Lesson Name: Reading PoetryEst. timeframe: See Pacing Suggestions

Grading Period: 2nd Nine Wks/ Unit 3/ Arc 15th Grade

Monolingual Pacing: Day 1 – Engage and begin SE Focus Lesson. Pairs Complete Activity 1.

Day 2 – Engage and students complete Activity 2

Dual Language Pacing: Day 1 – Engage and begin SE Focus Lesson pairs. Pairs begin Activity1

Day 2- Students continue & complete Activity 1

Day 3- Engage and students begin Activity 2

Day 4- Students continue & complete Activity 2

Lesson Components
Lesson Objectives: Students will understand, make inferences, and draw conclusions about the structure and elements of poetry, providing text evidence.
Language Objectives: Students will use popular music to analyze and evaluate the impact of sound effects, sensory details and figurative language as a whole class, small groups, and individually.
Prior Learning: Students are able to use context in what they read to help differentiate between fact and fiction.
Standards(Texas Essential Knowledge and Skills:
5.4 Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding.
5.19 ELAR TEKS Figure 19 Reading Comprehension/Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers.
F19 (A) establish purposes for reading selected texts based upon own or other’s desired outcome to enhance comprehension.
F19(B) ask literal, interpretive, evaluative, and universal questions of text.
F19(D) make inferences about text and use textual evidence to support understanding.
5.8 Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding.
8(A) evaluate the impact of sensory details, imagery, and figurative language in literary text.
College and Career Readiness:
  • Participate actively and effectively in pair and group discussions.
  • Analyze textual information critically; draw and support complex inferences from text to summarize and draw conclusions.

Essential Questions:
  • How do the structural elements of poetry help you to better understand what you are reading/listening to?
  • What do writers do that help to influence or impact a reader’s thoughts, understandings, and opinions?

