Parts of Poetry

Amanda Forbes EDU 542

Vocabulary Acquisition Model
Pages 2!24
5
t"
#rade Englis" $anguage Arts
% MA&E'(A$)*P'EP$A++(+#
Materials ! $ist all of t"e materials you ,ill need for teac"ing t"is lesson%
Computer with internet connection
Simile and Metaphor Poems handout
Vocabulary Journal Worksheet
Word Map Worksheet
Homework Assignment
Homework Assignment Grade Sheet
nline Assessment !"ui#Star$
Computers %or student use !to take &ui#$
Vocabulary ! $ist -ey .ocabulary terms needed for t"is lesson
Metaphor' a %igure o% speech in which a phrase denotes one kind o% ob(ect in place o% another
ob(ect to suggest likeness
Simile' a phrase that uses the words )like* or )as* to describe something by comparing it with
something else that is similar
2% /01E2&(VE
A%ter the lesson on parts o% poetry+ students in ,
th
grade will-
o .emonstrate an understanding o% standard'speci%ic poetry elements and /ocabulary0
o .emonstrate an ability to respond+ analy#e+ and think critically about poetry0
o .e%ine the words metaphor and simile and di%%erentiate between the two.
)tate t"e 2ogniti.e &a3onomy $e.el
Analy4e! students di%%erentiate between two terms
Understand! students describe+ discuss and recogni#e metaphors and similes
Englis" $anguage Arts )tandards #rade 5
'eading
102 Word Analysis+ 3luency and Systematic Vocabulary .e/elopment
101 4ead aloud narrati/e and e5pository te5t %luently and accurately with appropriate pacing+
intonation+ and e5pression0
106 7now abstract+ deri/ed roots and a%%i5es %rom Greek and 8atin and use this knowledge
to analy#e the meaning o% comple5 words0
10, 9nderstand and e5plain the %igurati/e and metaphorical use o% words in conte5t0
$iterary 'es5onse and Analysis
:01 ;denti%y and analy#e the characteristics o% poetry+ drama+ %iction+ and non%iction and e5plain
the appropriateness o% the literary %orm chosen by an author %or a speci%ic purpose0
:0, .escribe the %unction and e%%ect o% common literary de/ices !e0g0+ imagery+ metaphor+
symbolism$0
6% A))E))ME+&
Students will be assessed through a %ormal &ui# taken online0 <he &ui# is a multiple choice %orm+ in
which students will be gi/en sample statements0 <hese samples will be either a metaphor or a simile0
Students will choose which o% the two options the statement is0 <he &ui# has = &uestions+ and each
&uestion is worth 1 point0
1
Students will also be assessed through a take'home assignment0 Students will be gi/en stan#as o%
/arious poems that contain either a metaphor or a simile0 Students will highlight metaphors in blue and
similes in yellow0 <he teacher will collect this assignment and grade0 12 &uestions+ 1 point each0
Rationale: <he assessment method o% gi/ing a %ormal &ui#+ is supported in this instructional model as
stated on page >:6+ )Assessment is a critical aspect o% the Vocabulary Ac&uisition model0 <eacher may
use online tools+ games+ or templates to test students? knowledge o% the targeted /ocabulary0* <he te5t
goes on to suggest an online &ui# like the one ; created on the website "ui#Star0 <his assessment
allows me to determine i% each student is able to di%%erentiate between metaphors and similes0
4% $E))/+ /PE+(+#*PU'P/)E
Students, today we are going to learn about two words that are important to our understanding of
poetry. This lesson will benefit you, because you will use what we learn today to write your own poetry
later in this unit.
5% M/&(VA&(/+ F/' $EA'+(+#
Students will be moti/ated to learn throughout this lesson plan because they will use this in%ormation in
%uture lessons+ to create their own metaphors or similes in poetry0
<he moti/ation %or this lesson+ is intrinsic because it gi/es students moti/ation %or their own personal
reward0 <he students will be able to use their knowledge o% metaphors and similes in order to e5press
their creati/ity when they write their own poetry in a %uture lesson0
<his lesson moti/ates student learning by allowing students to work in pairs and collaborate with their
peers0 Peer collaboration is a natural moti/ator+ as students in this age group generally en(oy
interaction and sociali#ation0
7% $E))/+ 0/D8
)te5 'e.ie,*Ma-e 2onnections to Pre.iously $earned Material
)Okay students. So previously we learned about the basic form of poetry. There are lines
of poetry. There are stanzas in every poem, which are groups of lines. nd we also
learned that poems sometimes rhyme and use creative writing. Today we are going to
learn a little bit more about creative writing methods that authors use when writing
poetry.
)te5 2 )tate /b9ecti.es for t"e $esson :)tate t"e ob9ecti.e to students in a ,ay t"at students
,ill -no, ,"at t"ey ,ill learn% &"is "el5s t"em ma-e connections ,it" 5rior learning%;
)fter the lesson today, you!students" will have more understanding of poetry and
elements of poetry. #ou will also be able to define the words metaphor and simile, and
tell the difference between the two words.$
)te5 6 Pretest <no,ledge of =ords 2ritical to 2ontent
<eacher will hand out students? /ocabulary (ournal worksheets0
<eacher will then say+ )Today we need to understand two words for our poetry study0*
The first word we need to know is metaphor. On your worksheet in the first table, write
down the word metaphor, as you think it is spelled. Once you have written that down.
%rite down what you believe this word means.
nce students ha/e completed that+ the teacher will then ha/e students hypothesi#e
what they think the word means0 &ow, ' want you to write down your definition. %hat do
you think the word metaphor means(
<he teacher should allow a %ew minutes %or students to complete this task0
@e5t+ the teacher will %ollow these steps %or the word+ simile0
Allowing , more minutes %or students to complete the table %or the second word+ simile.
2
)te5 4 Elaborate on and Discuss (n.ented )5ellings and >y5ot"esi4ed Meanings
<he teacher will ha/e students break into groups o% >':0 Within their groups+ students will
collaborate on their answers0 'n your groups, discuss what you have written down about
the two words we discussed. s a group, decide who)s spelling and definition you think
is correct.
<he teacher should walk around making sure that all students are participating0
A%ter >': minutes+ the teacher will then tell students+ Okay, now your groups are going
to tell the class what your group thinks the spelling and definition is for the words
metaphor and simile.
<he teacher will pick groups one at a time to share with the class0
)te5 5 E35lore Patterns of Meanings
%e know that synonyms are words with similar meaning and antonyms are words with
opposite meanings. %hat do you think are synonyms or antonyms to metaphor( %rite
those in the bo*es on your worksheet.
A%ter 6', minutes+ the teacher should ask a %ew students to share their synonyms and
antonyms with the class0
)te5 7 'ead and )tudy
<eacher will read aloud+ as students %ollow along+ the de%inition and etymology o% the
words )metaphor* and )simile*0
<eacher will ask students to look at the two poems on the handout+ )A .ream .e%erred*
by 8angston Hughes and )A Aook ;s* by 7athy 8eeuwenburg0
<eacher will read aloud )A .ream .e%erred* pointing out the instances when the words
)like* which is an indicator word o% a simile0
<eacher will then ha/e students read along as the teacher reads )A Aook ;s* aloud0 <he
teacher will point out that the word )like* is not used+ which indicates a metaphor0
<he teacher will then ha/e students group into pairs and highlight the simile phrases in
)A .ream .e%erred* and the metaphor phrases in )A Aook ;s*0
)te5 ? E.aluate and Posttest
<eacher will &ui# students on their knowledge o% the two key /ocabulary terms+ simile
and metaphor0
<eacher will gi/e students two black word maps0
Students will %ill in the word maps %or simile and metaphor including the spelling o% the
words+ synonyms+ a sentence using the words+ and the de%inition o% the words0
A%ter completing the word maps+ students will take a &ui# online0 !"ui#Star$0 <he &ui#
will be a multiple choice &ui# in which students read phrases or poems and decide
whether they contain a metaphor or a simile0
)te5 @ 2losure
A%ter students ha/e completed their online &ui#+ the teacher will call students back to
their desks0
<eacher will close the lesson by summari#ing what the class has learned0
<eacher will e5plain+ Today, we learned about two new words that are important to our
study of poetry. These two word are metaphor and simile. %e learned that these words
have deeper meaning from their +reek and ,atin origins. metaphor is a figure of
speech in which a phrase literally uses one kind of ob-ect is used in place of another to
suggest likeness. simile is a phrase that uses the words .like) or .as) to describe
something by comparing it with something else that is similar. 'n poetry, similes and
metaphors are used to give meaning and creative e*pression to writing.
3
<eacher will assign the homework assignment attached+ in which students will read
phrases and decide whether they contain metaphors or similes0 <hey will highlight
metaphors in blue and similes in yellow0
?% )tudent =or- E3am5les*&ec"nology )u55ort
Attac" sam5les of student ,or-%
(nclude a .ariety of le.els of 5erformance
Add tec"nology su55ort :e3% ,,, resources*interacti.e acti.ities etc%;
@% 'eflecti.e &"in-ing*2urriculum E.aluation A5B PointsAAAA
'eflection is a .ery im5ortant 5art of eac" lesson% Please ta-e t"e time to t"oug"tfully 5re5are your
reflections% Follo, t"e format 5ro.ided belo,% 2arefully edited and t"oroug" ,riting is e35ected%
SLOs- Candidates earning a master of science in education will be scholar practitioners who in the context of the Christian
worldview:
1. Demonstrate advanced understanding of the trends, issues, and research associated with education in general and with their
respective specialization.
2. Evaluate and conduct research to improve instructional practices and institutional cultures.
3. Employ leadership practices to optimize educational and institutional outcomes.
4. Articulate worldview and perspectives for enhancing student learning.
'eflecti.e )tatement for Acquisition $esson Model
SLO 2: Evaluate and conduct research to improve instructional practices and institutional cultures.
'ele.anceC Why is this assignment rele/ant to demonstrating your competence with this S8B
<his assignment is rele/ant in demonstrating my competent with S8 > because it shows my
e/aluation and understanding o% research to impro/e instructional practices in teaching students in
obtaining academic /ocabulary0 ;n order to complete this lesson plan+ ; e/aluated research on the
instructional model o% /ocabulary ac&uisition and the importance o% /ocabulary ac&uisition to the
education o% students o% /arious age groups0
)ignificance ' Why is competence with this arti%act signi%icant %or a pro%essional educatorB Using careful
analysis and e.aluati.e t"oug"tC
.escribe how this lesson model supports your pro%essional de/elopment as an instructional designer
as e5plicated in Chapters 1 and > o% te5t0
o <his lesson model supports my pro%essional de/elopment as an instructional designer+ through
its re&uirement to work through the A..;C instructional design model0 ; completed this design
model by %irst analy#ing the /ocabulary ac&uisition model0 ; determined the instructional goals
and ob(ecti/es o% this lesson plan model+ along with the goals and ob(ecti/es that were to be
met in accordance with ,
th
grade 8anguage Arts standards0 ; also identi%ied elements like the
physical learning en/ironment and a/ailability o% materials that would be re&uired to complete
this lesson+ including the use o% computers by students0 ; completed the design phase by
creating the actual lesson plan using the /ocabulary ac&uisition model+ while also using the
lesson plan %ormat pro/ided0 <hrough the de/elopment phase+ ; created the instructional
materials needed %or the lesson including+ /ocabulary (ournal pages+ /ocabulary maps+ poetry
handouts+ homework assignment+ and an online &ui#0 ; completed a portion o% the
implementation phase by testing the online &ui# that ; created %or students to take+ along with
4
re/iewing the assessment and report that the teacher will recei/e once students ha/e taken the
assessment0 <he attempted the e/aluation phase by re/iewing the report that a teacher would
recei/e once students had completed the &ui# on "ui#Star0 <his report would allow the teacher
to assess how e%%ecti/e the lesson plan and implementation was0
C5plain how this lesson supports helping students reach le/els o% deeper learning0 9se chart attached
%or clari%ication on depth and comple5ity0
o <his lesson helps students reach le/els o% deeper learning by re&uiring students to recogni#e
the details0 <he main ob(ecti/e o% this lesson is to ha/e students learn the /ocabulary terms o%
)metaphor* and )simile*+ but not simply by spelling and de%inition0 Students must di%%erentiate
between to similar terms+ by recogni#ing the details in the meaning o% the two terms0 <hrough
this lesson+ students will ha/e a deeper understanding o% the terms+ and how to recogni#e the
di%%erence between the two+ being that similes use words such as )like* or )as* to make a
comparison+ whereas metaphors directly replace one ob(ect with another to make a comparison0
<his lesson also pro/ides comple5ity by ha/ing students make generali#ations through repeated
obser/ations o% the terms learned in the lesson0 Students will repeatedly obser/e metaphors
and similes in phrases and identi%y them0
Pro/ide e5amples and rationale %or appropriate use o% this teaching model and where it is suitable
throughout your curriculum0 ;ndicateDdiscuss strengthsDweaknesses based on theologyDtheory0
