Sierra Nevada College Lesson Plan

Teacher: Alyssa Smith Lead Teacher: Gregg Spriggs

Grade/Subject: 7th English Language Arts District: SNC
Lesson Content: Poetic Devices School: Reno Campus
SNC Supervisor: Amy Burton Time Allotted: 50 minutes
Date: May 10, 2017 # of Students: 6-10

State Standards
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.
District/Course Learning Targets
I can apply my understanding of poetic devices through literary analysis. RL.7.4; RL.7.5
Essential Question: How can I use the elements of poetry outside of English class?

Student Learning Goals

TBD

Assessment: How will learning be assessed at the end of the unit/learning cycle (summative):
Summative Benchmark Assessment: Students will be able to independently analyze text to identify poetic
devices ( simile, allusion, metaphor, etc.)

Objective(s): high cognitive demand for diverse learners Cognitive Level (DOK or Blooms)
SWBAT identify allusion in short literary text DOK LEVEL 1

Connections to past learning or experience, building background

figurative language being used throughout the school year

references to short stories, advertisements, and other poems throughout the year; students will use oral and
written discourse to make connections to new and prior learning

Essential Vocabulary Definitions

Allusion An expression designed to call something to mind without
mentioning it explicitly; an indirect or passing reference.
Poetic Devices The poet uses rhyme, rhythm, and/or repetition to help the listener
to hear the poem. Language employing one or more figures of speech
(simile, metaphor, imagery, etc.) ...
Strategy for teaching new vocabulary
Teaching new word, having students discuss orally the definition in small groups, written down a collaborative
and decided definition

Set : specific activity to review daily objectives, learning target & goal connection, and assessment with
students, activate background knowledge, and create interest in the lesson.
Self-check
https://www.youtube.com/watch?v=2KEqdTfO1Z8

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(2:30)
Down the Rabbit Hole By Leah Michelle https://www.poemhunter.com/poem/down-the-rabbit-
hole-6/
http://www.azlyrics.com/lyrics/duranduran/hungrylikethewolf.html

Student
Engagemen
t (discourse, Formative
Teacher Engagement (Sequence and Scope of written, Assessment/
Instruction (include instructional strategies, questions, kinesthetic, Student Materials &
Pacing grouping, differentiation and transitions) etc.) Metacognition Technology
5 1. Go over lesson objectives with students, discourse Whiteboard,
ask students to match objective with markers,
learning target; go over learning target powerpoint,
and explain what we are doing today in laptop
order to reach that.

5minute Pass-out whiteboards, go over whiteboard Written on Self- Whiteboards

s expectations (dont hurt each other, put them up whiteboard assessment , markers,
safely, pens away as soon as done so I can know erasers
youre done.
Pre-Assessment done on whiteboards Where is
your understanding of what allusion is from 1-4.
1-I dont know it, get it, or have any idea
2- I think I can spot it, but I cant really explain it.
3- I can explain it, and I can spot it, but I cant full
apply it
4- Ive got this.
-_Referred back to at end of lesson

20 Go over definition of Allusion and how we know Oral Whiteboards

minutes what it is, and how we spot it. Discouse, , markers,
(5 minutes) written erasers
Show Clip:
https://www.youtube.com/watch?v=2KEqdTfO1Z
8
(2:30)
This clip is from the Movie Enchanted, in the clip
the character is biting into an apple, what is this
referencing? How did you know as a viewer, what
was being ALLUDED to, what helped and what did
not? (6 minutes)
-Brainstorm with your partner if you can think of
any other commercials, movies, or books youve
read that also use allusion. (3 minutes)
-Allusion connects with all other figurative
language that we have learned throughout the

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year, and we didnt even realize. When we are

reading plays, watching movies, reading poetry, or
short stories (5)
10 With a partner, read through the short poem Discourse, Metacognition Down the
Minutes written by Leah Michelle. After reading through oral, written : quick walk Rabbit Hole
the poem, discuss with your partner what you around and jot By Leah
believe the poem is alluding to, and how you know which students Michelle,
it is alluding to that. did not get the whiteboard,
Write down on whiteboard what the poem is correct answer markers
alluding to with a partner
10 Students will read independently the lyrics to Written Metacognition whiteboard,
minutes Hungry like the Wolf by Duran Duran. After Discourse : quick walk markers,
finishing the reading, students will independently around and jot Hungry Like
write down on whiteboard what the song is which students the Wolf
alluding to did not get the Duran Duran.
correct answer
5 Repost objective on smartboard with exit ticket Written Smartboard,
Minutes out: discourse Pencils,
How did todays class help you start making paper
progress toward hitting our learning target?
Reminders: Homework Project Due May 10th

Closure : specific activity to review content and progress toward learning targets and goals
Repost objective on smartboard with exit ticket out:
How did todays class help you start making progress toward hitting our learning target?

Teacher Candidate Reflection on the lesson (after delivery)

My learning is progressing based on the feedback that both Greg, Amanda, and Amy have given me. It is helpful
to have a fresh set of eyes on a lesson to see and be able to justify what works and why it works, as well as what
doesnt work and why it doesnt work.
SNC: April 3, 2014, revised Burton 2017