Overcoming Obstacles through Poetry
By: Priscilla Smith and Laura Persaud
LAE 4335
Table of Contents
Calendars pages 3-4
Rationale: Pages 5-10
Goals and Rubrics: Pages 11-16
Lesson Plans: Pages 17-53
Handouts: Provided at end of binder
February 2011
Sun Mon Tue Wed Thu Fri Sat
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1
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“Songs are “Song
“Song
Poetry
Choice
Choice
Too”
Project
Project
Day”
Presentatio
ns”
Start
“Different
Unit: Intro Types of
duction to Rhyme
Unit, “What Scheme”
exactly is
poetry?”
13
14
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Start of
“Strange “Dreams” “Depiction “Africa
New
Fruit”
of Africa” Presentatio
Lesson
ns”
Week: “Im
agery”
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23
24
25
Start of
“The Road “The Road “Alone,
“Alone,
New
Not Taken” Not Taken” and Edgar and Edgar
Lesson
Allen Poe” Allen Poe”
Week: “T
one”
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28
Start of
New
Lesson
Week: “In
victus”
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March 2011
Sun Mon Tue Wed Thu Fri Sat
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“Invictus”
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3
“Invictus”
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“Poem
memorizati
on,
Invictus”
10
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“Invictus”
8
9
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Laura Persaud and Priscilla Smith
Professor Edge
LAE 4335, Section 10
March 1, 2010
Rationale
“Genuine poetry can communicate before it is understood”- T.S. Eliot
High school students often feel a disconnect between their own personal experiences and
and the lessons they learn in the classroom. Students have a difficult time finding the correlation
between themselves and literary works--especially those from previous eras. Students, often
times, feel that literature chosen to study does not represent them as individuals, and that the
topics, characters, and authors discussed are completely opposite from them. In order to better
reach our students, we have designed a unit plan for incoming freshmen at the high school level.
Our unit plan is structured around the idea that poetry can relate to our students in some
way, shape, or form. This might be through the actual topic of the poem, the character(s) traits,
or even the situation of the poem. Niles Stanley, a reading specialist, researcher, and professor of
education, writes “poetry helps students do well on high stakes tests because it gives their minds
an exhilarating workout. Poetry inspires students to read more, imagine more, think more,
discuss more, and write more” (Stanley 2004). What Stanley is saying is that poetry is a door that
leads students into a chamber of vast possibilities. Poetry can go from simple haikus to epic
poems; thus, it reaches all students at all ability levels. Our target audience is a group of students
from an urban school that are at a regular reading level in general courses. The essential question
for our unit plan is: What are some ways that I can overcome the obstacle of understanding
poetry in order to help me overcome the obstacles of my own life? Our goal, by the end of this
unit, is to have our students better understand, appreciate, and relate to poetry.
In order to accomplish this goal, we intend to separate this unit into four major sections
increasing the difficulty of the works as the unit progresses. In this unit, we begin with teaching
our students easy strategies first, such as diction, and then move forward on to more difficult
strategies such as tone. The first will be an introduction to modern-day poetry in order to capture
the students’ attention; the second section will focus on African American poetry and the Harlem
Renaissance poetry; the third section will focus on American Poetry; and the fourth section will
focus on old English poetry. Together these sections will help students see the relationship
between themselves and poetry and how it transcends generations. Collectively, this unit will
enhance students’ critical thinking skills and their abilities to better understand and analyze
written works. The ability to analyze and understand poetry is something that students will be
expected to do throughout the rest of their high school careers.
The first section will be more easily related to our students since it deals with modern
times and modern situations. This will be used as an “attention-getter” for our students. This
should draw in our students and help them realize that poetry is not the nightmare they imagine it
to be, but rather something they can understand and relate to. To better understand the poems,
during this section, we will only focus on the rhyme scheme and repetition of the poems. Our
students should be able to easily identify the rhyme patterns of the songs and poems we will be
discussing. During this section, one of the poems we will analyze is by modern day, rapper/poet,
Tupac Shakur. “The Rose That Grew From Concrete” is a short, but powerful, poem that can
relate to anyone in any scheme of life. The rhyme scheme is simple and easily identified. We
choose rhyme scheme as the reading strategy because it is one of the most simple strategies to
identify. Often, rhyme highlights a specific theme the author wants to convey. “Teenage Love
Affair” by Alicia Keys is another form of poetry that we are going to discuss with our students.
We are going to show them that songs are also poetry, and poetry comes in all forms and
mediums. We will also study the rhyme scheme of this song.
Some may argue that teaching song lyrics is not a true form of poetry or educational at
all. According to the Merriam-Webster Dictionary, poetry is “writing that formulates a
concentrated imaginative awareness of experience in language chosen and arranged to create a
specific emotional response through meaning, sound, and rhythm.” We feel that music is
something that students can easily relate to, and can grab their attention while being taught as
poetry. The songs chosen are songs that we feel students already enjoy, have a connection with,
and are familiar with. Although some argue music should not be taught as poetry, we feel quite
the opposite. We believe music is a valuable tool in teaching today’s youth.
The second section focuses on African American poetry and works put out during the
Harlem Renaissance--a very critical time for African Americans. This type of poetry will educate
our students on the lives of African Americans, allow our students to identify and learn about
something other than the traditional poems typically studied, and will stem discussion about
overcoming stereotypes, discrimination, and racism. For this section, we ask our students to pay
attention to imagery. The imagery should help the students better understand the meaning of the
poem because it helps them picture the words of the poem. The song “Strange Fruit” by Billie
Holiday is a great example of image poetry. Another great example for imagery is the poem
“Africa” by Maya Angelou. This poem paints a picture of the physical nature of Africa as well as
the history of Africa’s people. “Dreams” by Langston Hughes is the last poem we will study for
the African American poetry. All these poems have been carefully picked so that students will be
able to visualize and truly feel what they are reading.
Because of the controversial nature of some of the African American works, such as
“Strange Fruit” by Billie Holiday, some may contest with using the works we have chosen due to
their graphic nature. Also, some may argue that the students are too young to comprehend the
issues brought up in these works. However, we as teachers believe that learning about history,
even when history is brutal and graphic, is an important part of the growing process. We feel it
will help students better understand their own pasts, and the pasts of others. There is no good that
can come out of hiding from our history, so teaching this section is a vital part of the lesson to
show students how writing poetry has often been a form of release for writers throughout the
ages. Maya Angelou states: “History, despite its wrenching pain, cannot be unlived, but if faced
with courage, need not be lived again.”
Our third section will focus on American Poetry. As we progress, students should get
better at being able to quickly identify the meanings of poems. We will be building on what we
are already learning. To understand the meanings of the these more difficult poems, we ask the
students focus on the tone of the poem. When learning about tone, students will be able to
identify the voice of the author--whether the author is sympathetic, joyful, comical, etc. When
examining how the authors of these poems may feel, we ask our students to examine their own
feelings when reading the poems. The ultimate goal is to get out students to truly respond to the
poems and feel emotions when reading them. Shel Silverstein’s “Where The Sidewalk Ends” is a
poem of choice for this section. Robert Frost’s “The Road Not Taken” is another classical
American poem that will be studied. The last poem that we will use to study tone will be
“Alone” by Edgar Allen Poe. All of these poems deal with some type of obstacle that continues
to carry out the entire year’s theme of overcoming obstacles.
Our last, and final, section for the unit will consist of an old English poem that will be
interpreted through the means of diction. Diction will be one of the most difficult obstacles for
our students being that they are not above average in reading level. We hope to enhance their
vocabulary and their ability to understand words unfamiliar to them. Often, the words in old
English literature are difficult to understand. We want our students to focus on the words they do
not understand, look up their definitions, and from there, and interpret the meaning of the poem.
We will be reading one major work by the famous English poet William Earnest Henley, titled
“Invictus”. We choose to end this unit with “Invictus” because the message of the poem is
universal and quite powerful. We want the students to understand the concept of this poem that
no matter what challenges life may bring, ultimately, they will have the power to write their own
histories. This section will be the most difficult section for the ninth graders to analyze and
understand, but they will be able to because they will also use the skills they learned from the
previous weeks.
Poetry is a type of literature that is widely studied across the nation. Students read and
learn about poetry in order to use their critical thinking skills. This is a skill they will need for the
rest of their lives no matter what career path they may choose. Each academic level requires
students to progress in their writing, reading, and critical thinking skills. Our goal is to push our
students further, and help them to better understand poetry, and hopefully, it can help them better
understand themselves to cope with the obstacles they face and will face. We hope that studying
strategies such as rhyme scheme, imagery, tone, and diction will enhance our students’ reading,
writing, and compression abilities.
Work Cited
BrainyQuote. Retrieved from HYPERLINK
"http://www.brainyquote.com/quotes/authors/t/t_s_eliot.html"
http://www.brainyquote.com/quotes/authors/t/t_s_eliot.html.