o <his teaching model+ because it %ocuses on /ocabulary+ would be use%ul across content areas
and age groups+ particularly in areas that re&uire e5tensi/e reading0 4esearch on /ocabulary
ac&uisition shows that /ocabulary knowledge is directly related to reading comprehension0 <his
type o% model would be best used to enhance a reading E writing class because it enhances
students? deeper understanding o% critical /ocabulary terms0
;nclude in%ormation concerning AdaptationsDAccommodations %or Ad/anced+ C8. and ;CP learners0
!Pay particular attention to Ad/anced learners$
o C8. 8earners
<he teacher can allow C8 students to discuss the meaning o% metaphor and simile in
their nati/e language during the second step o% the lesson model0 <hey could then
participate in the discussion with Cnglish speaking students0
o Ad/anced 8earners
<he teacher could accommodate ad/anced learners by %urthering the comple5ity o% this
lesson plan0 <he teacher could do so by ha/ing these students attempt to write their own
e5ample o% a metaphor and a simile in their student (ournal0 <his allows ad/anced
learners more e5perience in putting their newly ac&uired knowledge to use+ and allows
them to showcase their understanding in a creati/e manner0
Pro/ide links to the 2ommon 2ore )tate )tandards that support the use o% this model and e5plain
details concerning how this lesson actually does work to support the CCSS0 0
o Se/eral Common Core State Standards o% 8anguage Arts link to and support the use o% this
model0 ; ha/e pro/ided 6 o% these standards below0 <he language ac&uisition model+ and this
lesson plan particularly+ when implemented will ha/e students demonstrate understanding o%
%igurati/e language+ interpret %igurati/e language including similes and metaphors+ use the
relationship between words to better understand the /ocabulary words o% the lesson through
synonyms+ and help students to ac&uire and use ,
th
grade le/el appropriate academic and
domain speci%ic /ocabulary0 <he core o% the /ocabulary ac&uisition model itsel%+ includes
teaching students how to dig deeper and %ind meaning o% new and academic /ocabulary terms+
which directly correlates to common core standards0
!!.E"A#"iteracy.".$.$
Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
!!.E"A#"iteracy.".$.$.a
%nterpret figurative language, including similes and metaphors, in conte&t.
$
!!.E"A#"iteracy.".$.$.c
'se the relationship (etween particular words )e.g., synonyms, antonyms, homographs*
to (etter understand each of the words.
!!.E"A#"iteracy.".$.+
Ac,uire and use accurately grade#appropriate general academic and domain#specific
words and phrases, including those that signal contrast, addition, and other logical
relationships )e.g., however, although, nevertheless, similarly, moreover, in addition*.
$in- to &"eory ' How is this arti%act supported by a competent research baseB
8ink this lesson to one or more o% the Aig ;deas and pro/ide a rationale0
o Aig ;dea F12 by rmrod+ )8earning is best assessed by using an assessment instrument that
re%lects the goals o% instruction*0 <his lesson links to this Aig ;dea+ because the assessment
methods ; chose %or this lesson+ re%lect the goals and ob(ecti/es o% students learning the two
new /ocabulary terms+ and being able to di%%erentiate between the two0 <he students take a &ui#
that assesses their ability to tell the di%%erence between a phrase that uses a simile or a
metaphor0 <he lesson also has students complete tasks in which they will complete word maps
%or each o% the words+ which will assess their deeper understanding o% the selected /ocabulary
words0
8ink this lesson to the @ew 8earning Sciences and pro/ide rationale %or your selection and descripti/e
e5amples0
o <he @ew 8earning Sciences+ addresses the idea o% sca%%olding+ or students acti/ely participating
in constructing their own knowledge0 <his lesson model+ links to this learning science idea in
that it re&uires students to construct their own knowledge0 <he lesson has students make a
hypothesis on the spelling and meaning o% the /ocabulary terms0 ;t then re&uires students to
collaborate with their peers and decide which student is most likely correct in their assumptions0
<he lesson continues by ha/ing students obser/e the /ocabulary terms in action in poetry0
8astly the lesson has students re/iew their knew knowledge by writing it down on a word map+
which breaks down the /ocabulary words by spelling+ de%inition+ synonyms and writing them in a
sentence0 At e/ery point in this lesson model+ students are acti/e participants in constructing
their knowledge0
.iscuss curriculum resources that you ha/e %ound use%ul %or this teaching model !i0e0+ <eacher?s
ManualsDte5tsDliteratureDe'resources$0 8ist se/eral technological resources you ha/e %ound use%ul0
o <eaching Models- .esigning ;nstruction %or >1
