Reading Instruction—Lesson Plan
Name: Madeleine Johnson
Date: Nov. 8, 2010
Course: Language Arts
Grade: 8th Grade
Subject: Understanding metaphor and imagery through the use of Billy Collin’s “Litany.”
Methods: Collaborative brainstorming, Annotation, Exit Ticket
I.
Materials
• “Litany” by Billy Collins split up into five sections.
o First Section
You are the bread and the knife,
the crystal goblet and the wine.
You are the dew on the morning grass
and the burning wheel of the sun.
You are the white apron of the baker
and the marsh birds suddenly in flight.
o Second Section
However, you are not the wind in the orchard,
the plums on the counter,
or the house of cards.
And you are certainly not the pine-scented air.
There is just no way you are the pine-scented air.
o Third Section
It is possible that you are the fish under the bridge,
maybe even the pigeon on the general's head,
but you are not even close
to being the field of cornflowers at dusk.
And a quick look in the mirror will show
that you are neither the boots in the corner
nor the boat asleep in its boathouse.
o Fourth Section
It might interest you to know,
speaking of the plentiful imagery of the world,
that I am the sound of rain on the roof.
I also happen to be the shooting star,
the evening paper blowing down an alley,
and the basket of chestnuts on the kitchen table.
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o Fifth Section
I am also the moon in the trees
and the blind woman's tea cup.
But don't worry, I am not the bread and the knife.
You are still the bread and the knife.
You will always be the bread and the knife,
not to mention the crystal goblet and—somehow—the wine.
Copies of the entire poem “Litany” by Billy Collins for each student. (Poem can be
found at http://www.poetryfoundation.org/archive/poem.html?id=30605)
White board and white board marker.
Magazine pictures
Billy Collin’s reading of “Litany” which can be accessed at
http://www.youtube.com/watch?v=56Iq3PbSWZY
II.
Objectives
• The student will be able to identify metaphor and imagery in relation to an individual
they admire.
• The student will be able to create their own uses of metaphor and imagery in their
poetry.
III.
IRA/NCTE Standards
• 1. Students read a side range of print and nonprint texts to build an understanding of
texts, of themselves, and of the cultures of the United States and the world; to acquire
new information to respond to the needs and demands of society and the workplace;
and for personal fulfillment. Among these texts are fiction and nonfiction, classic, and
contemporary works.
• 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and
appreciate texts. They draw on their prior experience, their interactions with other
readers and writers, their knowledge of word meaning and of other texts, their word
identification strategies, and their understanding of textual features.
• 6. Students apply knowledge of language structure, language conventions, media
techniques, figurative language, and genre to create, critique, and discuss print and
nonprint texts.
• 12. Students use spoken, written, and visual language to accomplish their own
purposes.
IV.
Introduction/Opening Activity: (7 min)
• Have students brainstorm individuals they admire or look up to.
o Who are they? Why do you look up to them?
o What characteristics do they possess?
V.
Instructional Activity
Before Reading Strategy: Collaborative Group Annotation (10 min/ 17 total).
1. Group the kids into five groups.
2. Pass out one section of “Litany” to each group.
3. Have students underline Collins’ use of metaphor and imagery in their
sections.
4. Discuss what/who the metaphors might be discussing.
5. Have each group write a statement about what the purpose of the metaphor is
for their section in their group.
6. Share these statements with the class.
During Reading Strategy: Annotation (5 min/23 total).
1. Ask students to pay attention to Collins’ other uses of metaphor while
listening to the video of his reading.
2. Ask students to underline metaphors that stand out to them.
After Reading Strategy: Rereading, Annotation, and use of T-chart (10 min/33
total).
1. Have students place the metaphors they underlined and create a T-chart with
“What it says” on the left side and “What I think it means” on the right side.
2. Model this with one of the metaphors that one of the students mentions.
3. Have students also discuss the voice and humor of the poem and what kind of
person he is describing.
After Reading Strategy: Magazine Images (7 min/40 total).
1. Have students look at the magazine images that are provided to each group.
2. Have students select images that could reflect/not reflect the characteristics of
the person they admire that they brainstormed at the beginning of class.
Exit Ticket (5 min/45 total).
Write a metaphor comparing the person you admire to one of the images you have
selected. Then write one to two sentences explaining why you chose to use that
metaphor.
Writing Assignment (to be completed during next class)
Students will write their own “Litany” poem using the images they selected
during the first class period. Have the students make the poem at least three
stanzas long (one concentrating on what the person is; one concentrating on what
the person is not; and one concentrating on what the author is in contrast).
VI.
Assessment/Evaluation
• The student’s ability to recognize metaphors and imagery will be assessed through his
or her annotations as well as the exit slip turned in at the end of the first class.
• The student’s ability to create metaphors will be assessed through the writing
assignment to be completed during the second class period.
VII. Differentiation
Features of this lesson that support English Language Learners and struggling readers
include:
• Activating prior knowledge by brainstorming about personal role models/people
the student admires.
• Providing a fluent oral reading via the audio recording
• Collaborative learning in small groups
• Use of images as inspiration for creating metaphors.