Poetry. (n.d.) In Merriam-Webster Dictionary Online. Retrieved from HYPERLINK
"http://www.merriam-" http://www.merriam-webster.com/
Stanley, N.V. (2004). Creating readers with poetry. Gainesville, FL: Maupin House Publishing.
Goals and Rubrics
Goals:
1)Students will redefine the definition of poetry.
2)Students will be able to understand poetry.
3)Students will be able to write poetry.
4)Students will be able to connect to poetry in order to overcome the obstacles of their lives.
Rubrics:
Song Choice Project:
We have been discussing how there are many mediums of poetry, song lyrics being one of them.
Now, it is your job to choose one song that you enjoy, and explain how you relate to that song,
why you think it is poetry, and how the rhyme scheme is effective. This project must include:
-A four-slide powerpoint
-Slide one: cover page
-Slide two: how you connect to the song
-slide three: how the song is poetic
-slide four: how the rhyme scheme is significant
-Play the song as background music to the powerpoint
-Either incorporate the song into the powerpoint or youtube the song and play it during
the powerpoint
-Be Creative, use graphics that represent the song
Catgergory
5 pts
Content Accuracy
All content
throughout the
presentation is
accurate. There
are no factual
errors.
Sequencing of
Information
Information is
organized in a
clear, logical
way. It is easy to
anticipate the
type of material
that might be on
the next card.
Use of Graphic
All graphics are
attractive (size
and colors) and
support the
theme/content of
the presentation.
Project includes
all material
needed to gain a
comfortable
Effectiveness
4pts
3pts
2 pts
Most of the
The content is
Content is
content is
generally
typically
accurate but there accurate, but one confusing or
is one piece of piece of
contains more
information that information is
than one factual
might be
clearly flawed or error.
inaccurate.
inaccurate
Most information Some
There is no clear
is organized in a information is
plan for the
clear, logical
logically
organization of
way. One card or sequenced. An information.
item of
occasional card
information
or item of
seems out of
information
place.
seems out of
place.
A few graphics All graphics are Several graphics
are not attractive attractive but a are unattractive
but all support few do not seem AND detract
the
to support the
from the content
theme/content of theme/content of of the
the presentation. the presentation. presentation.
Project includes Project is missing Project is lacking
most material
more than two several key
needed to gain a key elements. It elements and has
comfortable
would make an inaccuracies that
understanding of
the topic. It is a
highly effective
study guide.
understanding of incomplete study make it a poor
the material but guide.
study guide.
is lacking one or
two key
elements. It is an
adequate study
guide.
Africa Posters:
We have been discussing how imagery helps us better understand the poetry we read. Read the
poem “Africa” by Maya Angelou. In groups of four, create a poster of what Africa looks like
according to the poem. Include lines of the poems near each depiction. Each group will present
their poster to the class, and we will hang them up around the room.
Category
Graphics Relevance
Labels
Content Accuracy
10 points
8 points
All graphics are All graphics are
related to the
related to the
topic and make it topic and most
easier to
make it easier to
understand.
understand.
All items of
Almost all items
importance on of importance on
the poster are
the poster are
clearly labeled clearly labeled
6 points
All graphics
relate to the
topic.
5 points
Graphics do not
relate to the topic
Several items of
importance on
the poster are
clearly labeled
Labels are too
small to view OR
no important
items were
labeled.
At least 7
5-6 accurate facts 3-4 accurate facts Less than 3
accurate facts are are displayed on are displayed on accurate facts are
displayed on the the poster.
the poster.
displayed on the
poster.
poster.
Tone Haikus:
We have been discussing how tone can help a reader understand the meaning of poetry. You are
to write a haiku that expresses a specific tone (angry, sad, happy, sarcastic, etc.) Include a short
summary of how your haiku expresses that specific tone.
Remember, haikus have five syllables on the first line, seven syllables on the second line, and
five syllables on the third line.
Example Haiku: Comical
I smile with my teeth.
They are dingy and yellow.
Guess I should brush them!
This is a comical haiku because people do not really like to talk about their flaws. Here, I am
highlighting that my teeth are the abnormal dingy and yellow color. It is funny because I am
expressing it proudly and nonchalantly.
Students will receive full credit for this assignment by creating the haiku and conveying a tone.
“Invictus” Memorization
In concluding our unit, we tackle old English poetry. These are some of our most difficult pieces
to study due to the language and vocabulary they consist of. We would like you to memorize the
poem “Invictus” so that in hardships and endeavors, you will remember this poem, and choose to
continue to push through and through. You will have three tries to memorize this poem by either
reciting it or writing the poem down. You will receive full credit for memorizing the entire poem
and if the poem is not memorized, depending on how much you memorize, you will be graded
accordingly.
First stanza or less memorized: D
Up to second stanza memorized: C
Up to third stanza memorized: B
All stanzas: A
Final Project: Themed CD
By the end of this unit, we hope that you all have mastered the four steps we have taught you in
aiding you to identify and understand the meaning of poetry. Now, you are to choose three
poems that all convey the same theme. For each poem, you must write a one page, double spaced
minimum explanation of what the poem means using quotes from the poems to explain your
thoughts. For each poem, you are to create a CD cover and choose a song that fits the meaning
and theme of the poem. Please be mindful of your formatting, grammar, and spelling.
Category
Position
Statement
50 Points
The position
statement
provides a clear,
strong statement
of the author's
position on the
topic.
40 Points
The position
statement
provides a clear
statement of the
author's position
on the topic.
30 Points
25 Points
A position
There is no
statement is
position
present, but does statement.
not make the
author's position
clear.
Evidence and
Examples
Grammar and
Spelling
Sentence
Structure
All of the
Most of the
At least one of
evidence and
evidence and
the pieces of
examples are
examples are
evidence and
specific, relevant specific, relevant examples is
and explanations and explanations relevant and has
are given that
are given that
an explanation
show how each show how each that shows how
piece of evidence piece of evidence that piece of
supports the
supports the
evidence
author's
author's
supports the
position.
position.
author's
position.
Author makes no Author makes 1- Author makes 3errors in
2 errors in
4 errors in
grammar or
grammar or
grammar or
spelling that
spelling that
spelling that
distract the
distract the
distract the
reader from the reader from the reader from the
content.
content.
content.
Evidence and
examples are
NOT relevant
AND/OR are not
explained.
Author makes
more than 4
errors in
grammar or
spelling that
distract the
reader from the
content.
All sentences are Most sentences Most sentences Most sentences
well-constructed are wellare well
are not wellwith varied
constructed and constructed, but constructed or
structure.
there is some
there is no
varied.
varied sentence variation is
structure in the structure.
essay.
Introductory Lesson: Monday of Week One
Name: Laura Persaud and Priscilla Smith
Introduction Lesson: Monday Week 1
Lesson Title: “What exactly is poetry?”
Unit: “Overcoming Obstacles through Poetry”
Date/Sequence/Duration: February 7, 2011/ Poetry/50 minutes
Lesson Overview: In this lesson, students will explore the definition of “poetry.” Teachers will
bring in billboard ads, taped commercial jingles, and magazine cut-outs in order to ask the
students whether or not they believe those are poetry. As a class, students will look up the actual
definition of poetry in the Merriam-Webster Dictionary. As a class, the students will discuss
what they believe their definition of poetry is. Students will discuss how poetry makes them feel,
and how it could possibly help them.
Lesson Rationale: By creating their own definition of poetry students will feel more connected
with poetry. They will not think of poetry and automatically assume “oh great, Shakespeare.”
They will think of their favorite songs, commercials, and advertisements that they hear, see, and
read everyday. They will broaden their own definition of poetry and be more willing to learn
more about poetry.
Lesson Objectives: Students will be able to:
Redefine poetry in their own words
Become more willing to learn about poetry
Objectives for ESOL students:
-PP, EP, SE , IF: Students will express emotions and feelings derived from their own reaction to
poetry and words in general in the works studied.
Sunshine State Standards:
-LA.910.1.6.2: listen to, read, and discuss familiar and conceptually challenging text
-LA.910.2.1.4: identify and analyze universal themes and symbols across genres and historical
periods, and explain their significance
-LAE910.1.7.7: The student will compare and contrast elements and multiple texts
Lesson Sequence:
Introduction: 10 minutes
1)Students will do the bellwork assignment of “What is poetry?”
-They will read the bellwork on the board
-They will write in their journals their answers to the bellwork
-Students will pair-share
-Students will share with the class (if volunteering)
Explicit Instruction: 30 minutes
1)Ask students: WHAT REALLY is poetry? What comes to mind when you think of poetry?
-What it is: Poetry is what you make poetry is.
-commercial jingles
-advertisements
-songs
2)HOW are we going to decide what poetry is?
-We are going to look at different mediums of writing
-Discuss how they make us feel, think, etc.
3)WHY are we doing this?
-To demonstrate that poetry pulls peoples emotions.
