Title of Lesson: Metaphor Poetry
Class: 9th grade English and Bridge English
Unit: Poetic Texts

Teacher Objectives:

Evaluate and monitor student understanding of metaphor and how language works to convey meaning precisely. Establish student digital literacy with website navigation and working with flash tools.

State or National Standards/Student Objectives:

NCTE: Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. 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. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. Maryland: The student will demonstrate the ability to compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose. The student will demonstrate the ability to evaluate the content, organization, and language use of texts. The student will use after-reading strategies appropriate to both the text and purpose for reading by summarizing, comparing, contrasting, synthesizing, drawing conclusions, and validating the purpose for reading. The student will construct, examine, and extend meaning of traditional and contemporary works recognized as having significant literary merit. The student will explain how language and textual devices create meaning. Brief Lesson Description: Students will evaluate generated poems for their use of metaphor, precise language, and vivid description. Student will then use that understanding to write their own extended metaphor poems. (This is one writing lesson/experience within a full week of poetry exploration and writing, culminating in a workshop and poetry slam on Friday.) Procedures: Activator/Stimulus - View video of poets reading their own work while journaling to the prompt, "Are you a poet?" Activity: Using the classroom computer paired with an lcd projector (adaptation if needed will be to use chart paper and the classroom chalkboard to list generated poems), display and discuss one metaphor poem generated using the metaphor poetry tool. Focus discussion on what makes this poem "work" or "not work." Using a student volunteer, input student ideas into the boxes for adjective, noun, and prepositional phrase. Generate poems and evaluate via a full class discussion and, if needed, journaling to "jumpstart" student idea flow. Discuss how words work as parts of speech within these poems. Discuss how metaphors work in the generated poems. Discuss what makes a poem "good" or "bad." (Discussion needs to be student run, respond to their work and, more importantly, their ideas about what is happening in each poem.) Student recorder will map discussion using class chalkboard/whiteboard. Once students have had an opportunity to work with the metaphor poem tool (either in small groups using classroom computers or as volunteers using the standalone computer), students will be given the extended metaphor poem assignment, exemplar and rubric. The remainder of the period will be used for writing. Follow Up: Reflection in student journals, class will share extended metaphor poems in workshop at the end of the week of writing. Evaluation: Students will review the assigned task and rubric, ensuring that they understand the standards for evaluation. The rubric will be used to evaluate each extended metaphor poem. Closure/Summarizer: 3-2-1 activity in reflective journals. (3 new ideas students learned about how language works to communicate meaning, 2 questions that they now have, 1 idea to be used in their own writing.) Equipment/Supplies: Computer, LCD Projector OR chart paper/markers/chalk, online access or "burned" copy of poets reading from New York poetry website, handouts of extended metaphor poem assignment and rubric.