Documente Academic
Documente Profesional
Documente Cultură
Modified 12/13
The teacher will pass out two Langston Hughes poems. The teacher will accept student volunteers to read
these poems aloud for the class. (5 minutes)
The teacher will explain that students should identify the rhyme scheme if any, theme, and figurative
language in both poems. The teacher will walk the students through one of the poems, leaving the students
to complete one poem on their own. (15 minutes)
Students will create their own poem or song, at least 15 lines long, containing a specified rhyme scheme,
theme, and at least 3 examples of figurative language. (33 minutes)
Transition (1 minutes)
Students will be informed to wrap up their final thoughts.
Closure (19 minutes)
The teacher will ask students to free write a half-page reflection on creating figurative language devices.
The prompt will read: Free write for five minutes the effect of creating your own figurative language
devices. Did you enjoy the process? Did the figurative language heighten your poem? Or take away from
your poem? (5 minutes)
Students will have the remaining time to begin reading chapters 10-12 of The Bronx Masquerade or a book
of their choice. Students will have to finish reading for homework. (14 minutes)
Modifications
ELL students will be given individualized attention as needed. ELL students will have access to electronic
and hard copy translators. ELL students will be allowed to write the poem in their native language, then
translate the poem.
GT students will be required to create a poem or song that contains at least five moments of figurative
language, and is at least 20 lines long.
Students with vision impairments will be seated in the front row, in order to see the days
agenda/objectives.
Time: 90 minutes
Reflections
Students may feel intimidated to create their own poem. Students may also feel insecure creating figurative
language devices. I will do a quick review of figurative language terms and devices, and tell students that
they may come see me if necessary. Due to previous teachers and classes, students may not all have the
same knowledge of figurative language. The main goal is to ensure students are comfortable in creating
poetry, and participating in theme and figurative language creation.
Modified 12/13