-Poetry comes in all different forms
-Poetry what we make it to be.
4)As a class, we will create a new definition for the word “poetry.”
-Students will write the definition in their journals.
5)Feed-back:5-10 minutes
-How do you feel about poetry now?
-Are you more interested in learning about this unit?
PP: Distribute adjective picture cards describing feeling words to the appropriate ELL students
and their “shoulder buddies”
EP: Distribute simple sentences worksheets to appropriate ELL students
SE, IF: Provide simple sentences worksheets as suggestions but ask that the students two
sentences that describe how they are feeling.
Materials:
- Paper for notes
- Writing Utensil
- Worksheets with words for jingles, magazine cut-outs, and billboard ads.
Additional Materials for ESOL students if necessary:
-Worksheets with simple sentences
Assessment: Teachers will assess students understand of poetry through the discussion in class.
Lesson Plan Extension and Modification:
-Students will have a follow-up lesson that will require them to complete an assignment
about rhyme scheme and repetition.
-If lesson goes too long, only show two examples of poetry in different forms.
-If the lesson finishes early, start explaining rhyme scheme and repetition.
-To extend and reflect: students can write about their feelings about poetry and how their
view of poetry has changed.
Tuesday of Week One
Name: Laura Persaud and Priscilla Smith
Lesson 2: Tuesday of Week One
Lesson Title: Different Types of Rhyme Scheme
Unit: “Overcoming Obstacles through Poetry”
Date/Sequence/Duration: February 8, 2011/ Poetry/50 minutes
Lesson Overview: In this lesson, students will learn a few basic types of rhyme schemes.
Teachers will hand out a worksheet that describes each type of simple rhyme scheme and discuss
each with the students. Afterwards, students will read “The Rose That Grew from the Concrete,”
and identify the rhyme scheme. After identifying the rhyme scheme, students will discuss the
meaning of the poem as a class.
Lesson Rationale: Students need a mini-introduction as to what the different types of rhyme
schemes there are. The hand-out will be useful for all the students to use and have for the
duration of the poetry unit. Also, discussing as a class will give the students an opportunity to
ask questions and help each other better understand the topic. Learning rhyme scheme will help
students better understand and read the flow of the poems as well as help students identify
important pieces of poetry.
Lesson Objectives:
-Students will be able to identify rhyme scheme in different poems
-Students will be able to read poetry more smoothly
Objectives for ESOL students:
-PP, EP, SE , IF: Students will be able to identify rhyming words.
Sunshine State Standards:
-LA.910.1.5.1: The student will adjust reading rate based on purpose, text difficulty, form, and
style.
-LA.910.2.1.3: The student will explain how meaning is enhanced through various features of
poetry, including sound (e.g., rhythm, repetition, alliteration, consonance, assonance), structure
(e.g., meter, rhyme scheme), and graphic elements (e.g., line length, punctuation, word position)
Lesson Sequence:
Introduction: 10 minutes
1)Students will do the bellwork assignment of “Why do you think people rhyme?”
-They will read the bellwork on the board
-They will write in their journals their answers to the bellwork
-Students will pair-share
-Students will share with the class (if volunteering)
Explicit Instruction: 30 minutes
1)Ask students: WHAT is rhyme scheme? What comes to mind when you think of rhyme
scheme?
-What it is: A rhyme scheme is a regular pattern of rhyme, one that is consistent
throughout the extent of the poem. Poems that rhyme without any regular pattern can be
called rhyming poems, but only those poems with an unvarying pattern to their rhymes
can be said to have a rhyme scheme.
2)HOW are we going to learn rhyme scheme?
-Pass out the hand-out on the basic types of rhyme schemes
-Ask one student from the class to read the first type of rhyme scheme
-Put each type of rhyme scheme on the overhead projector
-color-code highlight the rhyme patterns for students to see
-Hand out the poem “The Rose That Grew From the Concrete”
-Teacher read the poem once outloud (model poetry reading)
-Have a student re-read the poem outloud
-Have students work with a table partner to discuss the rhyme scheme of the poem
-Discuss as a class the rhyme scheme
-Have Students discuss with at table partner the meaning of the poem
-Discuss as a class the meaning of the poem
3)WHY are we doing this?
-Many poets incorporate rhyme scheme into their poems.
-Knowing and understanding the rhyme scheme of a poem will aid you in reading the
poem
-Rhyme scheme can help point out important parts of poetry
4)Feed-back:5-10 minutes
-Does everyone have a grasp of rhyme scheme?
-If you had to, would you be able to write your own poem using one of the style of rhyme
we studied today?
PP: Distribute worksheet with words that rhyme from the poem
EP: Distribute simple sentences worksheets to appropriate ELL students using rhyming
SE, IF: Provide a worksheet with a list of the rhyming words from the poem, and ask students to
identify which words rhyme
Materials:
- Paper for notes
- Writing Utensil
Worksheets with types of rhyme schemes
Projector
Additional Materials for ESOL students if necessary:
-Worksheets with simple sentences of rhyme scheme and list of rhyming words
Assessment: Teachers will assess students understand of poetry through the discussion in class.
Lesson Plan Extension and Modification:
of
-Students will have a follow-up lesson studying song lyrics and the rhyme scheme and
repetition of the lyrics
-If lesson goes too long, ask students to blog about the meaning of the poem and respond
to one person fro the class.
-If the lesson finishes early, have students create their own poem using one of the types
rhyme schemes.
-To extend and reflect: students can write about why they think rhyme scheme is
important and helpful to both poets and readers.
The Rose That Grew From the Concrete
by Tupac Shakur
Did you hear about the rose that grew
from a crack in the concrete?
Proving nature's law is wrong it
learned to walk with out having feet.
Funny it seems, but by keeping it's dreams,
it learned to breathe fresh air.
Long live the rose that grew from concrete
when no one else ever cared.
Wednesday of Week One
Name: Laura Persaud and Priscilla Smith
Lesson 3: Wednesday of Week One
Lesson Title: Songs are Poetry Too
Unit: “Overcoming Obstacles through Poetry”
Date/Sequence/Duration: February 9, 2011/ Poetry/50 minutes
Lesson Overview: In this lesson, students will practice identifying rhyme scheme by studying
song lyrics. Students will also identify repetition, discuss its purpose, and derive meaning from
the use of repetition.
Lesson Rationale: The use of repetition and rhyme scheme are common throughout poetry. Poets
use these devices for a specific reason. When identifying that their is a specific rhyme scheme
and specific words and phrases are repeated throughout a poem, students will better understand
the meaning of the poem because those words and phrases will be more more closely examined.
Lesson Objectives:
-Students will be able to identify repetition in different poems
-Students will be able to read derive meaning of poetry when studying repetition.
Objectives for ESOL students:
-PP, EP, SE , IF: Students will be able to identify the use of repetition.
Sunshine State Standards:
-LA.910.1.5.1: The student will adjust reading rate based on purpose, text difficulty, form, and
style.
-LA.910.2.1.3: The student will explain how meaning is enhanced through various features of
poetry, including sound (e.g., rhythm, repetition, alliteration, consonance, assonance), structure
(e.g., meter, rhyme scheme), and graphic elements (e.g., line length, punctuation, word position)
-LA.910.1.7.2: The student will analyze the authors purpose and/or perspective in a variety of
text and understand how they affect meaning
Lesson Sequence:
Introduction: 10 minutes
1)Students will listen to the song “Teenage Love Affair” by Alicia Keys
-Students will listen to the song be thinking about what they are hearing.
-After the song is over, students will raise their hand and share what they remember about
the song.
-Students be told that the repeating chorus is an example of repetition.
Explicit Instruction: 30 minutes
1)Ask students: WHAT is repetition?
-What it is: the action of repeating something that has already been said or written.
2)HOW are we going to learn repetition?
-Split the class into three large groups.
Group 1: Sings the first stanza
Group 2: Always sings the chorus
Group 3: Sings the third stanza
-Students will take notice of how often the chorus is repeated
-Students will discuss if the theme or the main meaning of the poem is within the
chorus of the song
3)WHY are we doing this?
-Many poets incorporate repetition in their poetry.
-Repetition often holds a deep meaning to the theme of the poem
4)Feed-back:5-10 minutes
-How did breaking the song up help demonstrate the use of repetition?
PP: Distribute worksheet with simple sentences that highlights all the words that are the same.
EP: Distribute a worksheet with a paragraph that has a repeating phrase in it that is highlighted.
SE, IF: Distribute a worksheet that has the song lyrics on it, but with the repetition already
highlighted for the students.
Materials:
- Paper for notes
- Writing Utensil
Worksheets with song lyrics
CD with “Teenage Love Affair” on it
Projector
Additional Materials for ESOL students if necessary:
-Worksheets with repetition already highlighted
Assessment: Teachers will assess students understand of poetry through the discussion in class.
