UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: A’Shia Hunt PSMT Name: Mrs. Luszeck

Lesson Plan Title: Poetry in Music Lesson Plan Topic: Poetic Devices
Date: 02/14/2018 Estimated Time: 53 Minutes
Grade Level: 6th School Site: Fremont M.S.

1. State Standard(s):
-RL.6.10
By the end of the year, read and comprehend literature, including stories, dramas, and poems, in
the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of
the range.

-RL.6.7
Compare and contrast the experience of reading a story, drama, or poem to listening to or
viewing an audio, video, or live version of the text, including contrasting what they “see” and
“hear” when reading the text to what they perceive when they listen or watch.

-W.6.9
Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different
forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their
approaches to similar themes and topics”).

2. Teaching Model(s): Direct Instruction, Collaboration

3. Objective(s): Students will be able to locate, properly identify, correctly label and gain an
understanding of the poetic devices used in over a multitude of texts.

4. Materials and Technology Resources

● Elmo Projector
● Projector Screen
● Pencils
● Highlighters
● Poetic Devices Worksheet
● Printout of Lyrics (songs listed below)
● MP3 Speaker

5. Instructional Procedures:
a. Motivation/Engagement: (8 minutes)
 ● Teacher will (TW) start to play music when the students walk into the classroom
and will give the students a copy of lyrics (Rolex by Ayo and Teo).
● (TW) ask students about the some of the music that they like to listen to.
● TW ask students if music can be considered poetry? TW also ask students about
their background knowledge pertaining to poems.
● TW accept all answers offered and gently guide students to the proper answers.

b . Developmental Activities or Learning Experiences: (38 min)

● TW ask students if they know about Shakespeare and offer an example of a
Shakespearean sonnet.
● Students will (SW) be asked to discuss in their groups what they think the sonnet
means.
● TW ask 3 or 4 students for thoughts on the sonnet.
● TW explain the definition of a stanza, poem, alliteration, rhyme, onomatopoeia,
personification, metaphor, and simile.
● For each poetic device, students will be given an example from a song lyric that
will be pre-chosen.
● TW ask students to review each of the devices with their table group.
● TW give students the lyrics to “Firework” by Katy Perry to find an example of all
the poetic devices taught during the lesson.
● Students will (SW) work within their table groups to find all of the answers and as
a class, SW give the name and definition of all poetic devices that have been
found.

c. Closure: (5 minutes)
● Teacher will ask students to discuss in their groups which why they believe most
people find it difficult to read and understand Shakespeare versus the music of
today.

d. Extension:
● Students will be asked to use the back of their worksheet to create their examples
of the poetic devices that were taught during the lesson.

6. Accommodations, Modifications and Differentiations for Diverse Learners:

● Accommodations: For students who are learning English as an additional language, they
will receive a worksheet that has already been completed so they can use it for review.
● For students who are having trouble completely the work, they will be given the
opportunity to work in a small group in the back of the classroom at the desk with the
teacher.

7. Assessment and Evaluation of Learning:

a. Formative: Students will complete the Poetic Devices Worksheet.
b. Summative: Summative assessment has not been created for the students as of yet.

8. Homework Assignment:
 a. Students are to choose their favorite song and identify their favorite rhymes within the
song. They will be asked to find another poetic device within the song that they have
chosen.

9. Reflection
a. Strengths
i. The students were able to relate to the lesson because I used music that is
current and well known to their generation. I feel that using Shakespeare
as an example of writing that they may not understand. I also go the
chance to show that as a teacher I do not know everything, which helped
me build credibility with the students.
b. Concerns
i. I feel that some of the students did not connect because a rap and pop song
were used. If I would have known what kind of music the students liked to
listen to, I would have allowed them to use the genre they like to find the
examples as the final assignment.
c. Insights
i. During this lesson, I was able to reach the students and help them enjoy
the lesson as much as I did. I realize that this lesson took longer than I
expected so it had to be split between two days. The students were more
engaged the second day but if I had planned it for a day that the students
have block periods. This would have given me the time to delve deeper
without having to stop and pick back up the next day.