizer differentiating the three terms

so they can understand that tone and connotation/denotation reveals
deeper meanings.

Students will consider how their tone and word choices can impact the
message they want others to receive by participating in a short role-play
activity with a partner.

Posted around the room will be various tones and words with both their
connotative and denoted meanings in infographics and/or posters.
Designing the Experience from the Inside Out: Connections
Looking at the four types of Intellectual: Students who enjoy language or theater will be engaged in
connections, in what ways can we today's learning. They will write a short script filled with connotative
help the students make meaning and share it with their peers. During the activity, they will fill
meaningful connections to the out a 4-column chart with the tone they perceived, words with
content? connotation and its meaning, words with their denoted meanings, and
Intellectual: Some students will their reaction to their partner's work.
connect to the ideas right away.
My task is to keep them engaged. Social: Students will do a role-play activity based on their scripts with
Social: Some students will at least four different partners and respond to the prompt(s): What was
connect to the content through their message? How would you describe your partner's emotion? How
social interactions. did their tone of voice make you feel? How did their word choice
Sensorial: Some students will influence your perception of their message?
connect to the content any or all
of their five senses. Sensorial: Students will write a short script filled with connotative
Personal: Some students will meaning that will be shared with their classmates in the role-play
connect to the content through activity. They will use their sense of hearing to help detect the tone of
personal connections to time, their partner's message, and they can use sight to determine the
culture, place, or people. connotative meaning of the scripts if they’re more visual.

Personal: Students will have the freedom to choose the subject or

Building out the Experience by looking at the RISPA Menu
What else can I do to help
students realize the expressive
objective? Consider risk-taking,
imagination, sensory experience,
perceptivity, and active
engagement
message for their scripts. They can choose a message that means a lot to
them personally or take inspiration from a famous figure.
Risk: Students will share their script one-on-one with at least 4 different
classmates. This will push them out of their comfort zone
Sensory Experience: Students will refer to sounds of the scripts they are
sharing as it relates to tone. They will consider sight when reading their
peer’s poems to determine the tone through connotation or denotation
identification.
Imagination: Students will create scripts with a tone and message in
mind. They will explain in a short response on the column chart
explaining how their script fits in with the lesson.
 Course Name: Language Arts 9th/10th
Teacher: Ms. Savannah Brumfield
Active Engagement: Students take charge in their scripts and how their
scripts are acted out to their peers. They create their scripts based on the
presentation given earlier and the examples provided.
Perceptivity: Students will choose their own message and content for
the assignment, and they can choose a majority of their own partners to
work with. Students will closely examine each other's work.

Sequencing the Events

How will I open the lesson?
(Beginning)
What is the order of experiences?
(Middle)
How will we critique the
students’ experience? (End)
Beginning: Class will begin with the teacher asking “I’m feeling a little
blue. What does that mean to you?” in a sad tone. Students will respond
with what they believe she meant. After responses, the teacher will ask,
“Was it the way I said it or was it something I said?” This is another
opportunity for the students to respond. Once students respond, the
teacher will explain how they said the statement was her tone while
“blue” was the connotation. Explain what tone and connotation is, and
introduce denotation as being the opposite of denotation. Next, go into a
short mini-lesson introducing all three vocabulary terms.

Middle: Next, the teacher will introduce the role-play activity. Students
will receive 10-15 minutes writing a short script. The script will have an
important message of any sort, and the students are to rely on their
word choice and tone for their peers to discern the meaning
(imagination). They will have creative freedom on the message and
nature of the script, but they can take inspiration from the posters in the
room (perceptivity). As they are working, the teacher will hand out a
three-column chart that they will utilize in the role-playing part of the
activity.

End: Once students finish their scripts, they can begin the role-playing
activity. Their first partner will be randomly selected by popsicle sticks,
but they can choose their other partners after they finish working with
their first one (risk). Students are to recite their script with their partner,
voicing a specific tone and emphasizing their connoted/denoted words.
While listening to their partner (sensory experience), the other partner
will fill out their column chart. Once they read their scripts and filled
out the chart, they can move onto their next partner (active
engagement). They will continue to choose new partners until they’ve
worked with four people. Once everyone has filled out their charts, they
will individually respond to the short answer on their script and how it
depicted tone and connotation/denotation. Students will reconvene, and,
in a whole group discussion, will discuss the effects of tone and word
choice in our messages for communication and literature. Once the bell
rings, students will turn their chart in as they leave class to be graded.
Notes:
Standards: Determine the meaning of words and phrases as they are used in the text and analyze the
cumulative impact of specific word choices on meaning, mood, and tone (RL.9-10.4)
Analyze literary text development (RL.9-10.2)
Materials: Chalk, chalkboard, paper for handout, pencils, powerpoint presentation, SmartBoard/Projector
Time and Space: 45 minutes in the classroom.

Ecomindedness Lesson Plan:

Figurative Devices (Types of Irony)
Course Name: Language Arts 9th/10th
Teacher: Ms. Savannah Brumfield
Teacher Thinking…
Lesson Plan Element: Experience Based Objective
How can I describe the
students’ experience?
Who, What, When, Where, When and Where: In class and at home after the lesson.
Why, and How?
What standards or
curriculum concepts do I
need and want to address?
How can I help students
find the content in its
“natural” context? Where
does this skill, idea,
concept, or element of
content reside? What
examples can they find in
their own lives, with their
families, and their
communities?
Interconnectedness:
Acknowledgement of the
eclectic relationships among
all things; juxtaposition
● How am I connected
to the concepts and
ideas? How is the
content I am
studying related to
other concepts?
How can I design an
experience to help students
explore and experience the
concept where it is found?
Students and Teacher doing…
Who: Students with the help of peers or friends.
What: Learn to identify irony in a poem and explain why the poet
used irony to develop their message.
How: Utilizing their notes, online videos, and online resources,
the students will be able to create their own ironic statement
Why: Learning to identify and understand irony can aid students
into thinking deeper at what is being implied and develop critical
thinking skills.
RL.9-10.5 Analyze how an author’s choices concerning how to
structure a text, order events within it (e.g., parallel plots), and
manipulate time (e.g., pacing, flashbacks) create such effects as
mystery, tension, or surprise
RL.9-10.6 Analyze how a point of view, perspective, or cultural
experience is reflected in a work of literature from outside the United
States, drawing on a wide reading of world literature.
Locate It
Have written on the board the definitions of irony (dramatic,
verbal, and situational) before class begins. As students enter
class and get settled, either pass out or have them grab an index
card.
When class starts, ask students to read with you the three
definitions. After reading, ask the students to list examples of any
of the types of irony that they have heard or experienced in real
life or through media and attempt to identify what irony it is.
Provide examples of each irony that relate to the student’s lives to
further their understanding of the definitions.
Situational - “Alyssa tweeted how downhill and unfun Twitter has
become since Musk bought it.”
Verbal - “Conner’s brother yelled “How great!” when Conner told
him he accidentally broke his brother’s PS5. Explain how
sarcasm can also be verbal irony.
Dramatic - Ask if any of the students have watched The Truman
Show. If yes, draw examples or show clips of the movie. If not,
provide this example: “Tommy and Wade went to Miami for
spring break. While at the beach, Wade makes fun of Tommy for
losing his phone only to realize his phone is also missing.”
Learn It
Before class, tape 10 index cards around the room and in the
hallway with various examples of irony or nonexamples. Have
students form groups of 2 or 3 and give each group the “Irony
Hunt” handout.
Course Name: Language Arts 9th/10th
Teacher: Ms. Savannah Brumfield
In what ways can I help
students care about Ask each student to find all 10 index cards and determine whether
themselves, others near and each index card is an example or irony or not.
far, human and non-human?
Observe students as they move around the room and hallway,
How can I help students listening to their discussions and periodically checking on their
understand the usefulness progress.
and meaning of this concept
for their lives? Once students are finished with their handout, they are to create a
presentation of the Irony Hunt with the outline created. Each slide
Care: Care for self; care for will feature one of the “ironic” situations. The students are then
animals, plants and the going to identify what type of irony they agreed upon, and
earth; care for strangers and explain why they believe it is that irony or irony at all.
distant others
● What does it mean At the end of the presentation, each group member is to create
to care about one example of irony (any type). Group members cannot create
myself? How does an example of irony based on the same type. They then have to
caring for myself explain briefly why that example is irony. It can be only one
allow me to care for sentence.
others? In what
ways might I care for The final slide will be the group’s collective response on the
prompt, “Why is irony important in modern society?”
others near and far,
human and
Students may share their presentations at the end of class
non-human? permitting time. If students are unable to finish a handout within
fifteen minutes, give them a five minute warning before having
them come back to class to begin the presentation. Have them
copy the remaining situations, but ask them to determine the type
of irony while working on their presentation.
Live It
How can I help students After this activity, how often do you experience irony in your
think about their learning as everyday life? Does irony make you see a person or situation in a
a part of their construction new way? If someone or something like an article uses a lot of
of beliefs and values, along irony, how does it make you feel? Think of the context in which
with decision-making? the irony was used and the speaker’s credibility or fame.
What values and beliefs are
embedded in the lesson? Evaluation:
Go home and find at least 3 examples of irony. This can be from a
conversation you had or you overheard, from a TV show, or from
How can I help students a Tweet. Determine if the examples you found or heard are
develop and act upon those situational, dramatic, or verbal irony.
values and beliefs?
If you can, research the person or thing who said or created the
While some lessons may ironic statement. Are they usually ironic or sarcastic? What was
focus on immediate action, the tone in which they said the statement, or what was the
others may introduce a atmosphere of the environment when it occurred? Was the ironic
concept and generate many statement or situation appropriate?
possibilities for living the
ideas. For example, students
Course Name: Language Arts 9th/10th
Teacher: Ms. Savannah Brumfield
might be introduced to
thinking about habitat
conservation, but the focus
of the lesson is to help them
connect their own habitat
with animal habitats.
How does identifying irony help us understand our peers and the
world around us? Why is using irony in some situations more
impactful than it is in others? Talk to a family member, friend, or
neighbor on your ideas and listen to theirs. Represent your
understanding in a short summary, a comic strip, a short film, or
other representation.

