Making Connections Lesson Plan (Defined Guideline)
LA Dept. of Education (http://www.doe.state.la.us/default.html)
Making Connections website http://mconn.doe.state.la.us/login.php
Contact Information:
Brandi Trahan
Kristy Como
Sulphur High School 9th Grade
Sulphur High School 9th Grade
Lori Benoit
Phyllis Derise
Sulphur High School
Tech Training Center
Title: Poetry Analysis
Primary Subject Area: English/Language Arts
Grade Level: 9th-12th
Overview: The students will experience learning centers at which they will apply knowledge of
figurative language and poetic devices to various poems. In examining the poems at each center,
the students will collaboratively analyze, synthesize, and evaluate the poems producing a
technology-created product representing/explaining/assessing their findings/conclusions.
 Center One- As a team, students will design a video poem for “I Wandered Lonely as a
Cloud” by William Wordsworth. Students will create a video using Movie Maker.
 Center Two- As a team you will read and analyze “The Road Not Taken” for literary
techniques and devices used in the poem by Robert Frost. Students will create a Prezi.
 Center Three- As a team, students will read and analyze “The World Is Not a Pleasant
Place to Be” by Nikki Giovanni. Students will create a Photo Story with narration.
 Center Four- As a team you will read and analyze “Reapers” by Jean Toomer. Students will
create a Wiki.
Approximate Duration: Allow students 4-60 minute class periods to complete the rotation of
activities.
Louisiana Framework
 GLEs Addressed:
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3. Identify and explain the significance of literary devices, including: mixed metaphors,
imagery, symbolism, flashback, foreshadowing, sarcasm/irony, implied metaphors,
oxymorons (ELA-1-H2)
4. Draw conclusions and make inferences in oral and written responses about ideas and
information in texts, including: nonfiction works, short stories/novels, five-act plays,
poetry/epics, film/visual texts, consumer/instructional materials, public documents (ELA1-H3)
5. Explain ways in which ideas and information in a variety of texts (e.g., scientific
reports, technical guidelines, business memos, literary texts) connect to real life
situations and other texts (ELA 1 H4)
29. Listen to oral instructions and presentations, speeches, discussions, and carry out
procedures, including: taking accurate notes, writing summaries or responses, forming
groups (ELA-4-H2)
35. Participate in group and panel discussions, including: identifying the strengths and
talents of other participants, acting as facilitator, recorder, leader, listener, or mediator,
evaluating the effectiveness of participant’s performance (ELA-4-H6)
o 41. Use word processing and/or other technology (e.g., illustration, page-layout, Webdesign programs) to draft, revise, and publish various works, including research reports
documented with parenthetical citations and bibliographies or works cited lists (ELA-5H4)
o 42. Give credit for borrowed information in grade-appropriate research reports following
acceptable use policy, including: using parenthetical documentation to integrate quotes and
citations, preparing bibliographies and/or works cited list (ELA-5-H5)
o
o 45c. Follow acceptable use policy to document sources in research reports using
various formats, including: using standard formatting for source acknowledgment
according to a specified style guide (ELA-5-H5)
Educational Technology Guidelines:
 Creativity and Innovation-Students demonstrate creative thinking, construct knowledge,
and develop innovative products and processes using technology.
 Communication and Collaboration-Students use digital media and environments to
communicate and work collaboratively, including at a distance, to support individual
learning and contribute to the learning of others.
 Research and Information Fluency Students apply digital tools to gather, evaluate, and
use information
 Critical Thinking, Problem Solving, and Decision Making-Students use critical thinking
skills to plan and conduct research, manage projects, solve problems, and make informed
decisions using appropriate digital tools and resources.
 Digital Citizenship-Students understand human, cultural, and societal issues related to
technology and practice legal and ethical behavior.
 Technology Operations and Concepts-Students demonstrate a sound understanding of
technology concepts, systems, and operations
Interdisciplinary Connections: Art
Objectives:
 TLW identify and explain the significance of literary devices.
