Name of Lesson: Poetry Jigsaw Introduction

Unit: Differentiated Poetry

Duration: 2 days
Date: March 16, 2018

Objectives:
● Students will be able to read, annotate, and analyze a poem within a group.
● Students will be able to discuss the questions about structure, theme, figurative language,
mood, and tone of a poem.

Essential Questions:
● What elements do you look at to analyze a poem?

Resources/Materials:
● Copies of “Firework” by Katy Perry Analysis Worksheet
● Copies of poems: “One”, “Change”, “Simple Song”, and “Day Dreamers”.
● Handout: Reader’s Response - Stop and Jot (differentiated for each poem)
● Handout: Understanding Theme (differentiated for each poem)

Content Standards:
● NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical
inferences and relevant connections from it; cite specific textual evidence when writing
or speaking to support conclusions drawn from the text.
● RL.6.4. Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of a specific word choice on
meaning and tone.
● RL.6.5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall
structure of a text and contributes to the development of the theme, setting, or plot.

Literacy Standards or Common Core:

● CCSS.ELA-LITERACY.RL.6.4: Determine the meaning of words and phrases as they
are used in a text, including figurative and connotative meanings; analyze the impact of a
specific word choice on meaning and tone
● CCSS.ELA-LITERACY.RL.6.5: Analyze how a particular sentence, chapter, scene, or
stanza fits into the overall structure of a text and contributes to the development of the
theme, setting, or plot.

Activities/Learning Experiences:
1. Hook
 a. Do Now (written on board): Take out a pencil and clear your desk. Think about
music and its purpose. Share with a partner.
b. Ask class about listening to music.
i. After talking with your partner, who would like to share with the class
what you think makes music purposeful/important? What music genre(s)
do you listen to? What makes your favorite song, your favorite song? Is it
the instruments involved, the lyrics? Do you tend to listen to music that
has words that you can relate to? What makes music enjoyable: do you
think it’s the lyrics, the message it sends? What are the messages they
send (person, place, love, breaking up, childhood, memory, future plans)
A song lyric can be about anything. These lyrics are basically poems but
with added rhythm.
ii. So today, we are going to look at some lyrics to a song that I’m sure you
guys all know. How many of you know Katy Perry? We are going to look
at her song Firework and analyze it to see what she is trying to say.
c. Projection and handed-out copies of Katy Perry’s “Firework” Poem
d. Ask questions about each stanza to connect the poem analysis skills that the
students will be using in the main activity: Looking at this stanza, what can you
pick out from it?
i. What similes are in this stanza? Metaphors?
ii. Do you see any personification? (Is something given a human action?)
iii. Theme: What are you learning about self-empowerment from this song?
iv. Where is there onomatopoeia?
v. Do you see any hyperboles? (Is anything exaggerated to make it seem
more intense? / Is anything emphasized?)
vi. What does a firework symbolize/represent/show?
vii. Mood: How does this song make you feel?) (A: happy, empowered,
confident, determined, etc.)
viii. Tone: How does the writer feel about the subject of this song? What does
Katy Perry feel about you being a firework? (A: passionate, positive)
ix. What are the examples of imagery in this song?
2. If I only get to Hook, this is the Closing
a. Exit Ticket: On half sheet of paper, students answer: What did you learn about
this song? What did you struggle with?
3. Instruction
a. Tell students they will apply what they just learned from “Firework” to one of
these four poems: “One”, “Change”, “Simple Song”, and “Day Dreamers”.
b. Class divided into 4 groups of 4 for a collaborative meeting.
4. Activity
a. Each group is given one of the four poems to read and annotate.
 b. They analyze the poem by working together to fill out both handouts, answering
the guiding questions.
5. Closing
a. Each group member completes a self-assessment.

Assessment:
Exit Ticket: On a half sheet of paper, students answer: What did you learn about your poem by
analyzing it? (Which types of figurative language are easy for you to find? Which are harder?)
What are you struggling with?