Lesson Plan Extension and Modification:
-Students will have a follow-up lesson studying song lyrics and the rhyme scheme and
repetition of the lyrics
-If lesson goes too long, ask students to blog about the meaning of the poem and respond
for
to one person fro the class.
-If the lesson finishes early, have students think about what song they would like to do
their project that they will be working on tomorrow
-To extend and reflect: students can write about why they think repetition is
important and helpful to both poets and readers.
"Teenage Love Affair"
By Alicia Keys
Can't wait to get home
Baby dial your number
Can you pick up the phone
'cause I wanna holla?
Daydreaming about you all day
In school can't concentrate
Want have your voice in my ear
'Til ma comes and says it's too late
[Chorus:]
'cause the lights are on outside
Wish there was somewhere to hide
'cause I just don't want to say goodbye
'cause you are my baby baby
Nothing really matters
I don't really care
What nobody tell me
I'm gonna be here
It's a matter of extreme importance
My first teenage love affair
Another secret meeting
On the 5th floor stair case
I'm gonna give you this letter
Of all the things I can't say
Want you to be my first, my last, my ending and beginning
I wrote your name in my book
You last name my first
I'm your Mrs.
[Chorus]
My baby baby
Nothing really matters
I don't really care
What nobody tell me
I'm gonna be here
It's a matter of extreme importance
My first teenage love affair
Thursday of Week One
Name: Laura Persaud and Priscilla Smith
Lesson 4: Thursday of Week One
Lesson Title: Song Choice Project Day
Unit: “Overcoming Obstacles through Poetry”
Date/Sequence/Duration: February 10, 2011/ Poetry/50 minutes
Lesson Overview: Students will demonstrate their understanding of the week’s topic of rhyme
scheme and repetition by working on and completing a song choice project. Students will choose
one song to create a powerpoint slide presentation on. They will discuss how they relate to the
song, how the song is poetic, and the meaning of the rhyme scheme and repetition of the song.
Lesson Rationale: Students will be using the tools they have learned throughout the week to
apply their knowledge.
Lesson Objectives:
-Students will be able to identify rhyme scheme.
-Students will be able to identify repetition
-Students will be able to speak in front of their peers
-Students will be able to connect to a medium of poetry
Objectives for ESOL students:
-PP, EP, SE , IF: Students will be able to identify rhyming words, repetition, and speak to their
peers about how they feel.
Sunshine State Standards:
-LA.910.1.5.1: The student will adjust reading rate based on purpose, text difficulty, form, and
style.
-LA.910.2.1.3: The student will explain how meaning is enhanced through various features of
poetry, including sound (e.g., rhythm, repetition, alliteration, consonance, assonance), structure
(e.g., meter, rhyme scheme), and graphic elements (e.g., line length, punctuation, word position)
-LA.910.1.7.2: The student will analyze the authors purpose and/or perspective in a variety of
text and understand how they affect meaning
-LA.910.3.4.3: The student will edit for correct use of punctuation, including commas, colons,
semicolons, apostrophes, dashes, quotation marks, and underlining or italics
-LA.910.3.5.1: The student will prepare writing using technology in a format appropriate to the
purpose (e.g., for display, multimedia);
-LA.910.3.5.3: The student will sharing with others, or submitting for publication.
Lesson Sequence:
Introduction: 10 minutes
1)Teacher will pass out rubric for project
-Students will listen as teacher reads and explains the instructions and guidelines.
-Teacher will allow students to ask questions for clarification
Explicit Instruction: 35 minutes
1)WHAT: Students will be completing their song choice projects
2)HOW: Students will be able to use computers provided by the school in order to look up any
information about their song, and to complete their powerpoint presentation.
3)WHY are we doing this?
-Students need to be assessed as to how they are understanding the information being
taught
4)Feed-back:5 minutes
-Clean up
-Ask questions
PP: Pick their favorite song
EP: Pick their favorite song and point out the repetition and rhyme scheme
SE, IF: Pick their favorite song and point out the repetition and rhyme scheme and share with the
class their favorite song.
Materials:
-Computers
-Rubrics
Assessment: Teacher will walk around the room to check on students’ progress
Lesson Plan Extension and Modification:
-Students will have a follow-up lesson in order to present their powerpoint presentations.
-If lesson goes too long, ask students may come in early in the morning, after school, or
during a free period to finish up. They also may work on it at home.
-If the lesson finishes early, students may practice presenting their project.
-To extend and reflect: students can write an extra credit, 2 page paper on the meaning of
their song and how they know it means that through repetition and rhyme scheme.
Friday of Week One
Name: Laura Persaud and Priscilla Smith
Lesson 5: Friday of Week One
Lesson Title: Song Choice Project Presentations
Unit: “Overcoming Obstacles through Poetry”
Date/Sequence/Duration: February 11, 2011/ Poetry/50 minutes
Lesson Overview: Students will present their projects to the class in order to demonstrate their
understanding of the use of rhyme scheme and repetition.
Lesson Rationale: Students will be using the tools they have learned throughout the week to
apply their knowledge.
Lesson Objectives:
-Students will be able to identify rhyme scheme.
-Students will be able to identify repetition
-Students will be able to speak in front of their peers
-Students will be able to connect to a medium of poetry
Objectives for ESOL students:
-PP, EP, SE , IF: Students will be able to identify rhyming words, repetition, and speak to their
peers about how they feel.
Sunshine State Standards:
-LA.910.1.5.1: The student will adjust reading rate based on purpose, text difficulty, form, and
style.
-LA.910.2.1.3: The student will explain how meaning is enhanced through various features of
poetry, including sound (e.g., rhythm, repetition, alliteration, consonance, assonance), structure
(e.g., meter, rhyme scheme), and graphic elements (e.g., line length, punctuation, word position)
-LA.910.1.7.2: The student will analyze the authors purpose and/or perspective in a variety of
text and understand how they affect meaning
-LA.910.3.4.3: The student will edit for correct use of punctuation, including commas, colons,
semicolons, apostrophes, dashes, quotation marks, and underlining or italics
-LA.910.3.5.1: The student will prepare writing using technology in a format appropriate to the
purpose (e.g., for display, multimedia);
-LA.910.3.5.3: The student will sharing with others, or submitting for publication.
Lesson Sequence:
Introduction: 10 minutes
1)Teacher will explain how the presentation will proceed.
Explicit Instruction: 40 minutes
1)WHAT: What is imagery?
-Imagery is visually descriptive or figurative language in literary work.
2)HOW:Students will observe the surroundings of their school and write about what they
observes using all five senses and much detail.
-Line up and walk outside.
-Carefuly observe surroundings.
-What you see
-What you smell
-What you feel
-Texture of objects
-When students reenter the classroom, they will write a paragraph about what they say.
-Using as many as the five senses as possible
-Include lots of detail (ex: two trees, three birds, a swing set, etc.)
-Students will volunteer to read their paragraphs
-Students will say what they believe imagery is
-Pose the question: how could this help you understand the meaning of a poem?
-Discuss how it could help learn the meaning of a poem
3)WHY are we doing this?
-Students need to be assessed as to how they are understanding the information being
taught
PP: Pick their favorite song
EP: Pick their favorite song and point out the repetition and rhyme scheme
SE, IF: Pick their favorite song and point out the repetition and rhyme scheme and share with the
class their favorite song.
Materials:
-Computers
-Rubrics
Assessment: Teacher will walk around the room to check on students’ progress
Lesson Plan Extension and Modification:
-Students will moving on the next section which will focus on the Harlem Renaissance
and African American poetry through the means of imagery.
-If lesson goes too long, students may continue on Monday.
-If the lesson finishes early, students may use the time to review what they have learned
or other homework.
-To extend and reflect: Continue to work on the extra credit assignment given on
Thursday.
Monday of Week Two
Name: Laura Persaud and Priscilla Smith
Lesson 6: Monday of Week Two
Lesson Title: Imagery
Unit: “Overcoming Obstacles through Poetry”
Date/Sequence/Duration: February 14, 2011/ Poetry/50 minutes
Lesson Overview: Students will take a walk around the school grounds in which they will
observe the scenery around them. After the walk and careful observation, students will return to
the classroom to write a paragraph on what they see. They will write as if someone who never
took the walk was reading the paragraph. Students must use as much detail as possible.
Lesson Rationale: Students will learn the importance of imagery through this activity. They will
realize that through the use of the five senses and many details, imagery is created; a picture can
be seen through the description they give. This will also prepare students on how to use imagery
in poetry.
Lesson Objectives:
-Students will learn how to pay attention to detail.
-Students will learn how to write using their five senses.
-Students will identify the meaning of imagery.
-Students will understand that imagery can help them understand the meaning of poetry.
Objectives for ESOL students:
-PP, EP, SE , IF: Students will be able to describe objects, places, events, etc. using imagery.
Sunshine State Standards:
-LA.910.1.7.3 determine the main idea or essential message in grade-level or higher texts
through inferring, paraphrasing, summarizing, and identifying relevant details;
-LA.910.2.1.7 analyze, interpret, and evaluate an author’s use of descriptive language (e.g., tone,
irony, mood, imagery, pun, alliteration, onomatopoeia, allusion), figurative language (e.g.,
symbolism, metaphor, personification, hyperbole), common idioms, and mythological and
literary allusions, and explain how they impact meaning in a variety of texts;
-LA.910.4.1.1 write in a variety of expressive and reflective forms that use a range of appropriate
strategies and specific narrative techniques, employ literary devices, and sensory
description;
Lesson Sequence:
Introduction: 10 minutes
1)Teacher will instruct students on what to do when they walk outside.
Explicit Instruction: 40 minutes
1)WHAT: Students will be
2)HOW: One by one, the students will go to the center of the class, explain their powerpoint, and
answer any questions the class may have.
3)WHY are we doing this?
-This hands-on activity helps students see the importance of imagery. It helps them better
understand what imagery is because they are the ones using imagery to help describe
what they observed. Doing this will help students realize why poets use imagery and how
it can help them better understand poetry.
PP: Student will draw what they saw.
EP: Student will draw what they say and label it.
SE, IF: Students will write what they say, but in less detail.
Materials:
-Writing utensils
-Paper
Assessment: Teacher will collect paragraphs and check them for detail.
Lesson Plan Extension and Modification:
-Students will be focusing on imagery throughout the course of the week.
-If lesson goes too long, students may finish their paragraphs at home and share for
bellwork their paragraphs.
-If the lesson finishes early, students may use the time to review what they have learned
or other homework.
-To extend and reflect: Students may pick another random object to describe in detail.
Tuesday of Week Two
Name: Laura Persaud and Priscilla Smith
Lesson 7: Tuesday of Week Two
Lesson Title: “Strange Fruit”
Unit: “Overcoming Obstacles through Poetry”
Date/Sequence/Duration: February 15, 2011/ Poetry/50 minutes
Lesson Overview: Students will hear the song “Strange Fruit” by Billie Holiday and imagine the
lyrics. Then, they will read the lyrics to the song while annotating the poem. Students will then
discuss the meaning of the poem.
Lesson Rationale: Hearing the song and imagining the words will help the students create a
picture of what the song is about. The students can then derive meaning of the poem.
Lesson Objectives:
-Students will practice using imagery.
-Students will derive meaning through the help of imagery.
Objectives for ESOL students:
-PP, EP, SE , IF: Students will be able to understand the meaning of “Strange Fruit”
Sunshine State Standards:
-LA.910.1.7.3 determine the main idea or essential message in grade-level or higher texts
through inferring, paraphrasing, summarizing, and identifying relevant details;
-LA.910.2.1.7 analyze, interpret, and evaluate an author’s use of descriptive language (e.g., tone,
irony, mood, imagery, pun, alliteration, onomatopoeia, allusion), figurative language (e.g.,
symbolism, metaphor, personification, hyperbole), common idioms, and mythological and
literary allusions, and explain how they impact meaning in a variety of texts;
-LA.910.6.4.1 use appropriate available technologies to enhance communication and achieve a
purpose (e.g., video, digital technology); and
Lesson Sequence:
Introduction: 10 minutes
1)Students will complete bellwork:
-Describe the way an orange would grow.
Explicit Instruction: 40 minutes
1)WHAT: Students will practice using what they know about imagery in order to find meaning
in the poem.
2)HOW: Students will listen to the song.
-While listening, students will close their eyes and imagine the what the song is saying.
-Students will then read the lyrics to the song, and analyze the poem.
-Teacher can use the projector to analyze too.
-Students will share what they think the poem means and why
3)WHY are we doing this?
- Students are practicing what they know about imagery to find the meaning of the poem.
PP: Student will read the poem but will have labeled picture cards to help understand the
imagery.
EP: Student will read the poem and have picture cards.
SE, IF: Students will read the poem and have one main picture card to help them understand the
meaning.
Materials:
-Writing utensils
-Paper
-Projector
-CD with song on it
-CD player
-Sheet with lyrics on it
Additional Materials for ESOL students if necessary:
-Picture cards
Assessment: Teacher will evaluate the discussion in class.
Lesson Plan Extension and Modification:
-Students will be focusing on imagery throughout the course of the week.
-If lesson goes too long, students may finish analyzing the poem at home.
-If the lesson finishes early, students may use the time to review what they have learned
or other homework.
-To extend and reflect: Students may blog about the issues of racism and discrimination.
“Strange Fruit” by Billie Holiday
Southern trees bear strange fruit
Blood on the leaves
Blood at the root
Black bodies swinging in the southern breeze
Strange fruit hanging from the poplar trees
Pastoral scene of the gallant south
The bulging eyes and the twisted mouth
The scent of magnolia sweet and fresh
Then the sudden smell of burning flesh
Here is a fruit for the crows to pluck
for the rain to gather
for the wind to suck
for the sun to rot
for the tree to drop
Here is a strange and bitter crop
Wednesday of Week Two
Name: Laura Persaud and Priscilla Smith
Lesson 7: Wednesday of Week Two
Lesson Title: Dreams
Unit: “Overcoming Obstacles through Poetry”
Date/Sequence/Duration: February 16, 2011/ Poetry/50 minutes
Lesson Overview: Students will read the poem, “Dreams” by Languston Hughes. Afterwards, we
will have a short class discussion on the meaning of the poem. Students will then create a collage
on the dreams the wish to achieve.
Lesson Rationale: Students will understand the meaning of the poem by reading it and discussing
the poem as a class. More importantly, students will learn and interpret the message that dreams
are important. Dreams are something to hold on to and strive for. The collage will emphasize this
message and inspire students to continue going after their dreams. The collage will act as
imagery for their own dreams, thoughts, and stories of their lives.
Lesson Objectives:
-Students will practice using imagery.
-Students will derive meaning through the help of imagery.
-Students will find value in their thoughts.
Objectives for ESOL students:
-PP, EP, SE , IF: Students will identify their own dreams.
Sunshine State Standards:
-LA.910.1.7.3 determine the main idea or essential message in grade-level or higher texts
through inferring, paraphrasing, summarizing, and identifying relevant details;
-LA.910.2.1.7 analyze, interpret, and evaluate an author’s use of descriptive language (e.g., tone,
irony, mood, imagery, pun, alliteration, onomatopoeia, allusion), figurative language (e.g.,
symbolism, metaphor, personification, hyperbole), common idioms, and mythological and
literary allusions, and explain how they impact meaning in a variety of texts;
Lesson Sequence:
Introduction: 15 minutes
1)Students will complete bellwork:
-Read silently “Dreams” by Langston Hughes
-Go over the meaning of the poem
-Highlight, analyze, etc.
Explicit Instruction: 40 minutes
1)WHAT: Students will discuss any dreams they have, but do not believe they can reach them.
Then students will create a collage about those dreams and any other dreams.
-Why they want that dreams
-Why they think they cannot attain the dream
-How they plan on achieving that dream
2)HOW: Students will create a collage using magazine cut-outs, markers, glitter, stickers, etc.
-Students may put together their collages how they feel necessary
-Students must be able to explain each part of the collage.
3)WHY are we doing this?
-Students need to know what they want in life.
-Students will be reminded of their dreams everyday because their collages will be hung
in the classroom for them to see it.
PP: Translation of poem with their language.
EP: Translation of poem with their language.
SE, IF: Students will have a version of them poem with pictures inserted next to the words.
Materials:
-Writing utensils
-Paper
-Projector
-Copies of the poem
-Magazines
-Markers
-Stickers
-Glue
Additional Materials for ESOL students if necessary:
-Translated poems
-Poems with pictures
Assessment: Collages will be collected
Lesson Plan Extension and Modification:
-Students will be focusing on imagery throughout the course of the week.
-If lesson goes too long, students may finish their collages for homework.
-If the lesson finishes early, students may use the time to review what they have learned
or other homework.
-To extend and reflect: Students may do an extra credit assignment in which they write
me a detailed explanation on three ways they intend to complete one of their goals.
Dreams by Langston Hughes
Hold fast to dreams
For if dreams die
Life is a broken-winged bird
That cannot fly.
Hold fast to dreams
For when dreams go
Life is a barren field
Frozen with snow
Thursday of Week Two
Name: Laura Persaud and Priscilla Smith
Lesson 7: Thursday of Week Two
Lesson Title: Depiction of Africa
Unit: “Overcoming Obstacles through Poetry”
Date/Sequence/Duration: February 17, 2011/ Poetry/50 minutes
Lesson Overview: Students will read and analyze the poem “Africa” by Maya Angelou.
Afterwards, they will begin working on their Africa posters in groups.
Lesson Rationale: This poem has much imagery that helps paint a clear picture of the struggles
Africa has faced and the natural beauty of Africa. Students will better understand imagery
through analyzing this poem. Students will understand the imagery even better once they have to
sit down and really look for the poetry because they will have to draw “Africa” as the poem
describes it.
