Lesson Plan for 7th Grade Language Arts
Poetry: introduction (2 Day Lesson)
Instructional Objective
At the close of this lesson students will be able to:
- Understand the terminology of poetry
QCC Strand: LiteratureStandard 24: Interprets elements of poetry such as rhyme, rhythm, stanza, personification, simile, metaphor, and alliteration.
- Understand how poems differ from novels, essays, etc.
QCC Strand: LiteratureStandard 21: Recognizes various literary forms (short stories, novels, epics, poems, dramas, essays, and myths).
- Choose a favorite poem and be able to discuss with the class why it is favored
QCC Strand: LiteratureStandard 30: Identifies and chooses literature according to personal interests.
QCC Strand: WritingStandard 75: Writes legibly
QCC Strand: SpeakingStandard 57: Communicates effectively through oral expression.
Rationale
I believe students must gain provisional knowledge of poetry to better understand societal references. Additionally, poetry is an important art form to which students should be exposed.
Evaluation
Students will write five entries in notebook regarding their first impressions about poetry. (In the final lesson in the unit, students will review their first impressions and record their final impressions and analyze any similarities/differences).
Students will become familiar with the terminology of poetry through review of vocabulary words. On day three of unit, students will be given a “pop quiz” on poetry vocabulary – will not be for a recorded grade, but for teacher evaluation. Same quiz will be given later in unit for grade.
Media and Materials
Handouts (to be kept in notebook)
Teaching Procedure
1. Introduction
“Welcome to the Poetry Café”
Room will be decorated to resemble a French café. Desks will be arranged in groups of four and draped with small tablecloths. Appropriate posters will be place on wall (Paris, London, art posters, etc.). Lights will be dimmed if possible. Beanbag chairs will be placed around the perimeter. Fake baguettes. Appropriate music playing. Room will remain this way for duration of unit.
Teacher will be dressed as waiter (tuxedo shirt, black pants, bow tie, white cloth draped over arm). “Outrageous” French accent. Students will be “escorted” to their tables and welcomed to the Poetry Café.
After everyone is seated, briefly explain unit (in character). Include: “More than anyone, we French appreciate the beautiful things in life – so we value poetry.” Also, story regarding romantic relationships and the usefulness of poetry. The following elements will be included: (1) For boys – most girls are suckers for poetry. We will go over some mushy love poetry that, even if you think it’s lame, is practically guaranteed to make girls think you’re the most sensitive, worthy guy they’ve ever known. (2) For girls – some boys will quote famous poetry and try to pass it off as their own, so it’s useful to be able to recognize the “frauds.” Sending poetry to your girlfriend is great – as long as the boy doesn’t try to trick you into believing he wrote ones that he didn’t write. Besides “love” poetry, we will also study poetry about everything from sadness to silliness. It doesn’t have to be boring and if Mrs. Keeney has anything to do with it (and she does), it won’t be.
Allow small amount of time for questions. When finished, “Colette” (teacher’s character) will bid students “au revoir” and tell them to listen well and enjoy learning about poetry. Teacher will reenter room without bow tie, without accent, and with other minor changes in appearance. Brief transition dialogue. Lesson will continue normally.
2. Procedure
Day One
Instruct students to list in their notebooks the first five sentences/adjectives that come to mind when they think of “poetry.” Allow students to share what they’ve written. Discuss impressions briefly.
What is poetry? (Overhead)
Poetry is as universal as language and almost as ancient. Poetry has been written in all ages and in all cultures, from primitive man to the present. It is regarded as central to existence, as having unique value to the fully realized life, as something we’re better off for having – and spiritually impoverished without. Because of its importance, we need to have at least a working understanding of what it is. It is OK to be able to appreciate it more than you are able to define it. Even scholars can have trouble. (Adapted from Laurence Perrine’s Literature: Structure, Sound and Sense)
Poetry is concerned with experience rather than with information or the practical use of language. Poetry can be serious – and it can be funny. Over the next two weeks, we will explore poetry from several genres and from all over the world. Prepare to be entertained and enlightened – and, perhaps, to pick up a couple of good lines for Valentine’s Day.
