Cal Poly Pomona Lesson Plan Template

Name: Grade: Date:

4/22/10
Tamara Jones 9

Subject Area:
Time
P is for Poetry English Duration:

The Content:

1. Objective(s):

Students will be introduced to various poetic devices. Students will be

able recognize poetic devices of a narrative poem in preparation for
“The Raven” by Edgar Allan Poe.

2. CA Content Standard(s):

1.3;3.1

*Might include ELD Standards

3. Materials

Projector, 1 transparency of Jazmine Sullivan “Switch” lyrics, 1

transparency of the”, a CD player, the CD of the song, transparencies
of poetic devices. copy of Edgar Allan Poe’s “The Raven” per student
or students can use text book. One transparency of the terms and
vocabulary that will be taught to the students.

Teaching the Content:

4. Anticipatory Set/Motivation
Students will be assigned bell work that asked the following questions.

What do you think narrative means? (I will choose any two of my

first volunteers and if I don’t get any I will choose a student who is
normally comfortable answering questions).
What is your favorite song? Does it tell you a story, a tale of
events, an account of events, or description? If so, what is it?
(I will choose any of my ELL students or I will choose two students that
normally don’t raise their hands).

I will walk over to all of my ELL students (assuming there are a few)
and orally ask them; what is your favorite song? Does it tell you a story
or describe something that happened or is happening? I will have them
write down their ideas and thoughts down.

SPEC. Ed. Modification (student is blind): I will go to that student

and orally ask them the same questions and wait there and let them
respond to me verbally or go to them first and then give them time to
think about it and come back to them to get their response.
CM as I am walking around to my SPEC. Ed student and my ELL I am
able to glance at the rest of the students to make sure they are on
task.

I will place the following lyrics on to the projector and proceed to play
Jazmine Sullivan’s song “Switch” (just a the first verse and chorus) and
ask them to think about the bell work and ask them to “tell me what
she’s doing (not in the song) but as the artist…..(I hope they will tell
me she is telling a story or tale of events, etc).

SPEC. Ed. Modification: The audio will not only help the blind
student hear the story, account, or narrative of the song but it will also
help the other students hear what is taking place.
Jazmine Sullivan “Switch” lyrics

I met him at the bookstore

He said he'd like to get to know me just a little more
ask me to dinner
I said i'll bring my girlfriend
he said thats cool cause he was gonna bring his best friend
but something happened that i wasn't expectin
his best friend all night had my attention

Knew it was wrong

but I couldn't help it
and I don't care
I'm being selfish
Know what i want and i want your best friend
aint gonna front uh uh
i want you best friend

hey boy
i think i like your best friend
would you mind
if i dined
with your best friend
aaww SWITCH!

I will let them know that a story, a tale, an account, and description are
all words that tell you what a narrative is.

5. Instruction
Today class we will start our poetry unit. Poetry comes in many
different forms and variations. Poems can sound like poems ex:
“Roses are red violets are blue, by the end of this unit I hope you love
poetry as much as I do.” I will let them know that poetry can be in the
form of a song or a rap, it can rhyme or not rhyme, and it can be short
or long. I will pass out a blank vocabulary sheet and have students
write down the following poetic devices, their definitions, and
examples that I will present to them on a transparency on the
projector.

I will present one definition at a time. SPEC. Ed: I would make sure I
looked into providing Braille material for the student.

New terms to introduce:

Poetic Devices: Narrative, Rhyme, metaphor, simile, imagery, repetition, stanza.

I will go over each term orally by reading the definition and present an example for each
term. Since we already went over what a narrative I will ask a student (according to the
order of my student name cards), what is a narrative?

Define poetic device.

I will present them with the definition of rhyme (from the transparency) followed by
showing them an example from the “Switch” lyrics. Then I will start a classroom rhyme
test by moving up and down each row. I will start the rhyme by using cat for example,
then stand in front of each row of desk and have each student in that row say a word that
rhymes with cat I will present it as a quick competition and see which row can get
through it the fastest without pauses or hesitations.

ELL/SPEC. Ed: I will go down or across rows in a fashion that will hopefully allow
them the ability to go at least 3rd or last. If not I might allow them to give me the word I
will use for their row. CM

Give definition for metaphor. Ex: He has the heart of a lion. That king
is rolling in dough. Ask a student to give me an example of a
metaphor.

Definition of simile (explain that it is not smile)

Definition for imagery, repetition, stanza.

Monitoring Learning:

6. Checking for Understanding

Throughout the instruction I am checking for understanding. I am
asking questions, having students give examples, involving students in
the examples.

Using the Content:

7. Guided Practice
Once we have gotten through the terms and examples I will present
my students with a copy of a narrative poem. We will work on the first
stanza together locating any metaphor, similes, rhymes, repetition,
and imagery. I will use a transparency copy and assign a circle,
underline, different color pen, etc for the various poetic devices. I will
find the first device note it and use my index name cards to choose the
next individual to tell me what it is. Then I will ask someone to explain
why it is whatever device the other student said it is or why it’s
something else or nothing at all. I will go line by line and let the class
do the next one without me finding the device and walk around to
answer questions and to see if they are experiencing any hang up or
confusion. I will also take this time to say it to my ELL and SPEC. Ed
students. I will go to my ELL and SPEC. Ed students first, and then call
on one of them to tell the class the device. I will then ask the class
why and use a volunteer to give the answer.

8. Independent Practice
If there is time left over in the period students can work on the
following stanzas or complete them for homework.

Summing Up the Learning:

9. Closure
I will pass out a index cards for each student they will write their name
on it and write tell me what a narrative does, and 2 examples of any of
the devices. Or 1 device they were able to demonstrate and 1 that
aren’t sure about and try to demonstrate it. They must turn their cards
into me at the door as they leave. I will let my students know I enjoyed
today’s lesson and they all did a great job and we will learn more about
poetry in the next coming days and week.

Measuring Learning:

10. Assessment
My assessment will come from my exit cards I will be able to see what
they can recall, what they enjoyed, and what they need help with on
the next days lesson.

*Throughout the lesson, include modifications for English

Language (EL), Technology (TECH) and Classroom
Management (CM) strategies