Viterbo University

Essential Element Lesson Plan

Name:
Laney Smith
Date:
August 14, 2014
Materials and Resources:
Laura T and Laura V
www.traceorman.com/2011/08/use-popular-
music-to-teach-poetic.html
http://youtu.be/qPiVfdwAsUg (figurative
language clip)
song clips for quiz

Lesson Title:
Poetic Devices in Poetry

Grade Level:
8
th
Grade
Time Frame:
55 minutes
Curriculum Standards
CC Speaking & Listening #2: Analyze the
purpose of information presented in
diverse media and formats (e.g., visually,
quantitatively, orally) and evaluate the
motives (e.g., social, commercial, political)
behind its presentation.
CC Reading standard #1: Cite the textual
evidence that most strongly supports an
analysis of what the text says explicitly as
well as inferences drawn from the text.
CC Reading standard # 10: By the end of
the year, read and comprehend literature,
including stories, dramas, and poems, at
the high end of grades 68 text complexity
band independently and proficiently.
Focus Question/Big Idea/Goal


How will I teach students poetry through the
incorporation of music and lyrics?
Rationale/Theoretical Reasoning

During class discussion, 6 types of learning
were identified: speak, write, listen, read, view
and represent. This lesson will appeal to
students through 4 of the 6-reading, writing,
listening, and speaking.










Lesson Objective: objectives must be measurable TSW(learning behavior from Blooms
verbs, DOK and Multiple source synthesis)

TSW identify key poetic devices by participating in class discussion and by completing a
music clip poetic device quiz.




Academic Language: What is the key language demanded? What academic language
will you teach or develop? What is the key vocabulary and or symbols? What
opportunities will you provide for student to practice content language/ vocabulary and
develop fluency?


Alliteration-repeating consonant sound- But a better butter makes a batter better
Assonance-repeating vowel sound- here, there, and everywhere
Metaphor-a word symbolizing a different word- her voice was music to my ears
Simile-a comparison using like or as- he is as cunning as a fox
Onomatopoeia-noises as words-buzz boom
Personification-giving human characteristics to non-human things- the house has eyes
Hyperbole-an exaggeration- I waited an eternity for you
Rhyme-repetition of similar sounding words- Baa, baa black sheep have you any wool,
yes sir, yes sir, three bags full.


Assessment /Evaluation:
Formative: How will student demonstrate understanding of lesson objective(s)? How
will you monitor and or give feedback? How will feedback promote student
understanding?


Students will take a poetic devices sound clip quiz to asses their knowledge




Summative: What evidence will you collect and how will it document student
learning/mastery of lesson objective(s)?



Students will compose a song by writing poetic lyrics in English class and construct bars of
music to complement it. (graded based on provided rubric)



Instruction:
Set Motivation/Anticipatory Set:

Journal entry: What is Poetry


Instructional Procedures/Learning Tasks: Provide specific details of lesson content and
delivery based on students prior knowledge, strengths and weakness.


1. Begin class with having students complete their journal entry-what is poetry
(5 min)
2. Have students compare song lyrics to well-known poems, how are they different?
(10 min)
3. As a class, we will discuss different poetic devices-alliteration, assonance,
metaphor, simile, onomatopoeia, personification, idiom, hyperbole, rhyme.
Watch a short you-tube video to re-explain these terms
(http://youtu.be/qPiVfdwAsUg) A graphic organizer will be provided to help with
note-taking. (25 min)
4. Quiz students on their knowledge of these poetic devices using 8 song clips.
5. Reflection on similarities of poetry and lyrics, Discuss upcoming lesson on
composing a refrain to be used in their music class. (10 min)








Questions and/or activities for higher order thinking: These cannot be answered by yes
or no.
1. What are common poetic devices?

2. What is poetry?

3. What are similarities between poetry and song lyrics?


Closure: Verbalize or demonstrate learning or skill one more time. May state future
learning.
Reflection on similarities of poetry and song lyrics, discuss upcoming lesson on composing
a refrain to be used in their music class


Adaptations to meet individual needs: How will you adapt the instruction to meet the
needs of individual students?
Graphic Organizer to help with poetic device comprehension (tactile, visual)
Whole class discussion to ensure understanding is present (verbal, auditory)
Sound clips to help students understand each poetic device (auditory)
Youtube video: http://youtu.be/qPiVfdwAsUg (visual, auditory)


Management/Safety Issues: Are there any management and/or safety issues that need
to be considered when teaching this lesson?
Ensure all music is appropriate for the classroom
Ensure speakers work well for sound clips
Graphic organizers prepared for class


Reflection/Future Modifications: To what extent did the class learn what you intended
them to learn? What will be your next steps instructionally? What did you learn about
your student as learners? What have you learned about yourself as a teacher?






Songs used in the quiz:
Assonance- Eminem Without Me
Alliteration- Beatles Here comes the Sun
Onomatopoeia- Ylvis What does the Fox Say and Black Eyed Peas Boom Boom Pow
Rhyme- Red Hot Chili Peppers Snow
Personification- Of Monsters and Men Little Talks
Metaphor- Gym Class Heroes Stereo
Simile- Uncle Kracker Smile
Hyperbole- Bruno Mars Grenade
*Students must score 6/8

Hyperbole
A great exaggeration Example:

Personification
Giving life to inanimate objects Example:

Onomatopoeia

A word whose sound imitates the
word itself
Example:

Simile
Comparing two contrasting ideas
together using like or as
Example:

Metaphor
Comparing two contrasting ideas
together
Example:

Rhyme
The repetition of sounds following
closely together in a song or poem
Example:

Alliteration
The repetition of a consonant sound Example:

Assonance
The repetition of a vowel sound Example: