Subject :
Grade:
Topic:
English
Unit Objective:
7
The Highwayman
Using Alfred Noyes’ poem, The Highwayman, students will analyze topic and theme.
Students will name the mechanics of poetry including refrain, rhyme, alliteration, Rhythm,
Onomatopoeia, and hyperbole.
Reading Standard:
Standard 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.
Standard 5: Analyze how a drama or poem’s form or structure (e.g. soliloquy, sonnet)
contributes to its meaning.
Preparation/Materials:
“The Highwayman” by Mr. Hobbs. (music by Lorrena McKennit)
Power Point “The Highwayman Characteristcs”
http://mrhobbs.wikispaces.com/file/view/The%20Highwayman.swf/39025062/The%20
Highwayman.swf
Time:
Outline:
5 min
Start up: Critical Reading Passage
Activities:
Before Reading:
5 min
1. Write “imagery” on the board. Ask: “Does anyone know what this
word means?”
2. If no one knows look at the root of the word (image). Ask: “What
other words start with the same root?”
Possible answers include: image, imagine
Explain that imagery in writing is used specifically to help create a
visual image in the readers, or hearer’s mind.
3. Have student close their eyes and listen while you read the first 2
lines of “The Highwayman.”
5 min
4. Ask them to open their eyes and share what the image looks like that
came to their mind.
Ask: How did the words the author used make you feel?
Ask: Based on the words the author used in the first two lines,
what do you think is the MOOD of this poem?
5. Explain that the first two sentences are from the poem we will be
reading and that it is called a “narrative poem.”
5 min
6. Hand out packets. Have students turn to the first page and fill in the
information about narration, story, plot, and characters.
7. Define Narrative Poems= poems written to tell a story. They
resemble short stories because they also have a plot, characters, and a
setting. Narrative poems are the oldest form of storytelling.
7. Explain when poetry is put to music it becomes a “song” and that
“The Highwayman” has been turned into a song. Have the students
watch and read along with the power point.
During Reading:
10 min
1. Tell students that during listening they should not be so concerned
with words that aren’t familiar. They should focus on what the author
is trying to say in general.
After Reading:
5 min
1. Encourage the students to share their opinion of the poem with
their neighbor.
2. As a class share some of the partnerships insights.
3. Ask the students if they think the mood of the poem would have
been different if the author had used different words.
4. Ask the students if they felt the imagery was strong. Could they see a
picture in their mind?
5 min
5. Have students go back through the poem and circle any word they
don’t understand in anticipation of tomorrow’s lesson.
Extension:
1. If time permits read the poem again or listen to the song again for
deeper understanding.
Sources Cited:
Lesson Objective Day: Vocabulary
Students will record vocabulary in the poem The Highwayman by Alfred Noyes.
Preparation/Materials:
“The Highwayman” by Lorrena McKennit.
Metaphor and Simile Chart
Time:
Outline:
5 min
Start up: Critical Reading Passage
Activities:
5 min
1. Remind students that in The Highwayman, Noyes choice of words and the way
he uses them create imagery.
2. Explain that they can better understand the poem if they understand the
words.
Jigsaw Activity:
10 min
1. Have the students count of in 5s. Give each group two vocabulary words to
look up and record on the “Ferndale Notes” page.
10 min
2. Have all the “#1” students from each group form a new group, all the “#2s,”
etc. Each student then shares their definition with the group and records the
remaining vocabulary words.
10 min
5. As a class, discuss some the words that were defined.
6. Ask if knowing what the words means helps them understand the poem better.
7. Explain that they can look up any words they still do not understand.
Lesson Objective Day 2: Metaphor and Simile
Students will record instances of metaphor and simile in the poem The Highwayman by
Alfred Noyes.
Preparation/Materials:
“The Highwayman” by Lorrena McKennit.
Metaphor and Simile Chart
Time:
Outline:
5 min
Start up: USA Today
Activities:
5 min
1. Explain that two of the devices he uses are metaphor and simile.
2. Define simile as: a figure of speech in which two unlike things are compared
using the words “like” “as” or “than”.
3. Define metaphor as: a figure of speech in which two unlike things are
compared to suggest resemblance.
5 min
4. Give the following examples of simile’s:
The boy was as stubborn as a bull moose.
Her eyes glistened like jewels in the afternoon sun.
5. Give the following examples of metaphors:
The boy was a bull moose blocking the trail.
Her eyes were jewels glistening in the afternoon sun.
10 min
6. Have students complete the practice sentences on the “Metaphor and Simile
Practice” page in their packets.
7. Have students share some of their examples.
5 min
8. Draw a circle on the board. Have students brainstorm “things that are round”
and make a list on the board. List can include (moon, wheel of cheese, baseball,
clocks, etc.)
9. Explain that because similes and metaphors compare two things, we are going
to compare two of the things on the list.
5 min
10. As a class, use two of the words to write a sentence that uses simile or
metaphor.
Example: The moon was a wheel of cheese hanging in the night sky.
The moon is like a wheel of cheese hanging in the night sky.
5 min
11. Have each student choose two different words from the list and write their
own simile or metaphor sentence.
5 min
12. Have students share their sentence with a partner, and if time permits, with
the class.