Lesson Objectives:
-Students will practice using imagery.
-Students will derive meaning through the help of imagery.
Objectives for ESOL students:
-PP, EP, SE , IF: Students will further understand how imagery helps give meaning to poetry.
Sunshine State Standards:
-LA.910.1.7.3 determine the main idea or essential message in grade-level or higher texts
through inferring, paraphrasing, summarizing, and identifying relevant details;
-LA.910.2.1.7 analyze, interpret, and evaluate an author’s use of descriptive language (e.g., tone,
irony, mood, imagery, pun, alliteration, onomatopoeia, allusion), figurative language (e.g.,
symbolism, metaphor, personification, hyperbole), common idioms, and mythological and
literary allusions, and explain how they impact meaning in a variety of texts;
Lesson Sequence:
Introduction: 10 minutes
1)Students will complete bellwork:
-”What does America look like to you?”
Explicit Instruction: 40 minutes
1)WHAT: Students will read and analyze the poem, “Africa,” by Maya Angelou. Then, they will
split up into groups to create a poster of “Africa” based on the poem.
2)HOW: Students will create a poster of “Africa.”
-Students must label each depiction on their posters with a line from the poem.
-Students must be able to describe what that line of the poem means.
3)WHY are we doing this?
-Students will recall more information when they have to teach the subject.
-Students will understand how imagery creates meaning.
PP: Students will already have a drawing of “Africa” with labels from the poem.
EP: Students will already have a drawing of “Africa.”
SE, IF: Students will have different cut out drawings to put together in order to create the
drawing of the poem.
Materials:
-Writing utensils
-Paper
-Projector
-Copies of the poem
-Poster Board
-Markers
Additional Materials for ESOL students if necessary:
-Drawing of Africa with labels
-Drawing of Africa
-Cut outs to paste on poster board
Assessment: Students will be graded based upon a rubric.
Lesson Plan Extension and Modification:
-Students will be presenting their projects the next day in class.
Friday of Week Two
Name: Laura Persaud and Priscilla Smith
Lesson 7: Friday of Week Two
Lesson Title: Africa Presentations
Unit: “Overcoming Obstacles through Poetry”
Date/Sequence/Duration: February 18, 2011/ Poetry/50 minutes
Lesson Overview: Students will finish up their Africa posters and then present them to the class.
Lesson Rationale: This poem has much imagery that helps paint a clear picture of the struggles
Africa has faced and the natural beauty of Africa. Students will better understand imagery
through analyzing this poem. Students will understand the imagery even better once they have to
sit down and really look for the poetry because they will have to draw “Africa” as the poem
describes it.
Lesson Objectives:
-Students will practice using imagery.
-Students will derive meaning through the help of imagery.
-Students will learn how to work together
-Students will learn how to speak in front of an audience.
Objectives for ESOL students:
-PP, EP, SE , IF: Students will work with their peers, and use each other as resources.
Sunshine State Standards:
-LA.910.1.7.3 determine the main idea or essential message in grade-level or higher texts
through inferring, paraphrasing, summarizing, and identifying relevant details;
-LA.910.2.1.7 analyze, interpret, and evaluate an author’s use of descriptive language (e.g., tone,
irony, mood, imagery, pun, alliteration, onomatopoeia, allusion), figurative language (e.g.,
symbolism, metaphor, personification, hyperbole), common idioms, and mythological and
literary allusions, and explain how they impact meaning in a variety of texts;
-LA.910.3.5.3: The student will sharing with others, or submitting for publication.
Lesson Sequence:
Introduction: 20 minutes
1)Students will complete their posters
Explicit Instruction: 40 minutes
1)WHAT: They will split up into groups to create a poster of “Africa” based on the poem.
Students will be presenting their posters.
2)HOW: Students will create a poster of “Africa.” Students will present the poster.
-Students must label each depiction on their posters with a line from the poem.
-Students must be able to describe what that line of the poem means.
-Explain each line they chose to depict.
-Each group member must describe on depiction on their poster and what it means.
3)WHY are we doing this?
-Students will recall more information when they have to teach the subject.
-Students will understand how imagery creates meaning.
-Students will equally distribute the work.
-Students will learn how to be more confident and speak in front of an audience.
PP: Students will speak, but be aided by their peers
EP: Students will speak but will be aided by their peers.
SE, IF: Students will speak but be aided by their peers.
Materials:
-Writing utensils
-Paper
-Projector
-Copies of the poem
-Poster Board
-Markers
Additional Materials for ESOL students if necessary:
-Drawing of Africa with labels
-Drawing of Africa
-Cut outs to paste on poster board
Assessment: Students will be graded based upon a rubric.
Lesson Plan Extension and Modification:
-Students will moving on the next section which will focus on American Poetry and tone.
-If lesson goes too long, students may continue on Monday.
-If the lesson finishes early, students may use the time to review what they have learned
or other homework.
-To extend and reflect: Students may draw a description of a particular moment in their
own lives.
Monday of Week Three
Name: Laura Persaud and Priscilla Smith
Lesson 6: Monday of Week Three
Lesson Title: Tone
Unit: “Overcoming Obstacles through Poetry”
Date/Sequence/Duration: February 21, 2011/ Poetry/50 minutes
Lesson Overview: First, the students will define what it means to have a “tone” in writing. We
will explain to the students that by using certain language an author expresses what way in which
he/she is speaking (e.g. sympathetically, sarcastically, etc.) . Students will be reading alone, and
then out loud as a class the poem, Where the Side Walk Ends by Shel Silverstein. They will have
a discussion about the poem and the tone in which it is written. They then will do an activity on
tone.
Lesson Rationale: Students will learn what tone is and how to identify the different tones authors
can have. They will better understand how certain language use can change the tone of a
work/writing. They will be able to use tone in their own writing, and see how others in their class
use it as well.
Lesson Objectives:
-Students will learn how to identify tone.
-Students will learn how to write using tone.
-Students will understand how the tone can change the deeper meaning of the poem.
Objectives for ESOL students:
-PP, EP, SE , IF: Students will be able to understand the meaning of tone, and give an example
by using a simple example.
Sunshine State Standards:
-LA.910.2.1.7 analyze, interpret, and evaluate an author’s use of descriptive language (e.g., tone,
irony, mood, imagery, pun, alliteration, onomatopoeia, allusion), figurative language (e.g.,
symbolism, metaphor, personification, hyperbole), common idioms, and mythological and
literary allusions, and explain how they impact meaning in a variety of texts;
-LA.910.4.1.1 write in a variety of expressive and reflective forms that use a range of appropriate
strategies and specific narrative techniques, employ literary devices, and sensory
description;
Lesson Sequence:
Defining Tone: 10 minutes
1) Teacher will define tone by literary standards, and then describe it and give examples.
2) Students will express their understanding by giving their own example and changing the tone
of a sentence by adding words (of their choosing) to it, and then describing how the tone has
changed.
Example) Sally was sick today, she missed school. –Tone—informative, uncaring.
Change) Sally, that poor thing was sick today, she even missed school. –Tone—
concerned, sympathetic.
Reading of Poem: 10 minutes
1) Students will read poem to themselves
2) Following a few minutes to read the poem, the students will then read it out loud as a class.
Class Discussion on Poem: 10 minutes
1) Students will discuss what tone they believe Silverstein is speaking with in this poem.
2) Students will give reasons as to why they feel the author is speaking with this tone.
3) Students will come to a conclusion as to what type of tone is being used.
Activity: 30 minutes
1)WHAT: Students will be asked to write a short poem about anything of their choosing and be
given a certain tone to write with. Some will be assigned to write in a sympathetic tone, a
comedic tone, an informative tone, a serious tone, etc. Some students will volunteer to
share their pieces out loud.
2)HOW: The students will write and try to use different language to convey their tone. They will
share with each other to better understand the meaning of tone.
3)WHY are we doing this?
-This activity will help the students better understand how to identify tone in writings and
also how to use it themselves. They will see how tone can change just by how the work is read
and or interpreted.
PP: Student will draw emotions that can be conveyed in writings (happy faces, sad faces, etc).
EP: Student will draw emotions conveyed by tone and label it.
SE, IF: Students will write what they say about tone, but in less detail.
Materials:
-Writing utensils
-Paper
Assessment: Teacher will collect paragraphs and poems and make sure all students participated
and understood the lesson.
Lesson Plan Extension and Modification:
-Students will be focusing on tone throughout the course of the week.
-If lesson goes too long, students may finish their paragraphs and poems at home and
share them the next day before the new lesson.
-If the lesson finishes early, more students may share their paragraphs or poems with the
rest of the class.
-To extend and reflect: Students may pick a tone to use of their choice and write
something else that conveys that tone.