Day Two
First, students need to become familiar with some of the vocabulary of poetry. Students will look up each term and write the definitions in their notebooks. After most students have completed recording the definitions, we will briefly discuss each word so that students have a basic understanding of the terms.
connotationdenotationsimilemetaphorimagerypersonification
symbolsarcasmsatireallusionhyperboleunderstatement
rhythmalliterationstanzasonnethaiku limerick
Discussion: How is poetry different from prose? Are the two always divergent? (Discuss poetic language of such prose works as Melville’s Moby Dick or the biblical book of Job).
Go over teacher-created handout, “Tips for Reading Poetry.” Allow time for discussion/questions.
Students will bring their favorite poem from home and share it with the class, as time allows, on second day of lesson. Why is it your favorite? What particular elements do you especially like?
3. Closure
3 – 2 – 1:
During final 10 minutes of class each day, students will list for teacher:
3 things they learned in class
2 things they want to know more about
1 thing they thought was “cool” about the lesson
4. Assignments
Homework:
Day One
Any vocabulary words not looked up during class are to be finished for homework. Students will be instructed to review vocabulary words because they never know when they’ll be quizzed on them (hint, hint). Additionally, students are to find a favorite poem (nursery rhymes, nonsense poems, and/or student-created poems are OK) to share with the class on Day 2.
Day Two
No homework. Just review vocabulary words daily.
Adaptations
- Students who finish tasks early may raise hand and will be given vocabulary “matching” exercise.
- If students do not seem to readily comprehend lesson, time will be spent reviewing concepts and incorporating them into discussion.
- Responses to discussion questions will be elicited from special needs students as necessary/appropriate; students and teacher will, of course, listen patiently and respectfully to special needs students during discussion no matter how long the wait.
- If we finish early on Day 2, we will discuss poems students brought in for Day 1 homework.
What is Poetry?
Poetry is as universal as language and almost as ancient.
Poetry has been written in all ages and in all cultures, from primitive man to the present.
Poetry is concerned with experience rather than with information or the practical use of language.
Poetry can be serious – and it can be funny.
It is regarded as central to existence, as having unique value to the fully realized life, as something we’re better off for having – and spiritually impoverished without.
Because of its importance, we need to have at least a working understanding of what it is. It is OK to be able to appreciate it more than you are able to define it. Even scholars can have trouble.
(Adapted from Laurence Perrine’s Literature: Structure, Sound and Sense, 5th Edition, 1988).
Vocabulary
connotation
denotation
simile
metaphor
imagery
personification
symbol
sarcasm
satire
allusion
hyperbole
understatement
rhythm
alliteration
stanza
sonnet
haiku
limerick
Tips for Reading Poetry
Read a poem more than once. It is not possible to completely understand the full meaning of a poem on a single reading, just as one cannot fully appreciate a Beethoven symphony on a single hearing. You would not listen to a good piece of music once and forget it; you would not view a good painting once and throw it away. A poem is not like a newspaper, to be hastily read and put in the trash bin. It is art – and like art, it should be hung on the walls of one’s mind.
Keep a dictionary handy – and use it! If you do not understand the meanings of the words in a poem, you will have little hope of understanding poetry. Building a good vocabulary should be one of your goals. Looking up words you do not understand does not mean you are not “smart.” Even learned scholars have to look up unfamiliar words. Other useful references: a good book on mythology and a Bible.
Read so that you may hear the sounds of the words in your mind. Poetry is written to be heard; its meanings are conveyed through sound as well as print. Read slowly. If you cannot read aloud, form the words with your mouth. (This is not a good habit with ordinary reading material, but it is with poetry).
Pay careful attention to what the poem is saying. Make an effort to follow the thought continuously and to grasp the full implications and suggestions.
Practice reading poems aloud. Read your favorites to friends or family. Read it affectionately, but not affectedly. Poems do not need your added emotion or vocal histrionics. Read the poem so that the rhythmical pattern is felt but not exaggerated. Pay attention to punctuation.
Poetry Vocabulary Match
Match each word in Column A with its correct definition in Column B. Write answers on line beside Column A.
ANSWERS:
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
l)
m)
n)
o)
p)
q)
r)
Column A
a)connotation
b)denotation
c)simile
d)metaphor
e)imagery
f)personification
g)symbol
h)sarcasm
i)satire
j)allusion
k)hyperbole
l)understatement
m)rhythm
n)alliteration
o)stanza
p)sonnet
q)haiku
r)limerick
Column B
1)repetition at close intervals of the initials consonant sounds of accented syllables or important words
2)something that means more than what it is; may be read both literally and figuratively
3)fixed form of fourteen lines, normally iambic pentameter; two main types: Italian, English
4)reference, explicit or implicit, to something in previous literature or history
5)figure of speech in which an implicit comparison is made between two things essentially unlike
6)fixed form consisting of five lines of anapestic meter; riming aabba; exclusively for humorous or nonsense verse
7)figure of speech in which exaggeration is used in the service of truth
8)figure of speech that consists of saying less than one means, or of saying what one means with less force than is warranted
9)wavelike recurrence of motion or sound
10)figure of speech in which an explicit comparison is made between two things essentially unlike; made explicit by use of like, as, than, seems, etc.
11)bitter or cutting speech
12)figure of speech in which human attributes are given to an animal, object, or concept
13)representation through language of sense experience
14)what a word suggests beyond its basic definition
15)three-line poem, whose lines usually contain respectively 5, 7, and 5 syllables; Japanese in origin
16)group of lines whose metrical pattern is repeated throughout a poem
17)kind of literature that ridicules human folly or vice with the purpose of bringing about reform
18)the basic definition or dictionary meaning of a word
Lesson Plan for 7th Grade Language Arts
Poetry: point of view (2 Day lesson)
Instructional Objective
At the close of this lesson students will be able to:
- Understand the presented poems from the speakers’ points of view
QCC Strand: ListeningStandard 15: Listens and responds to various forms of literature such as prose, poetry, and drama.
- Define “point of view” and be able to recognize it in a poem
QCC Strand: LiteratureStandard 22: Interprets literal, inferential, and critical questions about literature.
QCC Strand: LiteratureStandard 23: Interprets literary elements and techniques such as plot, setting, theme, characters, characterization, conflict, figurative language, and point of view.
QCC Strand: LiteratureStandard 28: Describes the influences of human experiences on literary works.
- Rewrite a poem from a different point of view
QCC Strand: LiteratureStandard 29: Responds creatively to literature (e.g., drama, art, and multi-media projects).
QCC Strand: WritingStandard 75: Writes legibly
Rationale
Because the meaning of a poem can change depending upon the point of view of the speaker(s), I believe it is important for students to be able to accurately evaluate the point of view of a poem so as to understand the speaker’s experience.
Evaluation
Teacher will evaluate discussions. (Specifically the class' understanding of point of view through their discussion of various points of view in different stories – from books or other media – they recall. Is point of view a reflection of a person’s experience?).
Students will rewrite Langston Hughes’ “Mother to Son” from a different point of view. Papers will be evaluated for presentation of alternative point of view.
Students will read Mari Evans’ “When in Rome” and try to determine the speaker(s) and the reason for the poem’s unique structure.
Media and Materials
Handouts (to be kept in notebook)
Teaching Procedure
1. Introduction
Day One
Discuss point of view. (It is the perspective or vantage point from which a story is told). Discuss the commonly-used points of view: omniscient, limited omniscient, first person, objective (dramatic). Examples will be given of each. Ample time will be allowed for discussion of each one so that students are sure to fully understand each. Because it is easier for beginners to initially understand point of view through prose, Aesop’s “The Ant and the Grasshopper” will be appropriately altered and used as the example for each point of view.
