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I. Rationale – This lesson is the first in a week-long poetry unit that focuses on the use
of figurative language. The activities in this lesson will help students more easily
recognize similes and metaphors in writing and prepare them to use figurative
language in their own poems.
II. Goals and Objectives –
a. Instructional Goals: SWBAT
i. Understand how to appropriately use figurative language in writing.
ii. Analyze a piece of writing for use of figurative language.
b. Specific Objectives: SWBAT
i. Students will be able to describe the literal meaning and analyze the
abstract meaning portrayed in each type of figurative language.
ii. Students will be able to appreciate the author's intent in including
figurative language in his or her writing.
c. WV CSO’s:
RLA.O.10.1.05 evaluate the author’s use of specific information in text (e.g., author’s purpose/perspective,
main/supporting details, specific facts, statistics, definition, figurative/nonfigurative
words).
RLA.O.10.1.07 interpret and explain the author’s choice of literary devices used to construct meaning and
define the author’s/reader’s purpose.
d. NCTE Standards:
5. Students employ a wide range of strategies as they write and use different writing
process elements appropriately to communicate with different audiences for a variety
of purposes.
6. Students apply knowledge of language structure, language conventions (e.g.,
spelling and punctuation), media techniques, figurative language, and genre to create,
critique, and discuss print and non-print texts.
12. Students use spoken, written, and visual language to accomplish their own
purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
III. Essential Questions – How are similes and metaphors used in poetry? How can you
use figurative language in your own writing?
IV. Procedure –
a. Lesson Introduction: As class begins, put up a transparency of the poem,
"Corner," by Ralph Pomeroy. Ask students to read the poem carefully and look
for any images they can find being created by the text. Possible examples include
the following:
I am becoming sunlight.
My hair is on fire. My boots run like tar.
I am hung-up by the bright air.
I. Rationale – This lesson is a continuation of the class’ work with similes and
metaphors. Previously, students learned about figurative language in different poems.
This lesson will give students a stronger connection and (in all likelihood) more
interesting material, using song lyrics to analyze the use of figurative language.
II. Goals and Objectives –
a. Instructional Goals: SWBAT
i. Find examples of figurative language in common forms of media.
ii. Analyze the use and purpose of figurative language.
b. Specific Objectives: SWBAT
i. Find metaphors in music lyrics.
ii. Appreciate the intent of the writer in including metaphors.
c. WV CSO’s:
RLA.S.10.1 Students will apply reading skills and strategies to inform, to perform a task and to read for literacy
experience by
RLA.O.10.1.07 interpret and explain the author’s choice of literary devices used to construct meaning and define the
author’s/reader’s purpose.
d. NCTE Standards:
5. Students employ a wide range of strategies as they write and use different writing
process elements appropriately to communicate with different audiences for a variety
of purposes.
6. Students apply knowledge of language structure, language conventions (e.g.,
spelling and punctuation), media techniques, figurative language, and genre to create,
critique, and discuss print and non-print texts.
12. Students use spoken, written, and visual language to accomplish their own
purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
III. Essential Questions – How are metaphors used in forms of writing other than poetry,
such as song lyrics?
IV. Procedure –
a. Lesson Introduction: As class begins, take up the previous day’s work and ask
students to write about lyrics they chose for today’s work. They need to reflect on
why they chose their song and how they feel the song utilizes figurative language.
(10 minutes)
b. Lesson Development: Ask a student to recap what was previously discussed
about figurative language. While it is a very important aspect of poetry,
figurative language (today’s lesson will focus on metaphors) are also commonly
used in song lyrics – very similar to poetry. “Music artists try to paint a verbal
image for listeners; we music is heard, not seen, so artists write descriptive,
metaphoric lyrics to help us see their message.” Ask students if they have heard
the song “Dust in the Wind,” by the classic rock band Kansas. To help students
recognize the song, show a clip from the movie Old School in which Will Ferrell
sings at a funeral (REVIEW THIS CLIP BEFORE SHOWING TO
STUDENTS!). While there is also some dialogue in the clip, stress to students
that they only need to pay attention to Ferrell’s singing. After viewing the clip
and familiarizing students with the song, show the lyrics on the SMART Board or
with a transparency. Listing answers on the board, ask students to name some of
the images that they think of when reading these lyrics (it may be a good idea to
play the song itself while reading). The most important – and most obvious –
image is that of dust blowing in the wind. Ask students, “What does the writer
mean when he says we’re nothing but dust in the wind? I seem to be more solid
than dust, and none of you would blow away if I turned on a fan. What is the
song saying to you?” Have students freewrite on this for 5-10 minutes, writing
your own response in the process. Randomly select students to share their
answers (if possible, go around the room and have every student share), ending
with your own response. The common idea should be that “dust in the wind”
refers to the fragility of human life. (15 minutes)
c. Lesson Closure: Go around the room and have students briefly talk about their
song choices. They should discuss why they chose the song and how they feel
figurative language is utilized. Have the class split into pairs to analyze their
selected song lyrics. Have the pairs read through their lyrics, underlining
whatever metaphors they see. They are to list the images the metaphors create in
each song and write brief explanations of what they feel are the best and worst
metaphors used. They should also work to determine the meanings behind the
metaphors, realizing that this is the primary purpose in using figurative language
(creating meaning). After all groups have come close to finishing, each group
will begin to talk about their song and its use of metaphors. To help the rest of
the class, look up lyrics for each group’s song and display it on the SMART
Board. If other groups see something in the text that hasn’t been mentioned, or if
they would simply like to agree/disagree with the speakers, allow them to do so.