Where the Sidewalk Ends by Shel Silverstein
There is a place where the sidewalk ends
And before the street begins,
And there the grass grows soft and white,
And there the sun burns crimson bright,
And there the moon-bird rests from his
flight
To cool in the peppermint wind.
Let us leave this place where the smoke
blows black
And the dark street winds and bends.
Past the pits where the asphalt flowers grow
We shall walk with a walk that is measured
and slow,
And watch where the chalk-white arrows go
To the place where the sidewalk ends.
Yes we'll walk with a walk that is measured
and slow,
And we'll go where the chalk-white arrows
go,
For the children, they mark, and the
children, they know
The place where the sidewalk ends.
Tuesday and Wednesday of Week Three
Name: Laura Persaud and Priscilla Smith
Lesson 7: Tuesday and Wednesday of Week Three
Lesson Title: The Road Not Taken
Unit: “Overcoming Obstacles through Poetry”
Date/Sequence/Duration: February 22, 2011 to February 23, 2011/ Poetry/100 minutes
Lesson Overview: Students will read the poem, “The Road Not Taken” by Robert Frost. They
will then analyze the tone of the poem and also other elements about the poem. They will watch
a short video on YouTube.com that has picture with the poem being read. We will have an inclass discussion about this poem and its meaning about choosing paths; the students will then
relate it to their own lives. Students will do a small project where they will pick a decision that
they have made or that someone else has made that has had great impact on them personally.
Lesson Rationale: Students will understand the meaning of the poem by reading it and discussing
the poem as a class. More importantly, students will learn and interpret the message about
choosing different paths in life and how we as humans will face many different choices in life
that will all affect us no matter what road we take. The students will face choices everyday in life
some bigger than others. The project will help them analyze the message of the poem and relate
it to their own lives. We would show an example by using our own lives, my example would be
the decision I made to come USF instead of going to community college and I would draw a road
with stops along the way and they will all be the good and bad experiences I have had after I
made that very important decision in my own life. The students will use my model, and then do
their own. They will be able to bring pictures or whatever they would like to class the next day to
finish the project and we will display them in class.
Lesson Objectives:
-Students will understand the tone of the author better by relating it to life and using the message
(the importance of decisions) in their project.
-Students will learn about themselves more by analyzing their own dictions in life.
-Students will learn how to derive a deeper meaning from poems.
Objectives for ESOL students:
-PP, EP, SE , IF: Students will identify their own important decisions, and how they impacted
them.
Sunshine State Standards:
-LA.910.2.1.7 analyze, interpret, and evaluate an author’s use of descriptive language (e.g., tone,
irony, mood, imagery, pun, alliteration, onomatopoeia, allusion), figurative language (e.g.,
symbolism, metaphor, personification, hyperbole), common idioms, and mythological and
literary allusions, and explain how they impact meaning in a variety of texts;
Lesson Sequence:
Introduction: 20 minutes (Day 1: Tuesday)
1)Students will complete bellwork:
-Read silently “The Road Not Taken” by Robert Frost
-Go over the meaning of the poem and the tone used by the author
-Highlight, analyze, etc.
- Students will watch short video of the poem read aloud on YouTube.com (linkhttp://www.youtube.com/watch?v=yG24ohpacDk&feature=related)
Explicit Instruction: 60 minutes (Day 1 and day 2: Tuesday and Wednesday)
1)WHAT: Students will discuss the tone that they feel Robert Frost is conveying in the poem and
also the message and meaning behind the poem. Then they will pick a decision that they feel has
affected there lives greatly and make a drawing or creative representation of the “path/road” that
they chose and the things that happened to them due to this decision.
-Why they feel he is conveying this message
-Why they think this message is useful and how it would apply to their lives
-How they plan taking this message and relating it to their own decisions
- Students will be able to apply the message/lesson of the poem to their lives to better
understand the concepts and why Frost comes across as having a tone that is enlightening
and insightful in this poem.
2)HOW: Students will make a creative representation of their “path or road” that they have
taken.
-Students may do their paths in their own way as long as they show they understand the
concepts.
-Students must be able to explain to their peers the meaning and importance of each
“stop” on their road, and what decision it was that meant so much to them that had great
affect on their lives personally.
3)WHY are we doing this?
-Students need to know that each decision they make will have effects and that it is
important to do what is right versus what is “popular” or what everyone else is doing.
-Students will be reminded of the decisions they have made in their own lives and how
that has effected who they are today.
Closing to Lesson: 20 minutes (Day 2: Wednesday)
-Some students will volunteer and show their work to their peers and explain what
decision it was they made and the different effects in had on their present life.
PP: Translation of poem with their language.
EP: Translation of poem with their language.
SE, IF: Students will have a version of them poem with pictures inserted next to the words.
Materials:
-Writing utensils
-Paper
-Projector
-Copies of the poem
-Magazines
-Markers
-Stickers
-Glue
- Pictures from home (if students wish to bring them)
-Additional arts and crafts supplies from home (also some brought in by teachers for those
without)
Additional Materials for ESOL students if necessary:
-Translated poems
-Poems with pictures
Assessment: Creative representations will be collected
Lesson Plan Extension and Modification:
-Students will be focusing on tone throughout the course of the week.
-If lesson goes too long, students may finish their creative project for homework.
-If the lesson finishes early, students may use the time to review what they have learned
or other homework.
-To extend and reflect: Students may do an extra credit assignment in which they write
poem like Frost’s that gives advise and is insightful based on what they have
learned from their own life’s decision.
The Road Not Taken
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,
And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.
Thursday and Friday of Week Three
Name: Laura Persaud and Priscilla Smith
Lesson 7: Thursday and Friday of Week Three
Lesson Title: “Alone” and Edgar Allen Poe
Unit: “Overcoming Obstacles through Poetry”
Date/Sequence/Duration: February 24, 2011 and February 25, 2011/ Poetry/100 minutes
Lesson Overview: Students will read aloud the poem “Alone” and then analyze the tone of the
poem and meaning of the poem. Then the students will begin to learn about the author of the
poem, Edgar Allen Poe because he is one of the most studied poets of his time and knowing back
ground history about him can change the way one interprets his works.
Lesson Rationale: This poem has a very dark tone to it and its written almost in a depressive
way, so students will have to take deep poems that have a lot of underlying tones and try to
understand them. Students will better understand tone and the different ways it conveys
messages and feelings from the author through analyzing this poem. Students will see how
knowing a little background information on the author can make the tone better understood, and
also the meaning and message behind the poem.
Lesson Objectives:
-Students will be better at interpreting tone and how it is conveyed.
-Students will learn about Edgar Allen Poe and his life.
-Students will learn how knowing the history of the author can affect the way they interrupt the
tone of the poem.
Objectives for ESOL students:
-PP, EP, SE , IF: Students will work with their peers, and use each other as resources. Also they
will have the poem in their native language provided.
Sunshine State Standards:
-LA.910.1.7.3 determine the main idea or essential message in grade-level or higher texts
through inferring, paraphrasing, summarizing, and identifying relevant details;
-LA.910.2.1.7 analyze, interpret, and evaluate an author’s use of descriptive language (e.g., tone,
irony, mood, imagery, pun, alliteration, onomatopoeia, allusion), figurative language (e.g.,
symbolism, metaphor, personification, hyperbole), common idioms, and mythological and
literary allusions, and explain how they impact meaning in a variety of texts;
- LA.910.6.2.2 - organize, synthesize, analyze, and evaluate the
validity and reliability of information from
multiple sources (including primary and secondary sources) to draw
conclusions using a
variety of techniques, and correctly use standardized citations;
-LA.910.6.4.1 - use appropriate available technologies to enhance
communication and achieve a purpose
(e.g., video, digital technology);
Lesson Sequence:
Introduction: 20 minutes
1) Students will read poem aloud and discuss with each other the tone they think the poem
conveys.
2) Students will then share with the class the tone they feel the author is using in this poem.
Explicit Instruction: 60 minutes
1)WHAT: Students will do online research about the author, Edgar Allen Poe and learn more
about him and the history behind the man that wrote the poem, “Alone”
2)HOW: Students go on the computer and work in peer groups and read and go through
information about the poet and make a brief word document with bullets on things they feel are
important events/information pertaining to Poe’s life. Also, students will use the haikus they
have written and write a short paragraph as to what tone they themselves used.
-Students must work cooperatively
-Students must be able to use the internet as a resource.
- Students will compile information and consolidate it.
- Students will explain their work to the teacher to show their understanding.
3)WHY are we doing this?
-Students will learn not only about the author and tone, but about using technology in the
classroom.
-Students will understand how to interpret what tone an author is using and also how
background information can help one understand the reasons as to why the author is
speaking in such a tone.
-Students will equally distribute the work.
Closing- Haikus (20 minutes)
-Students will have end of the class bell work to explain what tone their haiku is written
and writ it down in a short paragraph to be turned into the teacher. As a closer this will show the
students not only understand but see how they use tone in their own writing.
