Madeline Hunter Lesson Plan Format
Madeline Hunter Lesson Plan Format
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|Subject & Grade |9th, English |
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|Materials |Langston Hughes poem, Merriam poem, Overhead template, Overhead machine, transparency pens |
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|NC SCOS Goal & Objective |Goal 5 |
| |The learner will demonstrate understanding of various literary genres, concepts, elements, and terms |
| | |
| |Objective 5.01 |
| |Read and analyze various literary works by: |
| |using effective reading strategies for preparation, engagement, reflection. |
| |recognizing and analyzing the characteristics of literary genres, including fiction (e.g., myths, legends, short |
| |stories, novels), non-fiction (e.g., essays, biographies, autobiographies, historical documents), poetry (e.g., |
| |epics, sonnets, lyric poetry, ballads) and drama (e.g., tragedy, comedy). |
| |interpreting literary devices such as allusion, symbolism, figurative language, flashback, dramatic irony, |
| |dialogue, diction, and imagery. |
| |Objective 5.02 |
| |Demonstrating increasing comprehension and ability to respond personally to texts by selecting and exploring a |
| |wide range of genres. |
| |Objective 5.03 |
| |Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print |
| |literacy texts appropriate to grade level and course literary focus, by: |
| |identifying and analyzing text components (such as organizational structures, story elements, organizational |
| |features) and evaluating their impact on the text. |
| |analyzing and evaluating the effects of author's craft and style. |
|Lesson Plan Steps |Behavior of the Teacher |
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|Anticipatory Set |Read “What Happens to a Dream Deferred” |
|(Get my attention) |A Dream Deferred |
| |by Langston Hughes |
| |What happens to a dream deferred? |
| |Does it dry up |
| |like a raisin in the sun? |
| |Or fester like a sore-- |
| |And then run? |
| |Does it stink like rotten meat? |
| |Or crust and sugar over-- |
| |like a syrupy sweet? |
| |Maybe it just sags |
| |like a heavy load. |
| |Or does it explode? |
| |Discuss the plot of the poem. How doe Hughes create the meaning of the poem through language? What images does |
| |he paint? What does he compare the dream to? Comparisons are used in poetry to help convey meaning with few |
| |words. |
| |Today in class we’ll look at the use of similes in poetry |
| | |
| |The student will be able to: |
|Objectives |discuss poetic elements in poetry |
|(Tell me what I will learn & do) |define and identify similes |
| |create original similes |
| |create their own version of “What happens to a dream deferred?” |
| |Teacher Input – Poetry contains colorful language. Today we will discuss a type of figurative language (makes |
| |unusual comparisons) called similes. |
|Teacher Input |Simile – compares unlike things using a comparing word such as like or as |
|(Explain it to me) |Similes help us to connect images and ideas within a poem. |
| |By creating sharp and unusual comparisons, similes also increase a poem’s vividness. |
| |Hughes uses similes to create an emotional response in readers. |
| | |
| |Read Willow and Ginkgo to class. Teacher will identify and discuss the similes in the first three stanzas. |
|Modeling | |
|(Show it to me) |Willow and Ginkgo |
| |By Eve Merriam |
| | |
| |The willow is like an etching. |
| |Fine-lined against the sky. |
| |The ginkgo is like a crude sketch. |
| |Hardly worthy to be signed. |
| | |
| |The willow’s music is like a soprano, |
| |Delicate and thin. |
| |The ginkgo’s tune is like a chorus |
| |With everyone joining in. |
| | |
| |The willow is sleek as a velvet-nosed calf; |
| |The ginkgo is leathery as an old bull. |
| |The willow’s branches are like silken thread; |
| |The ginkgo’s like stubby rough wool. |
| | |
| |The willow is like a nymph with streaming hair; |
| |Wherever it grows, there is green and gold and fair. |
| |The willow dips to the water, |
| |Protected and precious, like the king’s favorite daughter. |
| | |
| |The ginkgo forces its way through gray concrete; |
| |Like a city child, it grows up in the street. |
| |Thrust against the metal sky, |
| |Somehow it survives and even thrives. |
| | |
| |My eyes feast upon the willow, |
| |But my hear goes to the ginkgo. |
| |What are the two elements found in similes? |
|Check for Understanding |Why do poets use similes? |
|(Ask me if I get it) |What are the similes in the remaining stanzas? |
| |How do the similes impact the poem? |
| |The class (teacher and students) will use Hughes’ poem as a template and rewrite the poem using their own |
|Guided Practice |similes. |
|(Do it with me) |Place overhead transparency template on the overhead. |
| |Have students rewrite Hughes’ poem replacing his similes with similes created by the class. |
| |Write your own version of Langston Hughes’ “What Happens to a Dream Deferred.” |
|Independent Practice |Identify a dream you have (graduating, obtaining your driver’s license, professional sports, acting, etc). |
|(Let me do it myself) |Think about how you would feel if that dream were indefinitely postponed. |
| |Using the attached template, write your own version. |
| |Be prepared to share your poem with the class (or include it in your poetry portfolio) |
| |Today we learned about the use of figurative language in poetry. Specifically, we learned about similes. |
|Closure |Remember that a simile is a comparison between two unlike objects using like or as. Poets use it because it |
|(Remind me of what I learned) |increases a poem’s vividness. Tomorrow we’ll build on this information by discussing metaphors – another example|
| |of figurative language found in poetry. |
Madeline Hunter Lesson Plan Format
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|Subject & Grade | |
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|Materials | |
| |Goal 1 |
|NC SCOS Goal & Objective |The learner will express reflections and reactions to print and non-print text and personal experiences. |
| |Objective 1.02 |
| |Respond reflectively (individually and in groups) to a variety of expressive texts (e.g., memoirs, vignettes, |
| |narratives, diaries, monologues, personal responses) in a way that offers an audience: |
| |an understanding of the student's personal reaction to the text. |
| |a sense of how the reaction results from a careful consideration of the text. |
| |Objective 1.03 |
| |Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print |
| |expressive texts appropriate to grade level and course literary focus, by: |
| | |
| |identifying and analyzing text components (such as organizational structures, story elements, organizational |
| |features) and evaluating their impact on the text. |
| |identifying and analyzing elements of expressive environment found in text in light of purpose, audience, and |
| |context. |
| | |
| |Goal 5 |
| |The learner will demonstrate understanding of various literary genres, concepts, elements, and terms --- See |
| |first lesson plan. Should many of the same objectives |
|Lesson Plan Steps |Behavior of the Teacher |
| | |
|Anticipatory Set |Have a few students share their own versions of Hughes’ Dream Deferred poem. |
|(Get my attention) |Review elements of simile – comparisons using like or as. Remind students of importance of comparisons in |
| |poetry. Read “Mama is a Sunrise.” |
| | |
| |Mama Is a Sunrise |
| |Evelyn Tooley Hunt |
| | |
| |When she comes slip-footing through the door, |
| |She kindles us |
| |Like lump coal lighted, |
| |And we wake up glowing. |
| |She puts a spark even in Papa’s eyes |
| |And turns out all our darkness. |
| | |
| |When she comes sweet-talking in the room, |
| |She warms us |
| |Like grits and gravy |
| |And we rise up shining. |
| |Even at night-time Mama is a sunrise |
| |That promises tomorrow and tomorrow. |
| | |
| |What is the main idea of this poem? What is your reaction to the poem? How is this poem different from Hughes’ |
| |poem? How are the comparisons made? |
| | |
| |LWBAT: |
|Objectives |define and identify metaphors in selected poems |
|(Tell me what I will learn & do) |Create a poem using metaphors |
| |Select metaphors from real-world applications |
| |Create a collage of metaphors |
| |Figurative language is imaginative language used for descriptive effect. It is not meant to be taken literally, |
| |or word for word. Figurative language – often called figures of speech – is the imaginations’s way of seeing the|
|Teacher Input |world in a new light. |
|(Explain it to me) | |
| |Metaphors are another example of figurative language found in poetry. |
| |Unlike a simile, does not use the words like or as to make comparison |
| |Make startling, unexpected connections in the world |
| |Stretch our imaginations. |
| |Write a four-line poem in which each line contains a metaphor. The metaphor will compare a feeling to an object.|
|Modeling | |
|(Show it to me) |Sadness is a flower that has wilted. |
| |Surprise is a birthday gift six months late. |
| |Have students write a four line poem as above. |
|Check for Understanding |Discuss whether creations are metaphors. |
|(Ask me if I get it) | |
| |Cooperative learning activity: |
|Guided Practice |Handout “Fog,” by Carl Sandburg |
|(Do it with me) | |
| |Carl Sandburg. 1878– |
| |THE fog comes |
| | |
| |on little cat feet. |
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| | |
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| |It sits looking |
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| |over harbor and city |
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| |on silent haunches |
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| |and then moves on. |
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| |Have groups identify the metaphors in the poem and discuss how they impact the overall poem. |
| |Find a minimum of 5 examples of metaphors in real-world settings. Students may use magazines, television |
|Independent Practice |commercials, poems, etc. They must create a collage and write a poem about the metaphors they find. |
|(Let me do it myself) | |
| |Today in class we continued our discussion about figurative language |
|Closure |Metaphors are |
|(Remind me of what I learned) |We learned this because |
| |Tomorrow we’ll build on this by |
Madeline Hunter Lesson Plan Format
| | |
|Subject & Grade | |
| | |
|Materials | |
| |Should be similar to those above. See for a quick reference to the NC SCOS |
|NC SCOS Objective | |
|Lesson Plan Steps |Behavior of the Teacher |
| | |
|Anticipatory Set |The teacher will be dressed as the Wind (sheet with streamers). Have a fan blowing. Bring the wind to life by |
|(Get my attention) |reciting a monologue about the joys and trials of being the wind ( or any other inanimate object) |
| | |
| |Class discussion about the activity. How did I express my feelings? How did I bring the wind to life? |
| | |
| |Bringing inanimate objects to life is a strategy called personification. |
| | |
| |LWBAT: |
|Objectives |Define and identify personification |
|(Tell me what I will learn & do) |Role play personification |
| |Create/Write a poem using personification |
| |Figurative Language – The meaning of a poem is revealed through highly compressed, musical language that evokes |
| |the reader’s immediate emotional response – a response often followed by deeper, meditative reflections. |
|Teacher Input | |
|(Explain it to me) |Personification is a figure of speech in which an animal, object or idea is given the characteristics of a person|
| |Ex. Mother Nature or Father Time |
| |Another way that figurative language puts our imaginations to work |
| | |
| | |
|Modeling |Read Handout “The Wind” by James Stephens. Identify and discuss personification in the poem. |
|(Show it to me) | |
| |The Wind |
| |James Stephens |
| | |
| |The wind stood up, and gave a shout: |
| |He whistled on his fingers, and |
| | |
| |Kicked the withered leaves about, |
| |And thumped the branches with his hand, |
| | |
| |And said he’d kill, and kill, and kill: |
| |And so he will! And so he will! |
| |What are the main elements of personification? |
|Check for Understanding |Display examples of personification, similes, and metaphors on PowerPoint display. Have students correctly |
|(Ask me if I get it) |identify each example of figurative language. |
| |Role-play activity: |
|Guided Practice |Give students examples of nonhuman items written on index cards. They must personify the item (bring it to life)|
|(Do it with me) |before the class. The class will then guess what the nonhuman item is. |
| | |
| |Personification Index Cards: Rain, Snow, Car, I-Pod, Computer, etc. |
| |Each student will write a poem (create an infomercial ) using personification. |
|Independent Practice | |
|(Let me do it myself) |Come up with something creative here. Maybe a song or something. Be sure to go back and check that your lesson |
| |objective matches whatever you come up with. |
| |Today in class we concluded our discussion about figurative language in poetry. We discussed the characteristics|
|Closure |of personification. Personification involves _______________. Poets used personification to ____________. |
|(Remind me of what I learned) |Personification, metaphors, and similes are all examples of figurative language, and we can find examples of |
| |these devices in poetry and our everyday surroundings. We’ll use this knowledge as we continue to discuss |
| |poetry….. |
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