Integrity: To act in
accordance with one’s
beliefs; wholeness
● How do I understand
and develop my own
beliefs and values
related to content?
What actions can I take,
large and small, to act on
my beliefs?
Notes:
Standards: RL.9-10.5 Analyze how an author’s choices concerning how to structure a text, order events
within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as
mystery, tension, or surprise, RL.9-10.6 Analyze how a point of view, perspective, or cultural experience
is reflected in a work of literature from outside the United States, drawing on a wide reading of world
literature.
Materials: Chalk Board, Chalk, SmartBoard, markers, pencils, “Irony Hunt” handout (paper),
laptops of iPads, tape
Time and Space: Roughly 45 minutes in the classroom and surrounding hallway.
Copyright © 2020 by Teachers College, Columbia University
Course Name: Language Arts 9th/10th
Teacher: Ms. Savannah Brumfield

Name:______________________

Vocabulary Quiz
Multiple Choice: Write on the line or circle the choice that best answers the question.

1. ____ Distinct voice separate from the author’s that expresses the ideas or

feelings.

a. Auditor
b. Speaker
c. Narrator
d. Character
2. ____ The literal meaning or dictionary definition of a word.

a. Denotation
b. Word choice
c. Connotation
d. Diction
3. ____ The quote “Or does it explode?” from Langston Hughes’ “Harlem” is an

example of…

a. Diction
b. Tone
c. Metaphor
d. Imagery
4. ____ Group of related lines.

a. Line
b. Rhyme
c. Meter
d. Stanza

5. ____ The author’s detailed description or word choice that allows the reader to

vividly depict what is happening.

a. Speaker
b. Theme
c. Symbolism
d. Imagery
Course Name: Language Arts 9th/10th
Teacher: Ms. Savannah Brumfield
6. ____ “Harlem” by Langston Hughes is an example of a…

a. Blank Verse
b. Free Rhyme
c. Free Verse
d. Narrative
7. ____ What does the excerpt from Robert Frost’s “Nothing Gold Can Stay” give

an example of?