PP: Students will partnered with those who can help them understand the information.
EP: Students will be aided by their peers, and discuss what they have learned aloud.
SE, IF: Students will be aided by their peers and discuss what they have learned allowed.
Materials:
-Writing utensils
-Paper
-Projector
-Copies of the poem
-Computers
-Additional Materials for ESOL students if necessary:
Assessment: Students will be graded based participation and on the rubric for the haiku.
Lesson Plan Extension and Modification:
-Students will be moving on the next section which will focus on Old English poems and
the start next section of the unit.
-If lesson goes too long, students may continue on Monday.
-If the lesson finishes early, students may use the time to review what they have learned
or other homework.
-To extend and reflect: Students may make a new haiku.
“Alone” by Edgar Allen Poe
From childhood's hour I have not been
As others were; I have not seen
As others saw; I could not bring
My passions from a common spring.
From the same source I have not taken
My sorrow; I could not awaken
My heart to joy at the same tone;
And all I loved, I loved alone.
Then- in my childhood, in the dawn
Of a most stormy life- was drawn
From every depth of good and ill
The mystery which binds me still:
From the torrent, or the fountain,
From the red cliff of the mountain,
From the sun that round me rolled
In its autumn tint of gold,
From the lightning in the sky
As it passed me flying by,
From the thunder and the storm,
And the cloud that took the form
(When the rest of Heaven was blue)
Of a demon in my view.
Outline of Week Four
“Invictus” Lesson: Monday through Friday Week Four
Name: Laura Persaud and Priscilla Smith
Lesson: Monday through Friday
Lesson Title: “Invictus” Unconquered
Unit: “Overcoming Obstacles through Poetry”
Date/Sequence/Duration: February 28, 2011- March 4, 2011/ Poetry/250 minutes
Overall Lesson Overview: In this lesson, students receive the poem “Invictus” by William
Earnest Henley, to memorize. Each day Monday through Thursday the students will break down
one stanza from the poem. They will discuss its meaning, ask about words unfamiliar to them,
and also use personal example to relate to the poem. Lastly, on Friday they will present their
memorization of the poem to the teacher while other students study the poem, the students will
be called in random order. Also they can work on their CD project that will be their final unit
project.
Lesson Rationale: The reason for having the students focus on this poem for a whole week and
have to memorize it, is because this poems sums up the theme of overcoming obstacles, which is
the units focus. The students will truly understand the words poem and find inspiration in
reciting it. They can use it to remind themselves that no matter what they face in life they can
always overcome. We as teachers hope that they will always remember the words and message
of this poem, so that they can find comfort and apply it to struggles that they will be facing as
they grow and become adults.
Lesson Objectives: Students will be able to:
Understand and interpret poems that use advanced vocabulary and also Old English.
Use the message of the unit in their lives to inspire them to overcome obstacles.
Practice memorization skills.
Objectives for ESOL students:
-PP, EP, SE , IF: Goals will be not to memorize the poem but to use a word from the poem that
they do not know and define it and use it in a sentence. The poem will be provided in their own
language also.
Sunshine State Standards:
-LA.910.1.6.2: listen to, read, and discuss familiar and conceptually challenging text
-LA.910.2.1.4: identify and analyze universal themes and symbols across genres and historical
periods, and explain their significance.
PP: Dictionaries with the poem to interpret it and pick a word (in English) to use in a sentence.
EP: Dictionaries with the poem to interpret it and pick a word (in English) to use in a sentence.
SE, IF: Dictionaries with the poem to interpret it and pick a word (in English) to use in a
sentence.
Materials:
- Paper for notes
- Writing Utensil
- Dictionaries
Additional Materials for ESOL students if necessary:
-Dictionaries
Outline for Week Five
-Strictly students will be working on the CD final project (listed above) and graded based on the
rubric above.
The Rose that Grew from Concrete
Did you hear about the rose that grew
from a crack in the concrete?
Proving nature's law is wrong it
learned to walk without having feet.
Funny it seems, but by keeping its dreams,
it learned to breathe fresh air.
Long live the rose that grew from concrete
when no one else ever cared.
Written by Tupac Shakur (1971-1996)
Teenage Love Affair
Baby dial your number
Can you pick up the phone
Cause I wanna holla
Daydreamin about you all day in school cant concentrate
Wanna have your voice in my ear till mama come and say its too late
Cause the lights are on outside
Wish there was somewhere to hide
Cause I just don't want to say goodbye
Cause you are my baby baby
Nothing really matters
I don't really care what nobody tell me
I'm gonna be here
Its a matter of extreme importance
My first teenage love affair
Another secret meeting
On the 5th floor staircase
I'm gonna give you this letter
Of all the things I can't say
Want u to be my first my last my ending and beginning
I write your name in my book your last name my first i'm your mrs
Cause the lights are on outside
Wish there was somewhere to hide
I just don't want to say goodbye
Cause you are my baby baby
Nothing really matters
I don't really care what nobody tell me
I'm gonna be here
Its a matter of extreme importance
[ Teenage Love Affair lyrics found on http://www.completealbumlyrics.com ]
My first teenage love affair
Hey boy
You know I really like being with you
I gotta go home now
Cause the lights are on outside
Wish there was somewhere to hide
Cause I just don't want to say goodbye
Cause you are my baby baby
Nothing really matters
I don't really care what nobody tell me
I'm gonna be here
Its a matter of extreme importance
My first teenage love affair
My baby baby
Nothing really matters
I don't really care
What nobody tell me
I'm gonna be here
It's a matter of extreme importance
My first teenage love affair
Written by: Alicia Keys
Strange Fruit
Southern trees bear strange fruit,
Blood on the leaves and blood at the root,
Black body swinging in the Southern breeze,
Strange fruit hanging from the poplar trees.
Pastoral scene of the gallant South,
The bulging eyes and the twisted mouth,
Scent of magnolia sweet and fresh,
Then the sudden smell of burning flesh!
Here is fruit for the crows to pluck,
For the rain to gather, for the wind to suck,
For the sun to rot, for the trees to drop,
Here is a strange and bitter crop.
Written by: Billie Holiday
Dreams
Hold fast to dreams
For if dreams die
Life is a broken-winged bird
That cannot fly.
Hold fast to dreams
For when dreams go
Life is a barren field
Frozen with snow.
Written by: Langston Hughes
Africa
Thus she had lain
sugercane sweet
deserts her hair
golden her feet
mountains her breasts
two Niles her tears.
Thus she has lain
Black through the years.
Over the white seas
rime white and cold
brigands ungentled
icicle bold
took her young daughters
sold her strong sons
churched her with Jesus
bled her with guns.
Thus she has lain.
Now she is rising
remember her pain
remember the losses
her screams loud and vain
remember her riches
her history slain
now she is striding
although she has lain.
Written by: Maya Angelou
Where the Side Walk Ends
There is a place where the sidewalk ends
And before the street begins,
And there the grass grows soft and white,
And there the sun burns crimson bright,
And there the moon-bird rests from his flight
To cool in the peppermint wind.
Let us leave this place where the smoke blows black
And the dark street winds and bends.
Past the pits where the asphalt flowers grow
We shall walk with a walk that is measured and slow,
And watch where the chalk-white arrows go
To the place where the sidewalk ends.
Yes we'll walk with a walk that is measured and slow,
And we'll go where the chalk-white arrows go,
For the children, they mark, and the children, they know
The place where the sidewalk ends.
Written by: Shel Silverstein
The Road Not Taken
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,
HYPERLINK
"http://poets.org/tellafriend.php/prmURL/%5Eviewmedia.php%5EprmMID%5E15717"
And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I-I took the one less traveled by,
And that has made all the difference.
Written by: Robert Frost
“Invictus”
Out of the night that covers me,
Black as the pit from pole to pole,
I thank whatever gods may be
For my unconquerable soul.
In the fell clutch of circumstance
I have not winced nor cried aloud.
Under the bludgeonings of chance
My head is bloody, but unbowed.
Beyond this place of wrath and tears
Looms but the Horror of the shade,
And yet the menace of the years
Finds and shall find me unafraid.
It matters not how strait the gate,
How charged with punishments the scroll,
I am the master of my fate:
I am the captain of my soul.
Written by: William Earnest Henley
Alone
From childhood's hour I have not been
As others were; I have not seen
As others saw; I could not bring
My passions from a common spring.
From the same source I have not taken
My sorrow; I could not awaken
My heart to joy at the same tone;
And all I loved, I loved alone.
Then- in my childhood, in the dawn
Of a most stormy life- was drawn
From every depth of good and ill
The mystery which binds me still:
From the torrent, or the fountain,
From the red cliff of the mountain,
From the sun that round me rolled
In its autumn tint of gold,
From the lightning in the sky
As it passed me flying by,
From the thunder and the storm,
And the cloud that took the form
(When the rest of Heaven was blue)
Of a demon in my view.
Written By: Edgar Allen Poe
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