Name: Summer Craig

Date: March 28, 2013

Subject: Literacy Devices in Poetry
Model
Standard: ofstudent
7.5 The will readDIRECT
Teaching: and demonstrate comprehension of a variety of fictional texts, narrative
nonfiction, and poetry. d) Describe the impact of word choice, imagery, and literary devices including figurative
language.

Objective: Students will identify literary devices using popular music and prior knowledge and will
provide their own examples to demonstrate mastery.
Syntax Activity
Motivation Using the white boards, I will quiz the
and state the students to assess prior knowledge to
objective guide instruction. (Teachers should have
benchmark data prior.)
Student beliefs regarding poetry and
literacy devices will be diagnosed and
challenged. I use thumbs up/side/down.
Discuss the terms “literary device/
figurative language. I have them draw the
Statue of Liberty and then pick one word it
“stands” for.
Students will be asked to move to a Hate
Poetry side of the room or a Love Poetry
side. Then ask if they like music/songs to
move to a side! Should be interesting!
Script
What is a literacy device? (F)
Do you remember figurative language?
Can you list some? (F)
Do you enjoy poetry? (E)
Please move to a side of the room to show
whether you like poetry. (F) (Instructor
will wait and then take count.) The same
movement will be asked in regards to
music.
In what music that you listen to, do you
believe that the artist might use literary
devices? (A)

Academic Vocabulary Targets: literary

devices, figurative language, simile,
metaphor, personification, hyperbole,
rhyme, alliteration.
Demonstrate Mrs. Legge will show the PPT on literary
devices and figurative language.
Elements of Poetry.ppt
I will check to make sure that the ESL
population and struggling students are
receiving on the spot support using
translators and hand -outs for
differentiation.
Some students may need to spend more
time with the target vocabulary before
moving on to identification.
We are going to check out a PPT that may
help you to remember some of your
academic vocabulary that we will use
during poetry analysis.
Do many of you remember many of these
key vocabulary words?
It is important to take time to assess your
prior knowledge before beginning a new
unit.

Sandra N. Kaplan, USC

 Check Re-check with white board questioning.
Understanding
Discuss how songs are truly poems set to
music!
Structured I will elicit responses and examples from
Practice the class.
I will play a Taylor Swift video, “Mean”
while we listen for devices and look at
the lyrics together.
http://vimeo.com/user6605365/meanvide
o close in definition? (A)
I will challenge the concept that poetry is
old fashioned and difficult to interpret.
Guided Students will work at their tables in groups
Practice to identify figurative language in current
pop songs (handouts).
* Teachers should demonstrate activity
on overhead simultaneously!
*Advanced students should try to
determine as many literary devices as
possible and then interpret the poem by
translating into daily language.
Independent Students are asked to search through their
Practice most liked pop songs to identify their
favorite line which uses figurative
language or other literary devices.
ESL will be encouraged to find lyrics to
their favorite song in their primary
language to share as well.
Exit Slip: Retry the original movement
activity while asking if they Love/Hate
Poetry/music!
Does anyone have any questions, or can
you help me to teach the material?
Can anyone name a type of literary device
used? (F)
Is it figurative language? (F)
Some of the figurative language seems
similar; can you compare two that are
Metaphor vs. Simile (A)
Which devices are difficult to identify? (E)
Do you have any questions?
What are some of your favorite examples?
What difference do you see between the
different devices? (E)
What impact do these devices have on the
poem/song? (A)
Let’s try this again! With the
understanding that songs are really poems
set to music, maybe poetry isn’t so bad?
I want you all to move to either this side of
the classroom if you LOVE poetry/music
and the other if you HATE poetry/music.
You can also be somewhere in the middle!
Bring in an example of your own to share
with the class, and we will write those onto
tape and paste them around the class.

Closure: Students are asked whether they gained any useful information or
strategy from the lesson plan. Students are told that the lesson plan was formatted
to tap into their prior knowledge so that they could have a better assessment for
their own understanding of literary devices. Did you enjoy the lesson today? (F)
Were there any aspects of the lesson that added to your overall knowledge of the
information? (A) Were there any aspects of the lesson that detracted from your
learning today?

Sandra N. Kaplan, USC

Poetry Vocabulary
Alliteration
Character
Concrete poem
Couplet
Description
Dialect
Dialogue
Diction
Extended metaphor
Fantasy
Figurative language
Figure of speech
Foot -( two or more syllables that together = the smallest unit of rhythm in poem)
Free verse
Genre
Haiku
Humor
Idiom
Images
Limerick
Lyric poem
Metaphor
Meter
Narrative
Narrative poem
Onomatopoeia
oxymoron
Poetry
Refrain
Rhyme
Rhyme scheme
Rhythm
Simile
Sound devices
Stanza
Sandra N. Kaplan, USC
tone

There’s a fire starting in my heart

Go ahead and sell me out and I’ll
lay your ship bare The scars of
your love remind me of us We
could’ve had it all rolling in the
deep You had my heart inside your
hand and you played it to the beat
I’m gonna make your head burn
Think of me in the depths of your
despair Throw your soul through
every open door Count your
blessings to find what you look for
Turn my sorrow into treasured gold

Sandra N. Kaplan, USC

You, with your words like knives and
swords and weapons that you use
against me You have knocked me
off my feet again Got me feeling
like a nothing You, with your voice
like nails on chalkboard You can
take me down with just one single
blow You with your switching sides
and your wildfire lies and your
humiliation Somebody made you
cold Cause you can’t lead me
down that road

Sandra N. Kaplan, USC

Do you ever feel like a plastic bag,
drifting through the wind Do you
ever feel you’re so paper thin, like a
house of cards, one blow from
caving in? Do you ever feel
already buried deep? You’ve just
gotta ignite the light and let it
shine Just own the night like the
fourth of July Cause baby you’re a
firework Come on let your colors
burst Maybe a reason why all the
doors are closed so you could
choose the one that leads you down
the perfect road Like a lightning
bolt, your heart will glow

Sandra N. Kaplan, USC

My heart’s a stereo, it beats for you
so listen close Hear my thoughts in
every note Make me your radio
and turn me up when you feel low
This melody was meant for you, so
sing along to my stereo If I was
just another record on the shelf,
would you blow me off and play me
like everybody else? Furthermore I
apologize for any skipping tracks,
its just that the last girl that played
me left a couple cracks Holding
grudges over love is ancient
artifacts Keep me stuck inside your
head like your favorite tune

Sandra N. Kaplan, USC

It’s been a really really messed up
week Seven days of torture, seven
days of bitter And my girlfriend
went and cheated on me
She’s a California dime but it’s time
for me to quit her La la la,
whatever, la la la, it doesn’t matter,
la la la, oh well, la la la
We’re going at it tonight tonight
There’s a party on the rooftop top
of the world Tonight tonight and
were dancing on the edge of the
Hollywood sign I don’t know if I’ll
make it but watch how good I’ll fake
it It’s all right, all right, tonight,
tonight

Sandra N. Kaplan, USC

Sandra N. Kaplan, USC