All students should have an opportunity to comment on the use of metaphors in
song lyrics and how it affects them. (25 minutes)
d. Lesson Contingency: If time remains, have students write a self-reflection on
what they have learned in class. They should comment on their feelings about
metaphoric language before and after this lesson, including their ideas about the
connection that has now been made between literature and music, two forms of
media that use figurative language. As class ends, students should hand in their
individual freewrites and pair responses for a daily participation grade.
V. Daily (formative) Student Assessment – Students will be assessed 10 daily points
for participation in the lesson’s activities. They will be asked to turn in 1) a copy of
song lyrics for analysis, 2) a freewrite on the metaphors in “Dust in the Wind,” and 3)
a copy of their pair’s responses to song lyrics.
VI. Materials, Equipment, and Resources –
a. SMART Board, transparency and projector, etc.
b. Internet access
c. Clip of “Dust in the Wind” from Old School
(http://www.youtube.com/watch?v=polnhn_NbgE)
d. “Dust in the Wind” lyrics
e. Paper and pencil
VII. Modifications for Diverse Learners – Students with vision or hearing problems may
sit closer to the screen when viewing the video clip and lyrics. Struggling writers will
be allowed to seek help from a classmate, the teacher, or any tools that may make
writing easier.
VIII. Reflection and Revision –
“Dust in the Wind”
By Kansas
I close my eyes
Only for a moment, then the moment's gone
All my dreams
Pass before my eyes, a curiosity
Dust in the wind
All they are is dust in the wind
I. Rationale – This lesson is the third in a week-long unit on poetry and figurative
language. Students will work briefly with similes before getting an opportunity to
work on their own poems in class.
II. Goals and Objectives –
a. Instructional Goals: SWBAT
i. Identify and use similes and metaphors in poetry.
ii. Apply new concepts in their own writing.
b. Specific Objectives: SWBAT
i. Understand the purpose in using similes.
ii. Write original poems that effectively use similes and metaphors to make
comparisons and show meaning.
c. WV CSO’s:
RLA.S.10.1 Students will apply reading skills and strategies to inform, to perform a task and to read for literacy
experience by
RLA.O.10.1.07 interpret and explain the author’s choice of literary devices used to construct meaning and define the
author’s/reader’s purpose.
RLA.S.10.2 Students will apply writing skills and strategies to communicate effectively for different purposes by
RLA.O.10.2.09 revise sentences to create specific effects, variety and more precise and concise language:
gerund phrase
participle phrase
infinitive phrase
clauses
d. NCTE Standards:
5. Students employ a wide range of strategies as they write and use different
writing process elements appropriately to communicate with different audiences
for a variety of purposes.
6. Students apply knowledge of language structure, language conventions (e.g.,
spelling and punctuation), media techniques, figurative language, and genre to
create, critique, and discuss print and non-print texts.
12. Students use spoken, written, and visual language to accomplish their own
purposes (e.g., for learning, enjoyment, persuasion, and the exchange of
information).
III. Essential Questions – How can we use similes and metaphors in our own writing?
IV. Procedure –
a. Lesson Introduction: Begin the class by reviewing what has been learned about
similes and metaphors. Remind students that similes and metaphors are both
forms of figurative language. Figurative language is a very common and
important aspect of writing poetry. It is used to give life or excitement to more
common and uninteresting things. It is especially important in communicating the
meaning of a particular object. Ask students if they can think of examples where
meaning is enhanced by similes or metaphors. Give a short explanation of the
difference between similes and metaphors: while similes say their object is like or
similar to something else, metaphors say their object IS something else. On the
overhead, whiteboard, or SMART Board, give examples of similes and metaphors
in your own writing. Use a previously written poem or randomly created
sentences. Have students find the use of figurative language, identify it as a
simile or metaphor, and state what image or comparison is being made. (10
minutes)
b. Lesson Development: Handout a brief worksheet on similes, asking students to
create similes for the provided scenarios. After students have finished, go over
the similes they have created. Note the use of strong similes and the meanings
students intend. Also note where weak similes could be improved. Then discuss
that, while similes are used to show the similarity and meaning of objects, they
can also be used ironically to show the differences between objects. Go over
some examples that are often used in common speech, asking students if they can
name any of their own. Handout another worksheet on ironic similes to give
students extra practice. After most students have finished, go over the similes
created and the meanings and irony students see in them. (15-20 minutes)
c. Lesson Closure: Ask students to begin working on poems of their own that utilize
similes and metaphors to create comparisons and enhance meaning. Tell students
they will be performing in a coffeehouse-style poetry competition Friday.
Therefore, they need to think of pieces that will be suitable for reading aloud in
class. Before writing, brainstorm possible poem topics with the class by having
students throw out ideas and expanding on them. As students begin to write, go
around the room to monitor their work and give help when necessary. (15
minutes)
d. Lesson Contingency: Students will continue working on their poems for the rest
of the period. Also ask students that, if interested, they should begin thinking of
and creating artwork or other decorations for Friday’s poetry reading.
V. Daily (formative) Student Assessment – Students will earn up to ten daily
participation points for completing both simile worksheets and working diligently on
their own poems at the end of class.
VI. Materials, Equipment, and Resources –
a. SMART Board or some other writing surface.
b. Paper and Pen/Pencil
c. Similes worksheet
d. Ironic Similes worksheet
VII. Modifications for Diverse Learners – Students who struggle with writing will be
allowed to work on the day’s activities in other ways (using colored paper, typing on
a computer, etc.)
VIII. Reflection and Revision
Similes are a way to compare two things using
‘like’ or ‘as’. For example, if I want to say that
somebody swims well, I can say they swim like
a fish because fish swim well. There are two
basic patterns that you can use.
Pattern 1:
like verb + like + noun
Pattern 2:
as as + adjective + as + noun
He is as tall as a giant.
Examples She is as fast as a rocket.
He is as graceful as a swan.
She is as sneaky as a fox.
He is as quiet as a mouse.
© 2005 www.bogglesworldesl.com
Ironic Similes
If something is easy to understand we say that it is
clear. We can make a simile to say that is clear by
comparing it to a crystal, which is also clear:
Now try to make similes that mean the opposite of the adjectives below.
(1) pretty
(2) tough
(3) bright
(4) quiet
(5) quick
(6) soft
I. Rationale – This lesson is the fourth in a week-long unit on poetry and figurative
language. Today, students will continue to work on their poems and get together with
partners to review the progress of their pieces. This is in preparation for the poetry
competition which will be held during the next lesson.
II. Goals and Objectives –
a. Instructional Goals: SWBAT
i. Apply new concepts in their own writing.
ii. Read and review the work of peers to provide constructive feedback.
b. Specific Objectives: SWBAT
i. Write original poems that effectively use similes and metaphors to make
comparisons and show meaning.
ii. Review the poems of classmates to provide constructive feedback and
ideas for improvement.
c. WV CSO’s:
RLA.S.10.2 Students will apply writing skills and strategies to communicate effectively for different purposes by
RLA.O.10.2.09 revise sentences to create specific effects, variety and more precise and concise language:
gerund phrase
participle phrase
infinitive phrase
clauses
d. NCTE Standards:
5. Students employ a wide range of strategies as they write and use different
writing process elements appropriately to communicate with different audiences
for a variety of purposes.
6. Students apply knowledge of language structure, language conventions (e.g.,
spelling and punctuation), media techniques, figurative language, and genre to
create, critique, and discuss print and non-print texts.
12. Students use spoken, written, and visual language to accomplish their own
purposes (e.g., for learning, enjoyment, persuasion, and the exchange of
information).
III. Essential Questions – How are you using similes and metaphors in your poems?
How do they show meaning? How are your classmates using them?
IV. Procedure –
a. Lesson Introduction: As class begins, look over the writing that students have
done so far on their poems. Look for interesting ideas/topics and correct use of
similes and metaphors. (10 minutes)
b. Lesson Development: Students will continue to work on their poems. They may
use dictionaries, thesauruses, computers, or other tools to help them develop their
ideas. For help with figurative language, they should refer to their work and notes
throughout the week. Circulate around the room to help when necessary. (15
minutes).
c. Lesson Closure: After giving students time to work on their poems, place them in
groups of 3-4 for a peer review session. Students will exchange and read each
other’s drafts, looking for creative ideas, strong imagery, and effective use of
figurative language. Poems will rotate around the group, with members spending
a certain amount of time reviewing each. As they read the work of their partners,
students will write a reflection that states the following: What was particularly
strong about the poem, what areas seemed weak/underdeveloped, the
effectiveness of figurative language used, and any ideas for improvement. (15-20
minutes)
d. Lesson Contingency: If time remains, students will continue working on their
poems. They will use the comments from group members to create a final draft
for the next day’s competition. Also remind students to bring in decorations,
refreshments, music, etc. Students wishing to bring in some sort of artwork or
decoration will need to come to class a few minutes early.