st
Century 8earners by Clare 40 7ilbane E @atalie
A0 Milman
'esources*&ec"nology! What technology did you select to support this lessonB ;nclude interacti/e
applications and /ideos GanyDall technology suitable0
(nteracti.e ,eb 5rograms
o <his lesson plan includes web technology during the assessment phase0 ; created an online
&ui# on the website "ui#Star0 Students will get on computers and log in to their class on
"ui#Star0 <he &ui# contains phrases and poems using metaphors or similes and students will
answer which o% the two is applicable+ using a multiple choice %orm0
Professional Actions*Areas for gro,t" ' What are your ne5t pro%essional steps in this area to keep mo/ing
%orward as a pro%essionalB
.iscuss what went well and what changes you ha/e made %or impro/ing learning0
o <his lesson plan e%%ecti/ely introduces key /ocabulary terms %or a poetry study0 <he lesson
%ollows the Vocabulary Ac&uisition model and contains multiple types o% assessment %or student
learning0 Ay using the /ocabulary ac&uisition model+ students will e5perience impro/ed learning
+
by gaining deeper understanding o% the /ital /ocabulary terms0 <his lesson prepares students
%or a subse&uent lesson in which they will write poetry using either a metaphor or a simile0
What would you do di%%erently ne5t timeB
o ; would incorporate more technology in the lesson0 ; would like to %ind a /ideo or an interacti/e
website that would enhance student knowledge and understanding o% the key terms o% the
lesson0
What more do you need to read or learnB
o ; need to learn more about how to implement this lesson model in /arious content areas+ since ;
am a multiple sub(ect candidate0 ; would like to learn more about how to use a /ocabulary
ac&uisition lesson in sub(ects that do not re&uire as much reading+ like Art+ Mathematics and
Physical Cducation0
Depth
Identify the Rules: Through the use of this icon, students are instructed on how to define the
organizational elements affecting the specific curriculum that is being studied. This process
requires the identification and description of factors, either human-made or natural, which
affect the information at hand
Statement of Trends: This icon encourages the identification of changes over time. Students
are instructed on how to note factors or events social, political, economic, geographic that
cause effects to occur or happen
Ethical Considerations: Students are instructed to identify and analyze the possible rights and
wrongs of a given idea or event. This allows them to determine the elements that reflect bias,
preudice and discrimination. Through this focus on ethics, students develop the ability to state
pro and con arguments in terms of ethics.
Note the Patterns: This icon is used to instruct the students to identify the recurring elements
or repeated factors of an event or idea. !t also focuses on the order of events which occur.
"inally students are as#ed to identify the pattern and to predict what comes ne$t.
Recognize the Details: This icon involves elaboration of an idea or event.
The student%s ability to describe something is integral in the learning process thus the teacher
encourages the students to elaborate and describe.
-
Language of the Discipline: !nstructors encourage the use of appropriate language when
addressing specifics in the curriculum. &art of being a scholar requires the use of appropriate
terminology.
Define Unansered !uestions: 'hat ideas are unclear( 'hat information is unclear( 'hat
don%t we #now( 'hat areas have not been e$plained or proved yet( )o any conclusions need
further evidence or support( These are questions which arise when using this icon in discussion
of an area of
curriculum.
Comple"ity
#$er Time: Time changes everything. This icon encourages the students to identify and
describe the effects that time has on the curriculum being studied.
Since some things change throughout time and others do not, students
are as#ed to identify these elements. They are instructed to e$plain how and why things
change or remain the same.
%ig Idea: The big idea is in other words a generalization, principle, or theory about the
curriculum being studied. The students are directed to ma#e a conclusion from evidence
that e$plain:
a collection of facts or ideas
a group of facts or ideas with a summary statement
identify a rule or general statement based on repeated*recurring observations of
data information or collection of ideas

&ultiple Perspecti$es: Students are encouraged to loo# at ideas and events from different
perspectives. !t is important for the students to understand that not everybody loo#s at
things the same way. + common technique used to aide the students to loo# through
another%s eyes is the use of: Thin# li#e a ,n-.historian, anthropologist, economist,
archeologist, etc.
.