Identifying Figurative Language in a Poem
Before introducing the lesson, The following question will be written on the whiteboard: What is fear? Students will think-pair-share their answer with a partner. Then students will pull up a Google Docs and list five to ten fears they may feel are reasonable. They will share their list with a shoulder partner.
To grab their attention, I will show a PowerPoint presentation of various insects to keep their engage:
The teacher will introduce the three main figurative languages found in the poem "Life Doesn't Frighten Me" by Maya Angelo. After students access the following poem and upload it to Google Drive, they will preview the text to be annotated:
As a review, students will access the following website as a practice website to pre-assess what they already know: https://www.quia.com/quiz/449371.html?AP_rand=654790856
2 Direct Instructions
The teacher will begin the lesson will view a short video from Learnzillion.com to enhance students' understanding. As the students view the video, the teacher will:
*pause and discuss the types of figurative language
*check students' comprehension to determine words and phrases within the text
*discuss multiple meaning and reflect on their learning
*summarize their knowledge and how the author uses figurative language to increase comprehension
Students will access www.padlet.com and select one word from their generated list. They will post their word on the bulletin board, its meaning, and a strong sentence using one of the types of figurative language: simile, metaphor, imagery or personification. Students will discuss what they post to two peers and determine what figurative language will best fit their word in the sentence.
3 Guided Instructions
Now students will pair with a partner to identify figurative language and discuss why the author used the elements in the poem. As students read the poem on the uploaded document in Google Docs, they will code the poem to indicate each figurative element, i.e. green - simile, yellow - metaphor, light blue - imagery, pink - personification.
Students will cold read the poem through the first time looking for figurative language. The second read will be with the author as they access the website https://soundcloud.com/brainpicker/maya-angelou-reads-life-doesnt or youtube converter - convert2youtube.com.
Students will answer the following questions on Google Docs:
1. What if the author did not use figurative language in the poem? Will this affect the overall meaning?
2. Besides her saying so repeatedly, what else can you point out as evidence of her fearlessness in the poem?
*Summarize what you have learned so far in twenty words.
4 Independent Practice
Given thirty minutes, students will rewrite the poem and select some items from their generated list to demonstrate what does not frighten them. Their poem must include similes, metaphors, imagery, and personification. To enhance their writing, students will include visuals from Tellagami to make their product more meaning and interesting. Finally, students will share what they have created to their class and reflect on their learning.
All poems will be posted on the classroom website so the global audience can enjoy.
To access mastery, students will access the following website to demonstrate what they have learned:
https://www.quia.com/quiz/449371.html?AP_rand=654790856. Students will receive immediate feedback to demonstrate success.
Key Standards Supported
|RL.2: Craft and Structure|
|RL.2.4||Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.|
|RL.2.5||Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.|
|RL.3: Craft and Structure|
|RL.3.4||Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.|
|RL.3.5||Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.|
|RL.3.6||Distinguish their own point of view from that of the narrator or those of the characters.|
|RL.6: Integration of Knowledge and Ideas|
|RL.6.7||Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.|
|RL.6.8||(Not applicable to literature)|
|RL.6.9||Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.|
|W.2: Production and Distribution of Writing|
|W.2.4||(Begins in grade 3)|
|W.2.5||With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.|
|W.2.6||With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.|