2. Procedure
Day Two
Review basic points of view.
Read Langston Hughes' poem "Mother to Son" aloud and ask a volunteer to determine the point of view of the poem. Have them give reasons to support their answer.
Discuss the fact that the son probably witnessed his mother experiencing the things she refers to in the poem. How might the son have seen these things differently from the mother? What challenges does the mother give the son?
Have the students rewrite the poem from the son's point of view.
Have the students read Mari Evans’ “When in Rome” silently and write at least two paragraphs on their impressions of the poem. Students will try to answer these questions: Who are the two speakers? Why did the poet enclose some of the poem in parentheses? What are the speakers’ attitudes toward one another? What do the title and the final two lines have to do with one another? Student responses will be discussed in class. Additionally, students should determine the point of view of the poem.
Discuss Evans’ use of sarcasm and allusion.
3. Closure
3 – 2 – 1:
During final 10 minutes of class on day 2, students will list for teacher:
3 things they learned in class
2 things they want to know more about
1 thing they thought was “cool” about the lesson
4. Assignments
Homework:
Day Two
Finish poem rewrite and poem analysis if not finished during class.
Adaptations
- Students who finish tasks early may construct a Venn diagram comparing their poem rewrite with Hughes’ original. List common/disparate poetic elements.
- If students do not seem to readily comprehend lesson, time will be spent reviewing concepts and incorporating them into discussion.
- Responses to discussion questions will be elicited from special needs students as necessary/appropriate; students and teacher will, of course, listen patiently and respectfully to special needs students during discussion no matter how long the wait.
Mother to Son
Langston Hughes
Well, son, I'll tell you:
Life for me ain't been no crystal stair.
It's had tacks in it,
And splinters,
And boards torn up,
And places with no carpet on the floor—
Bare.
But all the time
I'se been a-climbin' on,
And reachin' landin's,
And turnin' corners,
And sometimes goin' in the dark
Where there ain't been no light.
So, boy, don't you turn back.
Don't you set down on the steps.
'Cause you finds it's kinder hard.
Don't you fall now—
For I'se still goin', honey,
I'se still climbin',
And life for me ain't been no crystal stair.
When in Rome
Mari Evans
Mattie dear
the box is full
take
whatever you like
to eat
(an egg
or soup
...there ain’t no meat.)
there’s endive there
and
cottage cheese
(whew! if I had some
black-eyed peas...)
there’s sardines
on the shelves
and such
but
don’t
get my anchovies
they cost
too much(me get the
anchovies indeed!
what she think, she got –
a bird to feed?)
there’s plenty in there
to fill you up.
(yes’m. just the
sight’s
enough!
Hope I lives till I get
home
I’m tired of eatin’
what they eats in Rome...)
Point of View
Aesop’s “The Ant and the Grasshopper”
Omniscient
Weary in every limb, the ant tugged over the snow a piece of corn he had stored up last summer. It would taste mighty good at dinner tonight.
A grasshopper, cold and hungry, looked on. Finally he could bear it no longer. “Please, friend ant, may I have a bite of corn?”
“What were you doing all last summer?” asked the ant. He looked the grasshopper up and down. He knew its kind.
“I sang from dawn till dark,” replied the grasshopper, happily unaware of what was coming next.
“Well,” said the ant, hardly bothering to conceal his contempt, “since you sang all summer, you can dance all winter.”
Limited Omniscient
Weary in every limb, the ant tugged over the snow a piece of corn he had stored up last summer. It would taste mighty good at dinner tonight. It was then that he noticed the grasshopper, looking cold and pinched.
“Please, friend ant, may I have a bite of corn?” asked the grasshoper.
He looked the grasshopper up and down. “What were you doing all last summer?” he asked. He knew its kind.