EDS 543

UDL Lesson Plan

Lesson Title: Literary Techniques in Poetry Grade Level: 8; Class of 20 students; 4 students with IEPs Subject: English Developed By: Ruth Merceron Standards: Reading Standards for Informational Text: Grade 8 Key Ideas and Details 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. a. Develop factual, interpretive, and evaluative questions for further exploration of the topic(s). 2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Craft and Structure 6. Determine an authors point of view or purpose in a text and analyze how an author uses rhetoric to advance to advance that point of view or purpose. Writing Standards Text Types and Purposes 1.Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audiences knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. Speaking and Listening Standards: 8 Comprehension and Collaboration

Adapted from: Planning Effective Instruction (Price, Nelson 2007)

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1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 8 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives; summarize points of agreement and connections in light of the evidence and reasoning presented. e. Seek to understand other perspectives and cultures and communicate effectively with audiences or individuals from varied backgrounds. Language Standards: 8 Conventions of Standard English 1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. a. Use parallel structure.* b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. 2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell correctly

Unit: Understanding Race Relations in the United States through Poetry written by those who are racially oppressed. Abstract:
In this lesson, we are going to be examining metaphors: the definition of a metaphor, the use of metaphors in poetry, and how metaphors are used to help convey a particular message. Students will, at the end of this lesson, have the ability to define what a metaphor is on their own terms, identify a metaphor in a work of poetry, explain the purpose of the use of metaphors in a given work of poetry, and construct metaphors on their own. Along with the technicalities of poetry, this lesson will help students understand how race impacts marginalization in the United States through the particular texts well be examining. There is no need to separate reality from academia. In fact, it should not be that way at all. This lesson allows for students to gain further exposure to real world problems in an academic setting while exploring literary techniques.

Length of lesson:
Adapted from: Planning Effective Instruction (Price, Nelson 2007)

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90 minutes

Pre Planning
Big Idea (s) Understanding figurative language in poetry. Understanding the difference between literal language and figurative language. Understanding how writers use figurative language to convey a particular message. Understanding how deeper issues regarding race relations in the U.S. are portrayed from the Essential Questions: 1. What forms of figurative language are used? 2. How does the author use figurative language to convey a message? 3. How does the poetry help bring about discussions of racial injustices in this country? 4. Does the poetry make light of a serious topic? 5. How do you see this topic relating to your own lives? 6. What would you have liked to see done differently? Objectives: Learning Targets for Class
Being able to define figurative language Being able to identify figurative language Being able to grasp the main idea of poetry Being able to understand the context of race relations in the U.S. through the eyes of the marginalized. perspective of the marginalized through figurative language in poetry. Understanding the relevance of such works of literature in today's society. Understanding the correlation between works of poetry and current events in the U.S.

Brief Description of Summative Assessment . Summative Assessment: (Homework) Students will have to show their understanding of figurative language in poetry and race relations in the United States throw one of the following methods:

Choose a poem from the selection given (or one youve found on your own that has received approval) and write down all of the forms of figurative language used in the poem and how it helps convey a particular message about the dynamics of race relations in the United States. from the perspective of someone who is racially marginalized.

Choose a poem from the selection given (or one youve found on your own that has received approval) and creativelythrough drawing or otherwisecompile a list of the use of figurative language used and the ways it aids in delivering a message about the dynamics of race relations in the United States from the perspective of someone who is racially marginalized. Poem Choices: A Woman Speaks by Audre Lorde Coping by Audre Lorde Affirmation by Assata Shakur Somebody Blew Up America Amiri Baraka (Video: Here) Evolution by Sherman Alexi

Lesson Opening:
Adapted from: Planning Effective Instruction (Price, Nelson 2007)

