|Lesson Plan ID:
Analyzing and Recreating Poetry with William Wordsworth
This language arts lesson incorporates collaboration and analysis of poetry. The students will utilize drawing and analysis. The lesson also incorporates synthesis by having the students recreate Wordsworth's poem.The students will recreate personal photos on Aviary to make them more vivid.
|TC2(6-8) ||2. Publish digital products that communicate curriculum concepts. |
|TC2(6-8) ||6. Select specific digital tools for completing curriculum-related tasks. |
|ELA2015(7) ||4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. [RL.7.4] |
|ELA2015(7) ||5. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. [RL.7.5] |
|ELA2015(7) ||40. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [L.7.5] |
|ELA2015(8) ||4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. [RL.8.4] |
|ELA2015(8) ||40. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [L.8.5] |
|ELA2015(9) ||4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). [RL.9-10.4] |
|ELA2015(9) ||24. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of the first three standards in the Language strand in Grades K-9.) [W.9-10.5] |
· Standard 3: Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual
features (e.g., sound-letter correspondence, sentence structure, context, graphics).
· Standard 4: Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
· Standard 5: Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
· Standard 12: Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
|Primary Learning Objective(s):
The students will be able to work collaboratively to identify and create metaphors, similes, hyperbole, rhyme scheme, and personification.
The students will utilize Aviary to enhance personal photos.
|Additional Learning Objective(s):
The students will utilize Aviary to upload a photo and create a more colorful and vivid image.
|Approximate Duration of the Lesson:
|| 91 to 120 Minutes|
|Materials and Equipment:
· White paper
· Time clock (partners)
· Poem "I Wandered Lonely as a Cloud" by William Wordsworth
· Disposable Cameras or permission from the administration to allow students to bring digital cameras.
· Computer access for students.
· LCD projector and laptop
|Technology Resources Needed:
Computer and Internet access for all students
Each student will need a flash drive or saving device.
Prior to giving this project the teacher should have defined poetic elements such as metaphor, simile, personification, and hyperbole.
Use Figures of Speech Table to define and give examples of these terms.
Before this lesson , the teacher should have the students make appointments on a time clock. Have the students draw a time clock with times 12, 3, 6, and 9. The students make appointments with their classmates at these times. They cannot have any one person listed twice. (see "Time Clock' attachment)
· Distribute copies of William Wordsworth's "I Wandered Lonely as a Cloud"
· Have the students meet with their 12 o'clock appointment to discuss and identify vocabulary that may be unfamiliar. Then identify the rhyme scheme.
· Have the students meet with their 3 o'clock appointment to discuss and identify metaphors, similes, hyperbole, and personification used within the lines.
· Using handout, use markers to circle and underline with different colors.
· Have the students meet with their 6 o'clock appointment to discuss and draw each stanza.
· Distribute white paper for drawing. Have the students fold the paper into four sections and draw the images depicted in each stanza.
· Have the students meet with their 9 o'clock appointments to create a new poem using "I Wandered Lonely as a Cloud" as a guide.
· Instruct the students to use figurative language where Wordsworth uses it. The topic can be any topic of their choice and the words should be totally different to avoid plagiarism. The students must also create a rhyme scheme.
· For example: The first stanza of Wordsworth's poem reads:
· I wandered lonely as a cloud
o The students may write:
o I hovered anxiously as a child wanting his prize.
Wordsworth uses a simile in the first line, the students should also. The students may deviate but this will help them to learn to apply the figurative language into their writing.
· For homework, assign the students to take a digital picture related to their poem topic.
· The students will bring the photos on a saving device such as a flash drive or CD.
· The students will upload the digital photo into Aviary and select Phoenix. The students will use Phoenix to enhance the photo with cropping and color.
· After the students have finished, print the photos and display them on a bulletin board next to their poems.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
· The students will submit an annotated poem provided figurative language, rhyme scheme, and word meanings.
· The students will submit a newly created poem.
· The students will submit a photo that relates to the poem.
For advanced students, may choose an additional category in Aviary to complete with their project. There are several mediums to utilize on this site for photos.
Ability pair students. The teacher should be rotating to each group to be sure the students are grasping each concept. An alternate assignment may be issued for poem writing at Thinkfinity.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: