Fulbright Lesson Plan #1
Name: Ryuma Jerry Tanaka
Title
Analyzing Sikh Poetry
Grade:
7th grade
Content Area
Duration
ESL
90 minutes
(Intermediate to Advanced English Proficiency Level ELLs)
CCLS:
Standards and Evidence
Outcomes
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.
SL 7.1: Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 7 topics, texts, and issues, building
on others' ideas and expressing their own clearly.
Focus Question:
How do sound devices affect mood and meaning in a poem or
song?
Content Objective:
SWBAT analyze the impact of sound devices such as rhyme
scheme and repetition on a poem.
Linguistic Objective:
SWBAT understand the meaning of rhyme, scheme, ballad,
and stanza.
Resources, Materials, and Tier 2 and 3 academic vocabulary: Stanza, ballad, rhyme
Key Vocabulary
scheme, repetition
Preparing Students for
the Lesson:
Leading into this lesson, students will be provided a lesson
about the cultural background of Sikh culture and history.
• Transitions
Students will follow the daily entry routine of entering the
class quietly, taking out their notebooks and pencil, and then
copying down the date, title of the lesson, and content
objective of the day’s lesson.
• Expected Behaviors
The instructor will then elicit volunteers to read aloud the
lesson’s title and content objective.
Finally, the instructor will ask students to underline 2-3 key
words or phrases from the content objective that helps them
understand the objective. Then, students will turn-and-talk
with their elbow partner to discuss what words they
underlined and why.
Teaching the Lesson
(Lesson
Sequences/Activities):
Motivation: To show students the relevancy of poetry and
analyzing rhyme scheme in their daily lives, students will
listen and read along to the lyrics of pop musician Kanye
West’s ballad, “Only One”. The instructor will explain to
•Motivation/Anticipatory students that a ballad is an emotional or romantic song, and
Set
write the definition on the SMART board.
* Pre-Assessment/
Activating Background
Knowledge
* Teacher Input,
Modeling, & Checking for
Understanding
Then, students will be asked to turn-and-talk with their
elbow partner about the following questions:
What is main idea of West’s ballad?
Students will be provided this sentence starter to guide their
response:
• Guided Practice
West’s ballad is about…
• Independent Practice
Students will quick write responses to these questions in
their notebooks. Early finishers can challenge themselves
and earn a sticker reward by completing the “Next Level”
question below:
• Closure
What evidence supports the main idea of the song?
Mini Lesson: The instructor will conduct a think aloud
identifying rhyme scheme in West’s ballad using the SMART
board. The teacher will read the first two lines and
emphasize how both “me” and “sleep” have a rhyming sound,
and label both lines “A”. Next, the teacher will read the third
and fourth lines and emphasize how “movin’” and “doin’”
rhyme, and label both lines with “B”.
The teacher will elicit students to turn-and-talk to analyze:
What is the instructor analyzing in the poem?
Then, the instructor will elicit student responses to point out
that teacher is labeling the rhyme scheme in the poem, and
provide students the following definition:
Rhyme Scheme: The pattern of the rhyme in a poem.
The instructor will explain that the rhyme scheme of West’s
poem so far is “AABB”
Guided practice: As a class, the instructor will elicit student
responses and guide the class in identifying the rhyme
scheme in the rest of “Only One”.
Next, the instructor will introduce the concept of repetition
in poetry and music by providing the following definition to
students:
Repetition: Repeating the same word to show its importance,
or deeper meaning.
Students will be given a minutes to review West’s ballad to
identify any repeating phrases or words. Once examples of
repetition such as “Hello, my only one. Hello, my only one” are
identified, the instructor will ask the students to turn-andtalk to discuss the following question:
Why does West repeat this phrase? What is the importance of
this phrase?
The instructor will elicit possible student responses that the
phrase “my only one” is repeated because it signifies an
important family member or someone important in West’s
life that has passed away. Other interpretation can also be
elicited, and the instructor should encourage students to
provide textual evidence to support their interpretations and
inferences.
Independent Practice: Prior to this ELA lesson plan, students
will be provided a lesson plan about the cultural and
historical background of the Sikh religion. The instructor will
introduce the Sikh poem “Gift to Humanity”. Next, students
will analyze and identify rhyme scheme and repetition in
“Gift to Humanity” in pairs.
Students will be asked to discuss and respond to the
following guiding questions as they read the poem:
Assessment
• Formative and/or
Summative
• Must align with stated
objective
Notes and Reflections

What is the rhyme scheme of the poem?

Why does the author use rhyme scheme?

What word or phrase is being repeated? What is the
meaning of the word/phrase? Why is the word being
repeated?

What is the mood of this poem? How does repetition and
rhyme scheme affect the mood or meaning of the poem?
Students will be provided a choice board to demonstrate
their understanding of the poem (attached below). In the
first option, students can write a letter to a classmate of their
choice in response to the guiding questions from the
independent practice. In the second choice, students can
create their own poem or rap song demonstrating their
understanding of “Gift to Humanity” or about Sikhism using
rhyme scheme and repetition.
Students will have multiple entry points into the content
material and building their skills. Pop music from Kanye
West with lyrics will be provided for students with musical
interests. This will also show the cultural relevancy of
analyzing rhyme scheme and repetition in poetry and music.
Collaborative learning opportunities will be provided in
poetry analysis, and pairings will be heterogeneous so that
advanced students can provide support and scaffolding for
intermediate students. Questions will be differentiated and
leveled so that advanced level students can challenge
themselves with “Next Level” questions. Finally, students will
be provided choice in the product they will create to show
their understanding (letter to a peer, or write own poem or
rap).
Materials:
Only One by Kanye West
As I lay me down to sleep
I hear her speak to me
Hello 'Mari, how ya doin'?
I think the storm ran out of rain, the clouds are movin'
I know you're happy, cause I can see it
So tell the voice inside ya' head to believe it
I talked to God about you, he said he sent you an angel
And look at all that he gave you
You asked for one and you got two
You know I never left you
Cause every road that leads to heaven's right inside you
So I can say
Hello my only one
Just like the morning sun
You keep on rising till the sky knows your name
Hello my only one
Remember who you are
No you’re not perfect but you’re not your mistakes
Hey, hey, hey, hey
Oh the good outweighs the bad even on your worst day
Remember how I'd say, hey, hey, one day
You'll be the man you always knew you would be
And if you knew how proud I was
You'd never shed a tear, have a fear
No you wouldn't do that
And though I didn't pick the day to turn the page
I know it's not the end every time I see her face
And I hear you say
Gift To Humanity!
The clouds give way to the morning sun,
bringing warmth, life, to the silent night.
Birds dance, sing God's praises in love,
a heavenly beauty I witness, nature in rhyme.
The gentle breeze of winter brings hope and peace
from far come angels, to see God' gift to humanity.
The heavens explode to sounds of steel on steel,
Chariots gather, trumpets sound Truth to the battle field.
A cry of a babe brings joys, bliss to his mother,
the plants, animals and people, listen on in pleasure.
The wind feathered his cry, announcing the birth of justice
those on whom mercy showed, they saw his true complexion.
Who can Thy be? My mind ignorant! Understand not Thy greatness?
Heart in Maya sleeps, loves Mammon, feels not Thy nature!
Thy wisdom my soul save, Thy teachings enlighten my mind,
Jas begs today, my heart save, my love Guru Gobind Singh.
Jaswinder Singh
Poetry: Rhyme Scheme and Repetition Choice Board
Letter to a Classmate
Poem or Rap
Write a letter to a classmate explaining the
Write a poem or rap about your understanding
rhyme scheme of the poem, “Gift to Humanity”.
of “Gift to Humanity’, or the working
Also, what words and phrases does Singh repeat
conditions at the mill. Minimum 2 stanzas and
in his song? How does repetition affect the
5 lines in each stanza
message or meaning of the song? Finally, why
do you think poets and artists use repetition and You must use rhyme scheme or repetition in
rhyme scheme in their work? 2 paragraph
minimum.
your poem.