FRAME THE LESSON
TEACHER: Cuccia
6.8A Explain how authors create
meaning through stylistic elements of
figurative language emphasizing the use
of personification, hyperbole, and
refrains.
Engage
Explore
Explain
Objective/Key Understanding:
TSW understand how poetry is composed
and how the reader can make inferences
and draw conclusions using text evidence.
TSW explain the use of stylistic language
to enhance poetry.
Closing Product/ Question/ Informal Assessment:
6th Reading 9/8 – 9/11
LESSON DATE: M T W TH F
Teaching Points & Activities
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
6.4A Understand, make inferences, and
draw conclusions about elements of
poetry and provide evidence from the
text to support understanding.
CLASS:
Elaborate
Evaluate
Resources/Materials:
Tuesday
(Poetry
Workshop)
Wednesday
(Poetry
Workshop)
Thursday
(Poetry
Workshop)
Friday
TSW explain how
poetry is everywhere:
song lyrics, greeting
cards, commercial
jingles, etc.
Youtube Video: Baby
Lullabies(See Below)
TSW give human
qualities to
inanimate objects.
Write inanimate
objects on sticky
notes and hand
them to students as
they enter the room.
Review academic
vocabulary like
simile, metaphor,
personification and
hyperbole. Also,
Imagery. p582
TTW discuss these
poetic elements and
explain how they
make poetry come
alive!
Read the poem
“Like Bookends”
and answer
discussion
questions. p583
TSW List the sports
that are a part of
their life and
discuss their
importance. p584
Think/Pair
Share
discussion
questions.
Complete chart on
p585. Discuss why
structure and
sounds in poetry
help brign poetry
alive.
TSW examine the
basic elements of
poetic structure like
lines and stanzas.
p578-579
TTW read “A Fine
Head of Lettuce” and
“Losing Face” with
students.
TSW study the poem
answering key
questions about the
poem’s structure.
Questions and
answers about
poetic
structure.
TSW understand the
basic sound devices
used in poetry.
Rhyme, meter and
rhythm, alliteration,
and refrain. p.580
TTW review
examples of these
sound devices with
the class as a whole
group. p580
TSW read examples
and complete
discussion questions.
“Pete at the Zoo” and
“Fireworks.”
Completed discussion
questions.
TTW review
w/students the
structure of poetry.
Lines, line breaks,
rhythm. p.585
TTW explain poetry
is meant to be
heard. Rhyming,
intonation,
onomatopoeia
Read “Analysis of
Baseball” and
“Alone in the Nets”
in partner groups.
Children’s Songs
Small Group Purposeful Talk Question Stems:
https://www.youtube.com/watch?v=58bzu_gGKYs&list=PLgYsmfS4v751mSnO95LQ2_b9bZXcsfHj
Holt
McDougal
Text
Writing
Materials
Graphic
Organizers
Youtube
Sticky Notes
Stop & Check for
Understanding—
High Level Questions
How do sound devices add to the
effectiveness of well-written
poetry?
Why does structure matter (or, not
matter) in poetry?
Discussion Questions
Rigor & Relevance: (Real World Connection)
Elements of Poetry Chart
Sound Devices Chart
Vocabulary:
Academic Vocabulary: rhyme, meter, rhythm, alliteration, simile,
metaphor, personification, hyperbole, imagery, onomatopoeia
Content Vocabulary: defending fullback, lead forward, cleats