 TLW draw conclusions and make inferences.
 TLW apply digital tools to gather, evaluate and use information.
 TLW interact, collaborate, and publish with peers employing a variety of digital tools.
Lesson Materials and Resources:
 Center One
o Literary Devices
o Poem
 Center Two
o Literary Terms
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o Poem
Center Three
o Poetry Terms
o Poem
Center Four
o Task Card
o Poetry Terms
Technology Tools and Materials:
 Hardware:
1) ipad/ipod (Center One)
2) Computer (Center Two, Three, Four)
3) Headsets (Center Two)
 Software:
1) StoryKit (Center One)
2) PhotoStory (Center Two)
 Web Sites:
1) Prezi (http://www.prezi.com) (Center Three)
2) Wordle (http://www.wordle.net) (Center Four)
3) Access to a wiki site (i.e. Blackboard 9.1 or WikiSpaces For Educators
(http://www.wikispaces.com/content/for/teachers) (Center Four)
Background Information: Students need a basic understanding of figurative language and
poetic devices in analyzing poetry.
Lesson Procedures:
1. Review literary terms using a visual presentation such as a flipchart or PowerPoint. See
attached flipchart.
2. Introduce each learning center by providing students with an overview of center
expectations.
3. Explain how students will be grouped and how they will rotate from center to center.
4. Students will move to their center and begin working on their assigned tasks. See
individual task cards for detailed instructions, process and evaluation.
Assessment Procedures: Each learning center will be evaluated using a rubric.
Center One Rubric
Center Two Rubric
Center Three Rubric
Center Four Rubric
Accommodations/Modifications:
Students will work in groups to complete handouts allowing peer tutoring when needed.
Differentiated instruction will be used throughout the lesson.
IEP modifications will vary per student.
Reproducible Materials:
 Center One
o Task Card
o Roles and Responsibilities
o Quick Tip Sheet for Splice
 Center Two
o Task Card
o TRFASST Sheet
o Quick Tip Sheet-Photo Story
o PhotoStory Storyboard
 Center Three
o Task Card
o Storyboard
o Stanza Analysis Worksheet
o Prezi Quick Tips
o Prezi Step-by-Step
 Center Four
o Task Card
o Poetry Analysis Worksheet
o Wiki Quick Tip Sheet
Explorations and Extensions:
Exploration/Extension One
Students will read, analyze, and interpret a poem of choice. Students will choose a poem from
the list of Poetry 180: A Poem a Day for American High Schools at the following website:
http://www.loc.gov/poetry/180/p180-list.html. The students will then create a technology
product giving their interpretation of the poem.
Procedure
1. Students will select a poem from the list. They may partner with other students who are ready to move
on.
2. Students will read, analyze, and interpret the poem in their own words.
3. Students search appropriate resources for assistance in understanding the poem so they can put it in their
own words.
4. Students create a product that will best fit their interpretation. The product must include the following:
 The title and author of the poetry selection.
 A full interpretation of the poem using their own words.
 At least five graphics to support the interpretation.
 Appropriate audio/text to show mood.
 Credits for product creation.
Suggested Resources for Extension Lesson
Poets.org: http://www.poets.org/
Poetry Magic: http://www.poetrymagic.co.uk/critiquing.html
Study World: http://www.studyworld.com/
Exploration/Extension Two
A poetry explication is a short analysis of a poem. Through the analysis students should be able
to describe the possible meanings and relationships of the words, images and other small units
that make up a poem. While writing an explication of a poem, students are expected to connect
the poem's plot and conflicts with its structural features in an effective way. Using the Poetry
Explication Outline worksheet, students will explicate a poem of choice.
Lesson Development Resources:
Glencoe Literature Textbooks Grades 9-12:
https://www.mheonline.com/discipline/narrow/2/2/190/
Louisiana Department of Education Comprehensive Curriculum:
http://www.doe.state.la.us/topics/comprehensive_curriculum.html
Internet Images for Photo Story library of photos