You are on page 1of 10

Lesson: Writing Poems Using Figurative Language (Two Days)

Unit: Narrative Poetry


Learning Goals:
1. Students will be able to identify examples of the craft of writing narrative poetry
including simile, metaphor, alliteration, assonance, personification, and imagery.
2. Students will be able to use figurative language while writing poetry.
3. Students will be able to work cooperatively in groups while writing poetry.
Rationale:
Studying narrative poetry, in particular, holds many benefits for students. Many students find
poetry discouraging simply because they do not understand it. Too often, students are led to
believe that there is one true meaning in a poem, and if they do not get a poem right away, they
feel frustrated. For these students, narrative poetry may be an easier and more enjoyable option
than lyric or dramatic poetry. Rather than wrestling with a hidden meaning in the poem, students
can enjoy the story and message contained in the poem. Once students learn to appreciate and
enjoy narrative poetry, their confidence will grow, and they will be more willing to tackle other
poems as well as write their own.
Common Core State Standards: RL 8.4
Assessment:
1. Students will write their own sentences using figurative language.
2. Students will write a poem using figurative language.
3. Students will work in groups.
Materials:
PowerPoint/projector/document camera
Writers Notebooks
YouTube video - https://www.youtube.com/watch?v=Xn_6uIFYk_I
Slice of Life Notes
Narrative Poetry Packet
Figurative language pictures
sheet of paper
Procedures:
Opener: Writers Notebook Freewrite (15 minutes)
o Students will respond to a quote from Mrs. Flowers.
o Maya Angelou writes in Mrs. Flowers, I was liked, and what a difference it

made. When Maya Angelou was a little girl, she didnt speak to anyone, and
yesterday, we watched her recite her poem in front of hundreds of thousands of
people. Mrs. Flowers noticed Maya when she was young and gave her attention,
which changed her life entirely. Write about someone who has made a difference
in your life. How have they changed you, impacted you, or been a role model in
your life?
o Students will write in their notebooks for 7 minutes.
o When the timer goes off, students will share their responses (4-5 students)
o Transition students will put away their notebooks and get out their Slice of Life
Notes (last page start at alliteration)
Body: Figurative Language (20 minutes)
o Explain to students that they will have a guest speaker to explain figurative
language (Will Ferrell from the YouTube video)
o Explain that they will be taking notes in their Slice of Life Packet, but the terms
will not be in order. Stop and let students copy down the definitions as they
appear. Order: alliteration (page 9, bottom), metaphor (page 8, top), simile,
personification, hyperbole, Onomatopoeia.
o Begin video
o Students will write down definitions and listen to the examples that are used in the
video
o Take notes on missing figurative language (Oxymoron, irony, and allusion), using
the PowerPoint
o Transition Slice of Life Notes to Poetry Packet
Figurative Language in Poetry (10 minutes)
o As a class, we will read You Cant Write a Poem About McDonalds by Ronald
Wallace (page 16)
o While reading, students will underline any figurative language they find
(hyperbole, onomatopoeia, simile, metaphor, alliteration, imagery)
Whole Group Discussion (remainder of class)
o Students will share any figurative language they found in the poem
o We will discuss how the figurative language enhanced the poem (what could you
see? What could you smell? What could you hear?)

Day Two
Narrative Poetry Lesson #4 (10 minutes)
o Students will need their poetry packets (page 25)
o Students will write their own sentences using figurative language
o They will change plain language to figurative language
o Students will change the sentences The wind was strong and The night was
dark into similes, metaphors, and personification
o Give students 5 minutes to write their sentences

o Once students write their sentences, they will share them to the class
o As students share, write their sentences on the board
Figurative Language in Poetry (15 minutes)
o As a class, read Deserted Farm by Mark Vinz
o Students will underline any figurative language they find and identify which type
of figurative language it is
o Share with the class
o In groups, students will read Tugboat at Daybreak
o They will underline any figurative language they find and identify which type of
figurative language it is
o Share with the group
Writing Poetry using Figurative Language (remainder of class)
o Pass out picture and half sheet of paper to each table
o As a group, students will list as many words as they can think of that describe
their picture on the sheet of paper (what do you see? What do you smell? What
do you hear? What can you touch?)
o Individually, students will write a poem about the picture using figurative
language (imagery, smiles, metaphors, etc.)
o Students will share their poems to their groups
o Students will vote on which poem is the best
o The group will share the best poem to the class
o (Pictures for this activity are below)

You might also like