Lesson

Title: Close Reading/ Poem Analysis

Prepare By: Gurinder Kalsi

Stage 1 Desired Results

Prescribed Learning Outcomes:

-To interact and collaborate in pairs, groups, and independently to comprehend and respond
to a variety of texts, while encouraging the ideas of others.
- To interpret, analyse, and evaluate ideas and information from texts including tone, style,
and emotion through imagery and narrative.
- To speak and listen to make personal responses to texts, by making connections with prior
knowledge and experiences.

Established Goals for the Lesson:

- To be able to do a close reading of a poem that encourages deeper thinking and ideas.
- To read poetry with the intent of understanding the authors reasoning and vision.
- To be able to analyze a poem and how specific devices bring a poem to life.
- To evoke emotion or feelings while reading poetry

Connection to / or Activation of
Students will Walk out With:
Students will know
Background Knowledge:

Students will have touched on literary

terms, poetic devices, and shorter poems,
while having previous knowledge from
English 8.

Students will have had practice going over
and understanding poetic devices from
previous two lessons.

Students given a review of devices and
terms before examining works of Canadian
authors.

Students have practice doing a close
reading of a poem where they specifically
looked at poetic devices. They looked at
Moon & Tree and Hockey to examine
content and devices.

Students will know multiple poetic devices that

they can refer to while analyzing the meaning of
the poem, to distinguish what is literal and
figurative language. Students will know that
when a poem is read line by line, it can
potentially change the meaning of the entire
poem. They will know why authors choose
certain devices to bring their work to life and to
change the overall meaning of a text.

Students will understand that

Students will understand that poems can be

understood in many different ways. When a
poem is read, the initial thought may differ from
the second or third time the poem is read.
Therefore, not everyone will have the same
interpretation of the same poem. They will
understand that authors use specific devices to
convey a message, an image or a greater idea

that is portrayed through symbols, writing, or

choice of words.

Students will be able to

Students will be able to do a close reading of a

poem not only as a group, but individually as
well. Students will be able to read a poem, and
then break it down to address what message the
author conveys. Students will be able to provide
examples of poetic devices that change or
support the message of the poem. Lastly,
students will be able to feel emotion from
reading poetry, whether it is a good emotion, or
a negative one, they will feel something.

Informal Checks for

Understanding

Student
participation/answering
questions and providing
examples. Seeing if students
are able to make larger
connections between
narrative, devices, and the
author.

Stage 2 Assessment Evidence

Formal Checks for
Summative Assessment /
Understanding
Transformation of Learning


Students will be examining a Students will be taking their
second poem by Margaret
knowledge of poetic devices
Atwood Game After
using this to analyze the poem
Supper and analyzing why they will do a close reading on.
the poet has chosen to write When they have completed
in the style that she did. How analyzing the poem, the will
do her choice of devices
begin to think of what the
change the meaning of the
message of the poem is, why
poem. They will write a
the author is addressing these
response to the poem in the issues, and evidence to support
following class. Students will their claims. Students will be
also be asked to share their asked to submit a poem
findings from the first poem analysis/response at the end of
with the class, leading into
the week to represent their
discussion.
understanding of this mini-unit.

Places to Hold Their Thinking:

Students taking notes on handouts and writing down key points of analysis and close reading.
They will consider why Margaret Atwood chose to write her poem as a narrative, why does
she use specific devices, and how does this change the meaning of the poem.

Stage 3 Learning Plan

Processing / Learning Activities Designed to Ensure
Possible Ways to Differentiate
Understanding and Promote Critical Thinking:


Students will be given the chance to
Think-pair-share, students will be asked to follow along discuss in pairs to share responses.
as I go through the first example. After doing a first
For students who work better
read, they will start to break down the poem as well.
individually, there will be time given
Students will be working individually and with a
after the first close reading to work
partner to discuss the poem.
independently.

Step by Step Through the Lesson:

Teacher
Student


Place name cards on desks.
Students will take their seats and
Ask students to hand in their name cards to the
hand in name cards to the middle.
middle.



Start off by introducing Margaret Atwood and her

work as a Canadian author/poet. Addressing common
themes found in her work, asking students to take

down notes.



Explain what a close reading entails.



Introduction to Backdrop Cowboy Addresses


Students will be following along as I
I will read the poem once throughout, and then break am reading over the poem. Students
down the poem line by line. The plan is to use the
will start taking notes on their
projector to display the poem on the board; otherwise worksheet as I start to go more in-
I will just have to use another visual aid.
depth with the poem.


I will then start asking questions about what each
Students will offer their thoughts
section means, and what the author is trying to say.
about the poem and what they think
Start addressing major themes found within the poem. certain things mean.


I will circulate the classroom and check for

understanding.


Students will be working individually
The students will be given the rest of class to examine and reading over the poem, making
this poem and make notes as needed.
notes, trying to decipher what the

poem is about, and how these


devices change the meaning of the

poem.


Wrap up, and inform students that they will be doing Wrap up, pack up, and think about
an analysis/response of this poem that will be due at
the poem for homework.
the end of the next class.

Potential Barriers to Success / Areas to Differentiate:

- Some students may have trouble locating the poetic devices, especially ELL students. I will
have them work in pairs for activities that require analysis.
- Some students will have difficulty examining the poem on their own, so they will work in
pairs.
- Some students may not be engaged or motivated to read the poems.
- Some students may finish reading a lot quicker than other students, so they may not feel
challenged/have something to work on.

Stage 4 Follow Up
Follow Up/Reflection: What went right? What would I change for next time?