V. Daily (formative) Student Assessment – Students will earn up to 10 daily
participation points based on how well they remain on task during in-class writing
and how well they contribute and work with partners during peer review.
VI. Equipment, Materials, and Resources –
a. Paper and pencil
b. SMART Board
VII. Modifications for Diverse Learners – Students with handwriting problems will be
able to utilize whatever tools necessary to make writing easier (computer, colored
paper, pencil grips, etc.).
VIII. Reflection and Revision –
Poetry Slams – Day 5
Teacher: Aaron Wellman Grade Level: 10th
Content: English/Language Arts Topic: Poetry
I. Rationale – This lesson is the final activity in this 5-day poetry unit. Students will compete
in a competitive poetry reading in which performers are judged by audience members. The
intention is to help students’ interest in poetry increase and show them that it can be a fun
activity. Students have also been working with figurative language all week, and the poems
they submit and read today will display what they have learned.
II. Goals and Objectives –
a. Instructional Goals: SWBAT
i. Participate in an oral readings with classmates.
ii. Effectively use similes and metaphors in writing.
iii. Respectfully analyze and judge the writing of classmates.
b. Specific Objectives: SWBAT
i. Read their poems orally to an audience of classmates.
ii. Score the work of classmates based on quality of reading and effective use of
figurative language.
iii. Write poems that correctly use similes and metaphors.
c. WV CSO’s:
RLA.S.10.2 Students will apply writing skills and strategies to communicate effectively for different purposes by
RLA.O.10.2.09 revise sentences to create specific effects, variety and more precise and concise language:
gerund phrase
participle phrase
infinitive phrase
clauses
RLA.S.10.3 Students will apply listening, speaking and media literacy skills and strategies to communicate with
a variety of audiences and for different purposes.
RLA.O.10.3.03 model a variety of roles in various settings to listen actively, understand the intended message,
evaluate, enjoy and/or respond to an oral message:
After checking that students understand the rules, draw the first name from the
box. The selected student will take position in the center of the room and be
given two minutes (plus a ten-second grace period) to perform. Students will read
their poems, trying to create an interesting, compelling voice and tone. They have
also hopefully used at least five effective similes and/or metaphors. After a
student has performed, he or she will take a seat. Remind classmates to always be
respectful; cheering and yelling is allowed during and after readings, but no
disrespectful behavior will be tolerated. As the reader takes a seat, judges will be
given one minute to make their decisions and display their score on a sheet of
paper. The high and low scores will be dropped.
c. Lesson Closure: The poetry slam will continue throughout the period.
Occasionally, jump in to ask questions about what students think of the figurative
language being used. What images are being created? What are your favorite
simlies/metaphors so far? Why? Have students take notes of what they like about
each poem as the slam progresses.
d. Lesson Contingency: If all performers have finished, the scores will be tallied
and points will be given to the top 3 finishers. If time remains, ask students to
write a reflection about the poetry slam using the notes they have made during
performances. Have them write about their favorite/least favorite pieces, what
made those pieces stand out to them, and the use of similes and metaphors
throughout the performances. When class ends, have students hand in their
reflections and final poems, which are worth 30 points.
V. Daily (formative) Student Assessment – Students are required to read participate in
the poetry reading in order to earn 10 daily participation points. The winner of the
poetry slam will receive an extra 15 points; 2nd place will earn 10 points, and 3rd place
will earn 5 points. Students will need to turn in their final poems, which will be
graded for at least 5 strong examples of similes and metaphors. The poems are worth
30 points; each absence of figurative language will result in a 5-point deduction.
VI. Equipment, Materials, and Resources –
a. SMART Board
b. Pencil and Paper
c. Markers for score sheets
d. Food and drinks for refreshment table
e. Artwork, pictures, music, etc.
VII. Modifications for Diverse Learners – Students with vision or hearing problems will
be seated as close to the performance area as possible. Students who have trouble
speaking but still wish to have their poems judged may either read themselves or
enlist the help of a classmate (in this case, points will still go to the writer, but the
classmate will receive extra credit).
VIII. Reflection and Revision