My units topic was Figurative Language in Poetry.

Unit activities included taking notes on eleven common types of figurative language, which are stanza, imagery, simile, metaphor, onomatopoeia, personification, alliteration, hyperbole, symbolism, rhyme scheme, and tone. The unit also included discussion of connotation versus denotation, writing poems that included figurative language, and learning the TPCASTT method of analyzing poetry. Not only were students expected to memorize the definitions and examples of the eleven types of figurative language, but they were also expected to interpret the figurative language and apply the interpretation to the theme of a poem. This topic is clearly addressed in the Common Core State Standards. Standards include benchmarks such as to demonstrate understanding of figurative language, word relationships, and nuances in word meanings, which is addressed as we study the definitions and applications of figurative language. Students write routinely over shorter time frames when they write poems in their interactive notebooks. Discussing connotation versus denotation teaches students to interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Applying word choice to the meaning of the poem allows students to determine central ideas or themes of a text and analyze their development. My unit came in between a unit on argumentative writing and TCAP testing at my school. This sequence provided relevant review to students because both argumentative writing and interpretation of poetry are skills evaluated on the TCAP. Following argumentative essay writing with poetry provided a stark contrast between the two types of writing, which may increase understanding. Students also enjoyed the change in pace, transitioning from formal argumentative writing to creative poetry writing. This transition kept them interested and engaged in learning. The study of figurative language in poetry is relevant not only to my sixth graders, but also to every individual member of our society. Most narrowly, students must learn to interpret poetry because they will be tested on this throughout their schooling, and they must succeed in order to advance educationally and professionally. However, the personal benefits of this unit far outweigh academic success. My understanding of the community of students I am teaching was bolstered by hearing their gut-level thoughts through poetry. I got to hear the voice of even my shyest student through her writing! My students received the chance to see that writing can allow their real selves to shine through, especially in the tumultuous adolescent years. Finally, if students learn to apply critical thinking skills to figuring out the meaning behind figurative language, they will also sharpen their interpersonal relational skills and problem solving skills. I once had a high school teacher who told me, If you can read literature, you can read life. Since the poems we read dealt with subjects such as racism, war, and the human condition, students awareness about the world they live in increased. Overall, studying figurative language in poetry allows students to succeed academically, to express themselves personally, and to analyze their world thoughtfully.