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(As soon as class starts, students will do stretching activities. Students who can/feel inclined to will get up from their seats, and others will not. We will also do a few breathing exercises. This should last for about 4-5 minutes.) The opening activity is a form of assessment of prior knowledge and it will be engaging. I will have students watch a short clip of spoken word poetry. 10 Things I Want to Say to a Black Woman by Joshua Bennett, after I ask them the following questions: 1. Have you heard of the term figurative language before today? 2. What is your current understanding of the term racism? 3. How does figurative language differ from literal language? Then, I would introduce the video by telling the class that todays lesson will focus on figurative language in poetry written by those who are marginalized racially and the exploration of race relations in the United States. I would then tell students that they will be watching a video by a spoken word artist Joshua Bennett, a renowned poet who has recited his poetry in the White House. I would tell students that by the end of the class they will be able to define the term figurative language, identify different forms of figurative language in poems on their own, and explain how figurative language is used to discuss greater issues regarding those who are racially marginalized. After we watch the video, we will have an open discussion about the purpose of the poem and interesting things stated by Joshua Bennett that students had a difficult time understanding. Then, together as a class, we would explore some of the reasons for why a poem like his exists in the first place; who the audience is; what does this say about the racial dynamics in the country that a poem like is feels necessary for the writer. Learning Objectives for the class: Students will be able to Define the term figurative language Identify different forms of figurative language in poetry Explain how figurative language helps to convey messages about race and race relations in the U.S. (Because Ill be teaching in a predominantly Black and Latin@ low income school, this material wouldnt be advanced. I know for a lot of white students, they dont come in contact with such material until they are in college or in their senior years of high school, but thats because most teachers teach canon, old white men and a few white women, literature without ever exploring writers who are not white. Also, the themes in these pieces wont be new. For most students this class will serve as putting name to things we experience regularly and learning to articulate our feelings regarding being racially marginalized as well as connecting with others who have said/are saying the things that a lot of my students will have already been feeling for a while. Id also like to add that, if this were a predominantly white class, I wouldnt change the material.) Exploration: Activities Defining and Understanding This activity is necessary as it sets the tone for the entire lesson. We will be defining specific forms of figurative language and understanding their meanings: Ill be using this Figurative Language Prezi to start. This gives students the meanings and definitions of specific forms of figurative language. Listing forms of figurative language used in daily life After students have answered assessment questions, watched the video, discussed the video, and
Adapted from: Planning Effective Instruction (Price, Nelson 2007)

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watched the presentation, students will be able to list different forms of figurative language theyve noticed used in daily life. This gives students the ability to see how understanding this material helps in real life and not just in academia. Defining terms Terms like racism, marginalized groups, and People of Color are words that students may not have been exposed to, but essentially, they should understand the meaning of these terms. Racism has a particular meaning that whites often refuse to acknowledge, holding on to the false idea that everyone can be racist. In actuality, racism can only be perpetuated by those in the position of racial dominancewhites. This activity would ask for student to work in groups of two to three people, they would be able to work with props such as blocks, or pen and paper, or a combination of props and pen and paper to write down their prior understandings of these terms. After theyve done this I will go over the terms and clarify definitions in the simplest form. Making Connections After students have explored figurative language in daily life and terms for discussion on race and race relations in this country, students will make connections to figurative language and the poem we watched earlier by Joshua Bennett. Check for Understanding Students will work alone with the poem I, Too by Langston Hughes.
Also students will have to show understanding of figurative language in the poem, and be able to explain how figurative language is used to depict race relations in the U.S. from the perspective of someone who is marginalized based on race. However, students will be able to do so in whatever way is most comfortable for them. Options Students can write out all forms of figurative language they notice in the poem. They will also have to identify, through writing, how the use of figurative language portrays a message about race and race relations in the U.S. Students can take note of different forms of figurative language they notice in the poem by using colored blockshaving each color block represent a different form of figurative language. On the blocks, they would attach an index card with the particular forms of figurative language to the respective color blocks. After they do this, they will have to describe how the forms of figurative language contribute to delivering a particular message about race and race relations in the U.S.

Explanation:
I will deliver the content in a few different ways: Explicitly stating the terms and definitions that will be necessary for the lesson. Show the students the how to identify different forms of figurative language. Help students understand how race and racial relations are configured in the U.S. Ask students to define on their own terms racism and racial oppression. Help students see the connections between their personal experiences and the experience of many of the authors in the text. Throughout the explicit statements of these lessons, students will be asked to interact with the lesson by stating how their personal experiences relate to the topics being discussed; questions will be answered; students will work in groups to identify figurative language; students will also work alone; students will have options for how they choose to present their ideas.

Check for Understanding:

Checking for understanding of the learning objectives: I will ask students what the learning objectives are out loud and students will repeat them and write them down. Students will have to write about/discuss/show why this lesson is relevant according to them. Checking for understanding of the definitions of the different forms of figurative language Students will have to identify different forms of figurative language in poetry together and on their own. Students will have to describe how the figurative language helps to convey messages about race and race relations
Adapted from: Planning Effective Instruction (Price, Nelson 2007)

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in the U.S. from the perspective of those who are racially marginalized. Checking for understanding of how these poems relate to real life scenarios and situations Students will explain, in as much detail as they care to, how theyve noticed how race impacts their experiences. Students will listen to teachers experiences regarding race.

Closing
In closing, students will have the floor to speak and express their views on the lesson and the things they learned, the things they wish they learned more of and ways in which they thought the lesson could have been improved to better suit their learning style. This will be their version of an exit slip. Continuing practice will be in the homework assignment listed above.

Adapted from: Planning Effective Instruction (Price, Nelson 2007)

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