Vocabulary / Essential: poetic, sensory details, imagery, figurative language, internal rhyme, rhyme scheme
Supporting: onomatopoeia, alliteration, free verse, lyric, narrative poem, limerick, haiku, list
Lesson Preparation / •Computer ready to play songs on YouTube (the videos have been added to AISD’s YouTube for Schools Channel, so the same link should work on all classroom computers- be sure to use these links. If students just search through regular YouTube, the videos will be blocked.)
•Make copies of the “Tone List” for each pair of students
•Print one copy per pair of the 2nd page of the link below (Katy Perry: Firework):
•Firework: Figurative Language and Poetic Devices Activity
•Reader’s Notebooks/ Journals
Anchors of Support / Tone Map
Section / Tone
Differentiation strategies / Special Education: Give student a copy of the poem and preview any vocabulary they might need in order to understand the theme. If appropriate, have the students preview the song along with the poem to have them get a feeling for the rhythm of the poem.Refer to the student’s IEP for other routinely offered accommodations.
English Language Learners: Teacher must scaffold for the varying types of ELL students in the classroom and can support them by having selected vocabulary previewed or in their journals.
Beginning: Have students preview the song along with a photocopy of the poem/song lyrics, have them highlight the words that they are familiar with (or cognates)
Intermediate: Provide students with ample opportunities to discuss the poems, while providing sentence stems such as “This poem makes me feel...”, “I think...”.
Advanced/Advanced High: Provide the students with opportunities to share their opinions, pose queries about the idioms found in the poem and what they mean.
Extension for Learning:Have the students read the article: (this article by Alan Ball from Slate.com) and then see how the first three lines were an allusion to the 1999 movie “American Beauty” and the iconic image of the plastic bag dancing in the wind, giving it a deeper metaphor.
21st Century Skills / Communication and Collaboration
Communicate Clearly- Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts.
English Language Proficiency Standards: Mandated by Texas Administrative Code (19 TAC §74.4), click on the link for English Language Proficiency Standards (ELPS) to support English Language Learners.
Lesson Cycle
Engage
/ •Introduce the idea that most poems tell a story of emotions: a series of moods that change as the poem moves from start to finish. Whether or not we understand what everything in the poem means, we can experience, enjoy, and convey to others the poem’s emotional drama. We do this by recognizing the changing tones of voice that the speaker of the poem adopts as the poem moves from beginning to end.
•Play One Direction- The Story of My Life
Tell students that this more than likely was a poem before it was turned into a song by creating music to accompany it. Ask students to listen for the tonal turning points. You will probably want to play it several times. At this point, students need only to jot down notes about where in the song-words or phrases- they hear the song shift in mood, or the performer shift in his tone of voice.(NOTE: The lyrics have some mistakes, but they are minor- great time for a discussion on editing before publishing!)
•Have the students brainstorm names for each tone they have heard. Encourage them to combine terms whenever they need to. You could explain that emotions don’t always come in primary colors; often colors blend, and shade into one another. The more accurate their descriptions are, the more distinctions they can learn to recognize.
Lesson stages
/ Day 1
ACTIVITY 1
•In their Reading Notebooks, have students copy the “Tone Map” of “Story of My Life” to each partner.
•Explain the format: in the left column we write the lyrics, divided into sections according to where the tone might shift. Note that tone shifts may be the same as the lyric’s lines, stanzas, or sentences, but shifts in tone may also take place in shorter units, such as phrase by phrase.
•In the right column add names for the tone of voice one might hear in the lyric, and therefore try to convey in performance.
Section / Tone
Journal entry: Have the pair discuss and write about how they think the tone of the song would change if the singer would use a different tone of voice while singing the different stanzas.
Day 2
Driving Question: What is poetry, and what are the different poetic devices used in poetry?
•According to dictionary.com, poetry is:
1. the art of rhythmical composition, written or spoken, for exciting pleasure by
beautiful, imaginative, or elevated thoughts.
2. literary work in metrical form; verse.
•Begin a discussion by saying something like… “Believe it or not, poetry has been around for thousands of years! Poetry is a way people can communicate their thoughts and feelings through words. Why do we learn poetry? Learning how to read and create poetry helps us become better communicators because it allows us to communicate in more creative ways. A lot of the songs we listen to today originally started as poems, like yesterday’s song. These songs include several types of figurative language/poetic devices.”
•Watch the video below to see the different poetic devices used in many popular songs.
Poetic Devices in Music(YouTube video that uses several songs to illustrate the concept of poetic devices)
ACTIVITY 2
Play the video with lyrics: Katy Perry's “Firework”
Say, “Katy Perry's song, "Firework" was more than likely a poem before it was turned into a song through music. It includes many examples of figurative language. With your partner complete the Fireworkanalysis chart to see what poetic devices are being used.”
Firework: Figurative Language and Poetic Devices Activity
(
Closure Activity / Have students pair up with another group of two and compare their Firework analysis chart. Share out any big ideas or noticings.
Check for understanding (evaluation) / Formative: Observe as students turn-and-talk while reading the song lyrics to determine the poetic devices. Students will orally share ideas with their partners & with the class to determine their comprehension and build meaning around lyrics.
Summative: Firework analysis chart: have students share responses with the class or in groups.

The Tone List

Here is a list of tones that students may find in poems. It is not comprehensive, and student should be encouraged to add to it as needed.

Terms For Tones

abashed awe-struckclippeddiscouraged

abrasivebanteringcolddisdainful

abusivebegrudgingcomplimentarydisparaging

acquiescentbemusedcondescendingdisrespectful

acceptingbenevolentconfidentdistracted

acerbicbitingconfuseddoubtful

admiringbittercoydramatic

adoringblithecontemptuous dreamy

affectionateboastfulconversationaldry

aghastboredcriticalecstatic

allusivebriskcurtentranced

amusedbrusquecynicaleulogistic

angrycalmdefamatoryexhilarated

anxiouscandiddenunciatoryexultant

apologeticcaressingdespairingfacetious

approvingcausticdetachedfanciful

archcavalierdidacticflippant

ardentchildishdisbelievingfond

argumentative

Austin ISD Updated 10/16/14