Learning Experience Plan (Day 3)

Subject: English

Grade level: 9

Unit: Literary Elements/ Themes

minutes

Length of LEP (days/periods/minutes): 3 days/ 25

Topic: Literary Devices in I felt a Funeral, in my Brain

Content Standards:

(include only standards addressed in this LEP)

- Common Core: Module 9.2: Working with Evidence and Making Claims: How do Authors Structure Texts and
Develop Ideas?
- Reading Standards for Literature 6-12
- Grades 9-10 students: Craft and Structure: 4. Determine the meaning of words and phrases as they are used in
the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on
meaning and tone (e.g. how the language evokes a sense of time and place; how it sets a formal or informal tone.)

Learning Experience Outcomes

(knowledge/skills)

Students will: Read, summarize, and

annotate I felt a Funeral, in my Brain in
order to identify different literary devices
used in the text

Differentiation
Approaching

Learning Experience Assessments

Have the students write an exit ticket that
consists of three components.
1) Write one literary element that was used
in the poem.
2) How was it used in the poem? Quote it.
3) How did the use of this literary element
contribute to the overall poem?

(What will you do to meet the needs of students at these different levels?)

Curriculum Integration

On-level

Beyond

(Does this lesson correlate with any other content area? Describe.)

Material
s

Procedures/Strategies

-Computer

Day 3
Sponge Activity
Begin the class by watching a short video of a woman reading the poem I
felt a Funeral, in my Brain https://www.youtube.com/watch?
v=I7v1Rq35BGY

Smartboar
d to watch
the video
and play
kahoot
game
Smartphon
es or
tablets to
play
kahoot
game

SMA Jacobs

Anticipatory Set
What literary elements are used in I felt a Funeral, in my Brain? How do
these literary elements help convey imagery and tone in Dickinsons
poem?
Activating Prior Knowledge
Play a quick Kahoot game that quizzes the students on their knowledge
and understanding of different literary elements for review.
Direct Instruction
1) Watch the short video
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-Copies of
I felt a
Funeral, in
my Brain
-Paper for
students to
write their
exit ticket.

2) Kahoot game
3) Read I felt a Funeral, in my Brain together as a class. Have a different
student read each stanza.
4) Begin class discussion, ask the students What do you think Dickinson
is trying to say when she says I felt a Funeral, in my Brain. Mention how
she is losing her mind and connect this to the theme of insanity of The
Tell-Tale Heart.
5) Split the students into groups. Each group should be assigned one
stanza. Based on the literary elements that we reviewed as a class, let the
students work with their groups to find as many of these literary elements
in their assigned stanza as possible. When they are finished, each group
will direct class discussion for their certain stanza.
6) Exit Ticket
Guided Practice
Have the students form into groups to analyze one stanza per group. With
the literary elements that we reviewed in class, the students should be
able to point out things like alliteration, repetition, personification, simile,
onomatopoeia, and metaphor. While they are reviewing their given
stanza, go around the room to check and help each group.
Closure
Tell the students to think about how the literary elements help created
tone and conveyed imagery in Dickinsons poem. Additionally, think about
how would the poem be different if she didnt employ these literary
elements?
Independent Practice
Have the students write an exit ticket that consists of three components.
1) Write one literary element that was used in the poem.
2) How was it used in the poem? Quote it.
3) How did the use of this literary element contribute to the overall poem?

SMA Jacobs

Page 2

Evaluative Criteria Exit Ticket Day 3

Check +

Check

Check -

1) Stated one literary

element that was used in
the poem.
2) Identified the context of
this literary element and
accurately quoted it.
3) Explained how the
specific literary element
contributed to the
imagery and tone of the
poem.

1) Stated one literary

element that was used in
the poem.
2) Identified the context of
this literary element and
accurately quoted it.
3) Did not accurately
explain how the specific
literary element
contributed to the overall
poem.

1) Did not state a literary

element used in the
poem.
2) Did not accurately
identify the context of this
literary element OR
accurately quote it.

SMA Jacobs

Page 3