“Then leaf subsides to leaf.

So Eden sank to grief,
So dawn goes down to day.
Nothing gold can stay.”
a. Allusion
b. Allegory
c. Metaphor
d. Imagery
8. ____ Iambic Pentameter.

a. Meter
b. Rhyme
c. Line
d. Stanza
9. ____ Describes what is going on within the setting.

a. Theme
b. Diction
c. Situation
d. Auditor
10. ____ Taylor said “You slay!” to Aaliyah after she helped Taylor study for their

physics exam. Slay would be an example of…

a. Diction
b. Connotation
c. Denotation
d. Tone

Matching: Write on the line the term that best fits the definition.
Course Name: Language Arts 9th/10th
Teacher: Ms. Savannah Brumfield

A. Free Verse _D_ Poem with no rhyme but has meter.

B. Allusion _E_ Complete narrative set forth in a

poem that conveys the meaning.

C. Symbolism _A_ Poem with no rhyme or meter.

D. Blank Verse _C_ A(n) object, person, idea, or setting

that represents something beyond its
meaning

E. Allegory _B_ Reference made to a piece of

literature or historic event unrelated to
the poem.
Course Name: Language Arts 9th/10th
Teacher: Ms. Savannah Brumfield

Poetic Analysis Essay

***
Throughout the last few weeks, we have read various poems by different authors and
learned the skills to successfully close-read poems. With this knowledge, you will write a
3-4 page essay analyzing one poem from the unit, clarifying the theme the author is
trying to convey with the figurative devices or structure they utilized. You will need to
demonstrate your understanding of poetry by accurately applying the terminology
learned over the course of this unit at least 3 times.

The first section of your essay should introduce the poem with a short summarization
and details on its structure. Your thesis statement on the author’s theme or message
should be well-formulated here. Next, you will begin analyzing the poem with your
close-reading skills; what tells you the theme you chose is what the author is trying to
illustrate? What figurative devices does the author use to develop the theme? Why do
you think the author chose to shape the poem in the way they did? Finally, you will
conclude your essay with a summarization of your argument and a restatement of your
thesis. You should have a works cited page at the end of your essay, which is not to be
included as one of your 3-4 pages.

You may use your short-answer or forum responses to help develop your essay. You may
also utilize other sources to support your thesis as long as they are cited properly. You
will lose points for not citing other sources if they are used in your essay.

Requirements:
MLA format (12-point font, Times New Roman, double-spaced, last name and
page numbers in right-hand of header)
3-4 pages
At least 4 quotes from the poem
At least 3 key terms learned during this unit (diction, connotation, narrative,
lyric, etc)
Works cited page
Thesis statement, clear and arguable

Use the attached rubric to guide you in your writing. If you have any questions,
comments, or concerns, please ask in class or send me an email! If you feel as though
you can fulfill this assignment other than by writing an essay, please speak
to me or send me an email so we can discuss other options.
Course Name: Language Arts 9th/10th
Teacher: Ms. Savannah Brumfield

Section Criteria Grade

Format Essay is organized in a meaningful and logical

way. Writing has been proofread for
grammatical and punctuation errors. Essay
transitions from thoughts with ease.

Inclusion of Essay successfully and accurately introduces the

Contextual poem, including the title, poet, and relevant
Information information on the poet that aids the topic.

Inclusion and Essay features at least 3 vocabulary terms with a

Application of thorough explanation on their influence of the
Terminology poem’s meaning.

Thesis Thesis is stated visibly, clearly, and arguable.

Student defends the thesis thoroughly with
contextual evidence.

Use of Textual Thoughts are supported with reliable textual

Evidence evidence with direct quotes or paraphrasing
that . At least three quotes are used.

Conclusion Essay is concluded with the thesis restated,

summarization of the essay, and final insights
on the poem.

Total Evaluation /24

4 - Outstanding, 3 - Strong, 2 - Adequate, 1- Weak, 0- Not Evident