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Winthrop University

Secondary English Education


Lesson Planning Sheet

Name:____Michelle L Perez______Date/Time_____Day 5_________


Grade level: 11th
Subject: English III School: Northwestern
Lesson Title: Figurative Language and Langston Hughes Mentor: _Mrs. Glibbery
Learning Objective(s)
1. Students will be able to analyze poetry
for figurative language devices.
2. Students will create their own poem or
song containing figurative language.
Essential Question:
Does figurative language heighten
an authors craft?

Assessment of learning objective(s)


1. Students will analyze poetry with 75% accuracy,
accurately finding at least two moments of figurative
language, rhyme scheme, and theme.
2. Students will create their own poem or song with 75%
accuracy (4/5 criteria):
2.1. At least 15 lines long
2.2. Rhyme scheme
2.3. 3 moments of figurative language

Connection to Common Core:


CCSS.ELA-LITERACY.RL.11-12.4
Determine the meaning of words and
phrases as they are used in the text,
including figurative and connotative
meanings; analyze the impact of specific
word choices on meaning and tone,
including words with multiple meanings or
language that is particularly fresh,
engaging, or beautiful. (Include
Shakespeare as well as other authors.)
Materials
Promethean Board
PowerPoint slideshow, in order to display student-learning objectives and student instructions
PowerPoint on authors craft elements
Langston Hughes Poetry 22 handouts
Introduction (10 minutes)
There will be a warm-up assignment projected onto the Promethean Board, via laptop. Warm-ups are a
daily occurrence for the students, and a part of their classroom routine. The warm up questions will be the
following: Define alliteration. Find an example of alliteration in Bronx Masquerade, and directly quote
your example.
Transition (1 minutes)
The teacher will ask the students if they have anything they need to turn in from the last class. If so, they
can pass those items up to the front of their rows to be collected. The teacher will transition to the
PowerPoint slide featuring student instructions for the day, and brief notes.
Procedure (60 minutes)
The teacher will present on figurative language devices and author craft elements. The teacher will inform
students that this should be a review of authors craft elements. If this is not a review and the student needs
more individualized attention, all struggling students should see the teacher and ask for extra help. (6
minutes)

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