Lesson Plan Day 3 Grade Level: 7 Number of Students: 22 Instructional Location: Classroom

Length of Instruction: 90 min. Standard(s) ddressed (!ommon !ore)

CCSS.ELA-LITERACY.RL.7.1 Cite several pieces of textual evidence to support analysis of !at t!e text says explicitly as ell as inferences dra n fro" t!e text. CCSS.ELA-LITERACY.RL.7.# $eter"ine t!e "eanin% of ords and p!rases as t!ey are used in a text& includin% fi%urative and connotative "eanin%s' analy(e t!e i"pact of r!y"es and ot!er repetitions of sounds )e.%.& alliteration* on a specific verse or stan(a of a poe" or section of a story or dra"a. CCSS.ELA-LITERACY.RL.7.+ Analy(e !o a dra"a,s or poe",s for" or structure )e.%.& solilo-uy& sonnet* contri.utes to its "eanin% CCSS.ELA-LITERACY.SL.7./ Analy(e t!e "ain ideas and supportin% details presented in diverse "edia and for"ats )e.%.& visually& -uantitatively& orally* and explain !o t!e ideas clarify a topic& text& or issue under study. CCSS.ELA-LITERACY.L.7.+ $e"onstrate understandin% of fi%urative lan%ua%e& ord relations!ips& and nuances in ord "eanin%s

"entor #e$ts: Title: The Raven Title: Romeo and Juliet Genre: Poetry Genre: Romance, play

Strategy %ocus: denti!yin" !i"urative lan"ua"e in #ritin"

"aterials: Copies o! the Raven Romeo and Juliet copies $hite %oard Journals $ritin" utensils &udio recordin" o! the Raven

&ocabulary: Simile, Metaphor, Personification, Imagery, Hyperbole, Alliteration, dialect, repetition, rhyme, symbolism, allusion

dd any relevant information that is essential to understanding the conte$t of your lesson: The students 'close read( the Raven !or home#or) last ni"ht and #ere as)ed to try to identi!y !orms o! !i"urative lan"ua"e they sa#. Prere'uisite S(ills: Close readin" s)ills, Classroom e*pectations, some %ac)"round in!ormation on certain literary devices +metaphors, onomatopoeia, etc,, correct note-ta)in" !ormat +pullin" the most essential points !rom the lesson on one side, one the other #ritin" .uestions they still have,, ar"umentative #ritin" +sand#ichin" and pullin" .uotes !rom te*t, )nduring *nderstandings (+ig Idea): /tudents #ill %e a%le to reco"ni0e #hy and #here literary devices are used, ho# they a!!ect audiences, the author1s purpose %ehind these inclusions, and ho# prominent these are devices are in our everyday lives. )ssential ,uestions: $hat is the purpose !or incorporatin" literary devices into our #ritin"2 $hat do these devices add to a piece o! #ritin"2 "INIL)SS-N Setting the Pur.ose: 3*plain to students that #e have hal! #ay met our "oals. $e no# )no# many o! the di!!erent types o! literary devices discussed, %ut ho# do these relate to our everyday lives2 $hy are they important to )no#2 $e #ill discuss these .uestions and tal) a%out ho# !i"urative lan"ua"e is used purpose!ully %y authors to convey certain !eelin"s, ideals, or emotions, and that audiences are many times s#ayed %y these used o! !i"urative lan"ua"e. #ill have the students tal) in their "roups a%out a !e# instances in real li!e #here they !eel as i! they have %een in!luenced or s#ayed throu"h the use o! !i"urative lan"ua"e. $e #ill then share out a !e# o! these e*amples !rom the "roup, to "et the students e*cited a%out learnin". !onnect to .rior learning: /4iscuss ho# the types o! !i"urative lan"ua"e #e have %een usin" are used in all types o! media as #e have discussed, and ho# #e #ill no# e*plore those uses in poetry, and #ill #or) to identi!y the di!!erent devices #e have revie#ed. Introduce and e$.lain: #ill introduce this lesson %y e*plainin" to students ho# important it is to no# ta)e the ne# )no#led"e they1ve "ained and apply it

#hen #e are analy0in" poems, te*ts, videos etc5 to !ind #hat the author1s purpose is and ho# it a!!ects the audience. Strategy #eaching: 6$e #ill %e"in #ith listenin" to the audio recordin" o! the Raven %y 3d"ar &llan Poe, and recorded %y 7incent Price. #ill tell the students to ima"ine that they are sittin" at home huddled around the radio, and e*plain ho# the radio used to %e one o! the !e# !orms o! entertainment %e!ore T7. #ill e*plain that poetry #as o!ten times recited and dramati0ed over the radio !or entertainment and as) students #hy they thin) poetry #ould have %een a popular medium to recite +ans#er: %ecause o! the lar"e amount o! !i"urative lan"ua"e used, it ena%les listeners to create an ima"e in their o#n heads, Call on a !e# students and then play the recordin". &!ter the recordin" has played, as) students i! they understood the poem %etter a!ter readin" it or listenin" to it and as) #hy they thin) that mi"ht %e. &s) a !e# comprehension .uestions o! a !e# students to ma)e sure they have a "rasp on the %asics o! the poem, and #hat is happenin" throu"hout. 68odelin"- 9o#, "o throu"h the !irst !e# lines o! the #ritten poem #ith the students. 4urin" the !irst stan0a, pic) out all o! the di!!erent !orms o! !i"urative lan"ua"e and hi"hli"ht them on the smart%oard !or the students to see. Then e*plain ho# this is ho# you e*pect them to si!t throu"h readin"s to pull out the !i"urative lan"ua"e. Then discuss #hat you thin) Poe1s intentions #ere !or the audience and #hy he chose to incorporate the devices he did. -/hare e*amples: have students !ind !urther e*amples throu"hout the piece as you did, and then have them e*plain. Call on multiple students #ho have not had a chance to spea) yet. &lso, as) them to try to !ind a variety in devices, so you are not constantly discussin" the same !e#. -discuss any misconceptions %e!ore movin" on, and clari!y any .uestions a%out material, devices, or procedures. ctive )ngagement (Guided Practice) :ave students pair up at their seats an pic) a passa"e !rom Romeo and Juliet that #e have read so !ar. They may choose any passa"e, %ut it needs to %e at least a pa"e in len"th. They then in their pairs #ill pull out the !i"urative lan"ua"e and discuss the author1s purpose and the reaction o! the audience. Lin( to Inde.endent 0riting 63*plain once students have !inished that they #ill no# %e trans!errin" #hat they discussed #ith their partners onto paper. They #ill connect their discussions #ith ho# the !i"urative lan"ua"e creates a !eelin" !or the audience, and #hat the intentions o! the author may %e usin" their ar"umentative #ritin" s)ills. IND)P)ND)N# 01I#ING

-/tudents #ill no# %e "iven time to come up #ith a claim %ased on the author1s +/ha)espeare1s or Poe1s, purpose !or usin" !i"urative lan"ua"e and the e!!ects it has on the audience. They #ill need to #rite one ar"umentative para"raph #ith te*t evidence to support their claim. S2 1ING #I") -4urin" sharin" time they #ill %e instructed to s#itch ;ournals #ith a partner o! their choosin". This partner #ill "o throu"h their piece and ma)e sure that it has all the components o! a #ell constructed ar"umentative 'sand#ich( +Claim, 3vidence, $arrant, Counterclaim, re%uttal, and that their claim ma)es sense and connects to the prompt o! #hat the author1s purpose #as in their chosen passa"e and ho# it impacted the audience. The peer editor should choose three thin"s out o! the passa"e that they thin) the #riter need1s to improve on. #) !2)1/S#*D)N# !-N%)1)N!)S 4urin" independent #or) time, #ill con!erence #ith the students #ho stru""led on the last e*it slip. #ill "o throu"h the list o! terms #ith them and chec) their understandin" %y as)in" multiple .uestions and providin" e*amples !or them to identi!y as one device or another. ! they are still stru""lin" %y the end o! our con!erence, #ill as) them to instead o! #ritin" a%out the prompt !or the day, #or) on #ritin" a story usin" e*amples o! each type o! literary device, or dra# a picture to represent #hat the literary device is. ssessment(s): -<ormative: $ritin" samples, close-readin"=annotated poems, peer-editin", con!erencin" #ill use all o! these !ormative assessments to !urther student learnin" and "ain a %etter idea !or mysel! at #here they stand in their comprehension levels, their ar"umentative #ritin" a%ilities, and their a%ility to identi!y author1s purpose and audience. 2o3 might you e$tend this lesson4 /tudents #ill %e as)ed to %rin" in more samples !rom home that contain !i"urative lan"ua"e and #e #ill %e creatin" a %ulletin %oard in class !or students to %e a%le to vie# the di!!erent e*amples #e are surrounded #ith in everyday li!e. <urthermore, students #ill %e "iven a list #ith all o! the literary terms to revie# and #ill %e tested on these terms at the end o! the #ee). They are all terms #e have "one over, %ut it is important !or them to study them outside o! school, to )eep them !resh in their minds. #ill as) students to try to !ind e*amples outside o! school to help them remem%er these terms, and also create e*amples usin" the terms and turn in their e*amples as home#or) !or the #ee). Discuss ho3 you differentiated instruction for your learners during this lesson4 con!erenced #ith my students #ho #ere stru""lin", provided an alternative assi"nment, provided multiple media e*amples !or students to compare and contrast and !urther their comprehension levels, and allo#ed students to chose their o#n partners durin" sharin" time.

+rief 1eflection Notes: