Lesson Plan #1: Figurative Language Direct instruction

Teachers: Clarissa Tarin Hernandez Subject: 7th grade English

Standards:

 7.RL.4: Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of specific word choices on a poem assigned to them.
o Bus context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a
sentence) as a clue to the meaning of a word or phrase.

Objectives (Explicit):

 Students will learn types of figurative language (Metaphors, Similes, Hyperbole, Allusion) used in poetry.
 Students will create a foldable.
Evidence of Mastery (Measurable):

- Students will analyze a poem in search for the assigned types of figurative language in order to ensure that
they know what it is and how to find them in actual poetry texts.
-
Sub-objectives, SWBAT (Sequenced from basic to complex):

 Students will go over slides on some types of figurative language used and found in poetry.
 Students will create a foldable while going over the PowerPoint in and fill out the terms out.
 Students will analyze a poem in order to ensure that they understand how to find terms in poetry and see
the correct use of them.
Key vocabulary: Materials/Technology Resources to be Used:

Figurative language: the amplification of writing with the use of - Foldable created by students
creative writing styles. - Google presentation
- A provided poem
Metaphor: A comparison between two things.

Simile: A comparison between two things using like or as.

Allusion: referring to a place or event using passing reference

Hyperbole: adding color or depth to a character with the use of

exaggeration

Opening (state objectives, connect to previous learning, and make relevant to real life)

Some of the types of figurative language mentioned might have been review for some students. Examples will be shown
with each type of figurative language where they will connect to real life.

Teacher Will: Student Will:

Instruction
al Input

- The teacher will explain to students how to create a Students will create a foldable following the teacher’s
foldable with a step by step process. instructions.
 The teacher will introduce the terms and give students Students will write down the terms with the definitions
examples to amplify what the term means. in the foldable.

The teacher will read along the poem with the student’s
outload as a class, in order to see if the students found all
of the poetry terms in the text.

Co-Teaching Strategy/Differentiation

Verbal support will be used as differentiation in this part of the lesson. There will be verbal dialogue given to
students as they are building the foldable and writing down the definitions.

Teacher Will: Student Will:

The teacher will go over the poem and analyze it as a
class to ensure the students got all the terms correctly in
the text.
Guided Practice
Students will annotate the poem to see if they got the
terms right or wrong.
Students will raise their hands to share the answers as

the poem is gone over as a class.

Co-Teaching Strategy/Differentiation

Verbal dialogue will be used in this part of the lesson when analyzing the poem as a whole class in search of the
figurative language terms.

There will be an ongoing assessment as the students answer what they have found as a type of figurative language.
If students are incorrect, the teacher will give them feedback and show them the correct answer and most
importantly, why it is correct.

Teacher Will: Student Will:

Independent Practice

The teacher will have students work in groups when Students will annotate the poem without the help of the
analyzing the poem. teacher in search of a metaphor, simile, hyperbole, and
allusion.

Co-Teaching Strategy/Differentiation

When students are working in groups they will be able to use the foldable and some digital resources such as the
internet to find more examples of the types of figurative language they are searching in the poem.

Closing/Student Reflection/Real-life connections:

At the end of the lesson, students will turn in the poems as a group since, to see if they made the appropriate annotations or
appropriate connections.
 Lesson Plan #2: Real World Connections to Poetry and Research Inquiry Lesson Plan

Teachers: Clarissa Tarin Hernandez Subject: 7th Grade English

7.SL.1: Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual
roles as needed.

7.SL.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent
descriptions, appropriate vocabulary, facts, details, and examples; use appropriate eye contact, adequate volume,
and clear pronunciation.

Objective (Explicit):

 Students will learn about real world connections with poetry.

 Students will learn how to write poetry as indicated.
 Students will create a fifteen-line free verse poem on a social issue as part of one of their poetry
assignments for their projects.
Evidence of Mastery (Measurable):

Students will be graded on the background of the social issue on poem provided as well as the fifteen-line poem in
order to ensure that they use the correct poetry terms in the poem.

Sub-objectives, SWBAT (Sequenced from basic to complex):

 Students will learn about some real-world connections to poetry through a PowerPoint taught by the
instructor.
 Students will learn about their assignment on writing a free verse poem. Students will learn how to
incorporate the poetic elements assigned to them to include into the poem.

Key vocabulary: Materials/Technology Resources to be used:

Free verse poem: a poem composed of either rhymed or - Internet access

unrhymed lines. - Google slides
- Paper
Poetic Elements: use of similes, metaphors, or other literary
elements found in poetry.

Engage (Make content and learning relevant to real life and connect to student interest)

Again, there will be some real-life connections in the google slides presented in the beginning of the class. That way,
students will know how to incorporate the poetic techniques into the creative assignment easier.

Teacher Will: Student Will:

The teacher will introduce ideas to students that they Students will explore some social issues there would
Explore

can explore as their social issue for their poem.
The teacher will go around the class after a certain
amount of time to ensure students are doing the
project correctly or need help.
like to do their poem on in order to add it to their
project.
Students will explore the different ways they are
allowed to write their free verse poem.
 Co-Teaching Strategy/Differentiation

The differentiation strategy students will have during this part of the lesson is digital resources. Students
will be able to explore some online image sources from newspaper articles on the web, if the printed
newspapers do not fill their interest for the poetry project.

Teacher Will: Student Will:

The teacher will explain the poetry project and
guidelines’ the project.
The teacher will explain some real-world
connections, so students will get an idea of why it is
Explain
Students will explain the background on the issue
they chose in a separate sheet from the actual poem.
It is done briefly, just so the readers get clarity on
what the issue was about.

significant and make it easier for students on how to

see poetry through the images they find.

Co-Teaching Strategy/Differentiation

The differentiation strategy students will have during this part of the lesson is verbal support as the teacher
goes over real-world connections and the guidelines for the project step by step.

Teacher Will: Student Will:

The teacher will include some examples of free
verse poems and some examples of social issues the
students could complete their creative assignment
free verse poem on.
Elaborate
The student will search for an issue and complete
their poem based off of the issue their chose
They will include connections to the social issue on
their poems.

Co-Teaching Strategy/Differentiation

The differentiation strategy students will have during this part of the lesson is verbal support giving students
feedback on the research part of the assignment when choosing the issue.

The second differentiation strategy students will have during this part of the lesson is digital resources
because students will be able to use the internet as a resource in order to see some more examples and
information of background on the image.

Evaluate

Students will be evaluated on the final project once it is completed and turned in. For the purpose of this lesson,
students will create an outline of the free verse poem. The instructor will check it at the end of the class to see if
everyone has found at least the outline of the poem so far that they would like to complete their creative poetry project
on.