Marissa Migliorino Lesson Plan Set # 2 ELD 395 10/17/13 Standards: CCSS.ELA-Literacy.RL.7.

.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. Rationale: It is important for students to comprehend what they have just read. Poetry can be difficult to read, but by understanding the meaning of the poem, it will make much more sense to the students. Studying figurative language, such as similes and metaphors, in the poem will help students with reading and comprehension. Objectives: Students will have a stronger command of figurative language through use of poetry. Materials: Poems: Daffodils by William Wordsworth Dreams- Langston Hughes The Base-Stealer- Robert Francis Song- H.D. Flint- Christina Rossetti Notebook Pen and Paper Chalkboard/ Whiteboard Worksheets Guide Sheets Procedures: o This lesson will take place throughout the reading of the five poems. This lesson will take about one to two class periods, depending on how long it takes to read each poem and find the figurative language. Prior to this lesson, students have had a basic understanding of poetry and what it is, but did not analyze it or understand the different parts. o Anticipatory Set: Today in class, we are going to learn about figurative language. There are many different types of figurative language and they are often found in poetry. In class today, we are going to read five different poems and you are going to find the figurative language throughout the poems. First, hand student a guide sheet of the definitions and examples of some basic and most common types of figurative

language. Go over the definitions and examples of alliteration, hyperbole, metaphor, onomatopoeia, personification, and simile with the students. o Now that we have covered the definitions of these different types of figurative languages, I am going to give each of you five short poems with a worksheet to write down examples of figurative languages for each poem. Please write down three to four examples for each poem and state what type of figurative language it is. Please use the rest of the class time to complete this assignment and if you do not finish, please complete the rest for homework and bring them back for class tomorrow. As students complete this assignment, I will be walking around the classroom to observe the work of the students. I will answer any questions and I will also get down at eye level with the students to talk to them one on one to make sure they are understanding the poem and finding the figurative languages. o Please take out your figurative language assignments from yesterday. Since you all finished this assignment, I am going to break you up by groups by counting off one through five. Please get into your groups now. Now that you are all in your groups, discuss the different examples of figurative language you found and discuss your opinions of the poems. Students will be able to pair up with others to discuss the different examples they found. Some students may have found examples that other students did not. I counted off the students to put them into groups so the groups were not bias and they did not pair up with their friends. Assessment: I will assess the students by evaluating their worksheets. I will see what different examples the students picked and if they understood the lesson. I will also assess the students as I walk around the classroom. The students will also being assessed by the collaboration with other groups members and if they are discussing the worksheets and examples without socializing and going off topic. Differentiation: Poetry is a different form of expression for students. Understanding different figurative languages while help makes the comprehension of poetry easier for students. This is much different than studying an essay and using paragraphs while picking out the topic sentences, concluding sentences, etc. This opens up different learning opportunities for students. Technology Links: Technology was not used in this lesson. Future Connections: This allows students to be more creative because they are reading a type of literature that is different than most readings the students do in class. Poetry has much meaning behind even though some poems are so short. Students can use these different figurative languages in other readings and future poetry lessons.

o Marissa Migliorino Lesson Plan Set # 2 ELD 395 10/17/13 Writing Standards: CCSS.ELA-Literacy.W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13 above.) Rationale: The reason for this lesson is for students to use their creative sides to write a poem after learning about different figurative languages. By using real life experiences, the students will be able to relate more to their own poems and be more creative. The students will be able to use their reading lessons of figurative languages and be required to use certain figurative languages in the creation of their poems. Objectives: Students will reflect upon life experiences through the use of figurative language in poetry. Materials: Poems: Daffodils by William Wordsworth Dreams- Langston Hughes The Base-Stealer- Robert Francis Song- H.D. Flint- Christina Rossetti Notebook Pen and Paper Chalkboard/ Whiteboard Worksheets Guide Sheets Procedures: o This lesson will take one class period to complete. This lesson will also follow the reading lesson. o Anticipatory Set: So the past two class periods we have studied and discussed figurative language in poetry. What are some of the different types of figurative language we have learned about? Ask students this questions and wait for volunteers to raise their hands. Pick approximately four to five volunteers. Have them give an example. o These are some great examples. How many students like to write about their own personal experiences?

Take survey of class by asking students to raise their hands. o Great. I see many of you like to write about personal and real life experiences. Poetry is a great form of expression and many poems that you read will reflect on events and experiences that happened to the author in some way or form. Today I want you to pretend you are a poet. Be creative and use your imagination. When you create your poem, it needs to be at least two stanzas long, use two similes, a metaphor, and some form of personification. These are the requirements, but if you want to use more or different figurative languages, please do! You will have about thirty minutes to complete these poems. Students will work individually completing their poems. I will walk around the classroom, answer any questions, and get down eye to eye to open up communication and for the students to feel more comfortable. As I walk around, I want to make sure the students still understand the figurative language and I encourage them to use their guide sheet and worksheet to help them create their poem. o When everyone is done, please put down your pens and pencils and take out an independent reading book so I know when everyone is done. I want students to take this book out so when some students finish earlier, there will be no socializing allowed. o Now that everyone is done, I just want to say how proud I am of how cooperate and hard working you all were. As I walked around, I saw some excellent poems be created. Would anyone like to share their poems to the class? Since this is a personal poem, I understand if you do not want to share it with the rest of the class. They are usually always volunteers because students like to take pride in their work. Pick 3 to 5 volunteers depending on how much time is left in class. At the end of class, collect the worksheets and the poems. Assessment: I will assess the students in a few ways. One way I will assess students is by the creativity of their poems and how much effort they put in. Also, I would assess students to make sure they met all requirements of the poem. As I walk around the classroom, I will be assessing the students to see if they are working diligently and not socializing. Differentiation: Using real life experiences really allows for students to open up and be creative. It is a great form of expression for students. Students will enjoy a different outlook of being creative in a short, but powerful form rather than writing a long essay about their experiences. It is also different because it challenges the students to be creative, but requires them to use certain figurative languages. Technology Links: There was no technology used in this lesson.

Future Connections: This lesson will definitely allow students to be more creative in the future. It gives students a new form of expression as well. This lesson will help students understand themselves better and help them realize they can face a challenge and complete while being creative. Opening up a new form of expression to use in the future is great for students.