COEPD LESSON PLAN TEMPLATE – Poetry Lesson Plans

Teacher Candidate: Allison Butcher

Content Area & Grade:
English, Language Arts
9th Grade
Lesson Topic and Rationale: Length (timing) of Lesson:
Figurative Language and Writing Poetry 50 Minutes
This day of the unit will show students how to make poems livelier, which will make them
more likely to be read. We will discuss the importance of writing well because if a poem
is not readable, then it will not convey the message that the writer is going for.

INSTRUCTIONAL OUTCOMES
WV Standard/s (daily): https://wvde.us/tree/middlesecondary-learning/english-language-arts/

ELA.9.40
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
 Interpret figures of speech (e.g., euphemism or oxymoron) in context and analyze their role in the text.
 Analyze nuances in the meaning of words with similar denotations.

Learning Objective/s (SWBATS):

SWBAT define and find alliteration, metaphor, and simile.
SWBAT practice said terms in own writing.
SWBAT use sensory details in writing.

Formative Assessment:

Walk around check ensuring students have completed their foldables, poem written during class, “black like me” poems, sensory details handout (in case of
unplanned shortened schedule)

PREPARATION
Materials/Resources:
Bell Ringer Journals, pens, Exit Slip, copies of “black like me” by Renée Watson, white piece of printer paper, teacher written poem incase a sub would not want
to participate.
INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary

Procedural Steps Questions Differentiated Instruction

Activating Strategy/ Time A white piece of printer paper should be passed out on Has anyone heard of any of these Writing down the definition
Introduction every desk before class starts. terms before today? If so, which one? rather than only have
5 students listen to it or look
min The following should be displayed on the board of Can someone give their own example at it will help kinesthetic
projector: of one of the listed figures of speech? learners to better retain
“Fold your paper into four equal squares. You can do this the information.
by folding it in half twice and then unfolding it
completely.
In the first square, write Figures of Speech.
In the second square write, Alliteration: the repetition of
identical or similar sounds at the beginning of words or
stressed syllables. ex. on scrolls of silver snowy
sentences.
In the third square write, Metaphor: describing an object
or action in a way that is not literally true but helps
explain and idea or make a comparison. ex. you are my
sunshine
In the fourth square write, Simile: comparing two unlike
things using like or as. ex. your smile is bright like the
sun.

These should then be stapled into their bell ringer

journals.
Core Instruction Time
In the same groups as yesterday, students should get out
Analyzing Poem 5 their highlighted homework and discuss the confusing
 min pieces with their groups to see if they can help each other
figure out what Watson is trying to convey.

Using popsicle sticks to call on a random student, ask the What is this about? What is The popsicle sticks can help
students what their response is to this poem. happening in this poem? Who is the students who are introverts
5 audience? How does reading this have the opportunity to
min make you feel? share if they are used to
being spoken over.

Describe sensory details to the students in terms of What are the five senses?
Poetry Skills poetry.
Sensory details are used when writers want the readers
to experience certain feelings while they read the pieces.
2 These include sight, sound, touch, taste, and smell.
min
As a class, go through Watson’s poem and see if you can Where in “black like me” is Watson
find sensory details. Have the students circle these on using sensory detail?
their own poems using the pens in the middle of their
group. Write these on the board as they are being said
aloud. Students who have poor
4 Ex. you can taste red Kool-Aid vision will have a seat
min You can hear jazz music closer to the board.

Have the students underline examples of alliteration,

metaphor, and simile in the poem and circle, individually.

Using their bell ringers from yesterday, have the students

Writing Poetry 4 write a poem about a time that they felt this way.
min The poem must include:
3 sensory details
1 example of alliteration
1 simile
1 metaphor I need at least three people to share
15 their poems, who wants to go first?
 min Share the teacher written poem and have at least three
students share their own pieces of work. What did we like about _____’s
poem?
Have students give two compliments to each poem that
has been read. Compliments can make
students with anxiety more
willing to share.
5
min
Closure Time Pass out 3-2-1 exit slips which ask:
3 things you learned today
5 2 things you want to know more about
mins 1 question you still have

Have students turn in these things as they are walking out

the door:
Exit slips
Response Paragraph Homework
Their “black like me” poems
Contingency Time If there is extra time, students can share something from Will someone share one thing that Students who are
their exit slips. they have on their exit slip with the introverted may choose to
class? Use the jar of popsicle sticks display their poem rather
If there is an unplanned shortened schedule (fire drill, that has everyone’s name on them if than share it aloud.
code red drill), students do not have to share their no one volunteers. Students can also have the
poems, but they can choose to display them on the class option of hanging the
bulletin board. They can also use a handout for the poem with no name
sensory details rather than having a class discussion attached.
about it.

If there is a planned shortened schedule (school event),

also use handout for sensory details and assign poem
writing for homework.