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Primary Subject Area: English/Language Arts |
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Grade Level: 7 - 8
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Overview:
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The poem "Jabberwocky" by Lewis Carroll will be used to introduce poetry and figurative language. Simile, metaphor, apostrophe, hyperbole, irony, paradox, personification, oxymoron, idiom, rhythm, and rhyme will be defined and discussed. A math tie-in will be addressed using the riddle "As I was going to St. Ives" and the prefixes used for poetry scansion terms. |
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Approximate Duration: 1 block class or 2(50 min.) classes and 1 (30 min. |
Content Standards:
- Standard 1
Students read, comprehend, and respond to a range of materials, using a variety of strategies for different purposes. - Standard 4
Students demonstrate competence in speaking and listening as tools for learning and communicating. - Standard 5
Students locate, select, and synthesize information from a variety of texts, media, references, and technological sources to acquire and communicate knowledge. - Standard 6
Students read, analyze, and respond to literature as a record of life experiences. - Standard 7
Students apply reasoning and problem solving skills to reading, writing, speaking, listening, viewing, and visually representing.
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Benchmarks:
- ELA-1-M2
analyzing literary devices (e.g., figurative language, flashback, foreshadowing, dialogue) and story elements (e.g., setting, plot, character, theme, mood) within a selection; (1,4)- ELA-4-M6
participating in a variety of roles in group discussions (e.g., active listener, contributor, discussion leader, facilitator, recorder). (1,4,5)- ELA-6-M2
identifying, comparing, and responding to a variety of classic and contemporary literature from many genres (e.g., folktales, legends, myths, biography, autobiography, poetry, fiction, nonfiction, novels, drama); (1,2,4,5)- ELA-6-M3
classifying various genres according to their unique characteristics. (1,2,4,5)- ELA-7-M1
using comprehension strategies (e.g., sequencing, predicting, drawing conclusions, comparing and contrasting, making inferences, determining main ideas, summarizing, recognizing literary devices, paraphrasing) in contexts; (1,2,4)- ELA-7-M3
analyzing the effects of an author's purpose and point of view; (1,2,4)
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Grade-Level Expectations (GLEs):
- Grade 7
3.
Interpret literary devices, including:
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symbolism
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puns
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analogies
(ELA-1-M2)
8.
Use knowledge of the distinctive characteristics to classify and interpret elements of various genres, including:
·
fiction (e.g., science fiction/fantasy)
·
nonfiction (e.g., essays, letters)
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poetry (e.g., lyric, narrative)
·
drama (e.g., short plays)
(ELA-6-M3)
12.
Explain the effects of an author’s stated purpose for writing
(ELA-7-M3)
38.
Participate in group and panel discussions, including:
·
explaining the effectiveness and dynamics of group process
·
applying agreed-upon rules for formal and informal discussions
·
assuming a variety of roles (e.g., facilitator, recorder, leader, listener)
(ELA-4-M6) - Grade 8
3.
Interpret literary devices, including:
·
allusions
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understatement (meiosis)
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how word choice and images appeal to the senses and suggest mood and tone
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the use of foreshadowing and flashback to direct plot development
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the effects of hyperbole and symbolism
(ELA-1-M2)
8.
Use knowledge of the distinctive characteristics to classify and explain then significance of various genres, including:
·
fiction (e.g., mystery, novel)
·
nonfiction (e.g., workplace documents, editorials)
·
poetry (e.g., lyric, narrative)
·
drama (e.g., plays)
(ELA-6-M3)
12.
Evaluate the effectiveness of an author’s purpose
(ELA-7-M3)
38.
Participate in group and panel discussions, including:
·
explaining the effectiveness and dynamics of group process
·
applying agreed-upon rules for formal and informal discussions
·
assuming a variety of roles (e.g., facilitator, recorder, leader, listener)
(ELA-4-M6)
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Interdisciplinary Connections:
- Mathematics : Patterns, Relations, and Functions
In problem-solving investigations, students demonstrate an understanding of patterns, relations, and functions that represent and explain real-world situations.
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Educational Technology Standards:
- Recognize the importance of information technology and its effect on the workplace and society.
( 5 )- Determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems.
( 2 )
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Objectives:
1. The learner will list characteristics of figurative language and poetry.
2. The learner will listen to the poem, "Jabberwocky" while imagining meaning to assign to nonsense words in the poem and will write ideas associated with the poem.
3. The learner will share thoughts about interpretation of the poem.
4. The learner will use kinesthetic learning style to clap the rhythm of poetry.
5. The learner will define apostrophe, hyperbole, irony, metaphor, oxymoron, paradox, personification, simile, idiom, rhyme, rhythm.
6. The learner will read the poem "PT 109" while listening to recording of song and associate poetry to lyrics of songs.
7. The learner will show an understanding of poetry scansion, define terms for meter and relate the terms with mathematic terms.
8. The learner will use definitions, poetry scansion ability, and interpretation of figurative language to interpret poetry. |
Lesson Materials and Resources:
Chart Paper and Marker
Carroll, Lewis. "Jabberwocky." 1992. Disney
Press, New York.
Silverstein, Shel. Where the Sidewalk Ends.
1974. Harper Collins Publishers.
CD Player
"PT 109" Jimmy Dean (Song)
Oxymoron. http://www.oxymoronlist.com/99k
Idioms. http://www.geocities.com/Athens/Aegean/67201/
Hyperbole. http://volweb.utk.edu/Schools/bedford/harrisms/hyperbole.htm
Poetry - http://depts.gallaudet.edu/englishworks/literature/fiction.html
Rhythm - http://www.kysu.edu/artscience/LLP/211/rythm.htm
Handouts:
Figurative Language Worksheet
Rhythm in Poetry
Figures of Speech Tic Tac Toe
Group Responsibility Sheet (for Tic Tac Toe)
Figurative Language Assessment
Figurative Language Rubric
Words to Poetry: "PT 109"
"As I Was Going to St. Ives"
"Jabberwocky" Power Point
"Poetry" Power Point |
Technology Tools and Materials:
Hardware:
Computer
Projector
Software:
Power Point
Websites:
•Oxymoron
www.oxymoronlist.com/-99k
•Idioms
www.geocities.com/Athens/Aegean/67201/
•Hyperbole
volweb.utk.edu/Schools/bedford/harrisms/hyperbole.htm
•Poetry
depts.gallaudet.edu/englishworks/literature/fiction.html
•Rhythm
www.kysu.edu/artsscience/LLP/211/rythm.htm
Other:
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Background Information:
Students should have a foundational understanding of poetry. |
Lesson Procedures:
1. Using Chart paper, record students' brainstorm ideas of what they know about poetry. (Rhythm, Rhyme, feelings associated, etc.)
2. Have students close their eyes and imagine what the meaning of the poem, "Jabberwocky" is while you read the poem to them.
3. Have students open their eyes and write down the thoughts and images that went through their minds as they listened.
4. Allow students to share their ideas.
5. Teacher claps out the rhythm of "Jabberwocky".
Have students join in the clapping activity.
6. Use Power Point of "Jabberwocky" to show students how the Disney artists drew their interpretation.
7. Play CD as students listen to a ballad, "PT 109".
8. Help students clap out the rhythm of the song as they read the words and listen to the music. Look at other literary devices in the printed copy.
9. Students will associate songs that they listen to regularly as poetry.
10. Give students the Figurative Language worksheet. Students will define poetry terms as the teacher introduces these terms using the Poetry Power Point, stopping to discuss terms.
11. Divide students into groups of 2 for first playing of "Figures of Speech Tic Tac Toe". Students may use their Worksheets to play first 2 rounds. Groups of 3 would be used for additional rounds using the Group Responsibility handout.
12. Students will read "As I Was Going to St. Ives" and problem solve the situation.
13. Teacher will explain how poetry scansion is done. Greek prefixes that are tacked on to the word meter will be reviewed and tied to math terms.
14. Students will listen to "Rhyme of the Ancient Mariner" recorded by Iron Maiden as a culminating activity.
Day 2 for block class:
1. Give students a poem and ask them to evaluate the figurative language.
2. Figurative Language Assessment will be given
to asses ability to use terminology in relation to poetry. |
Assessment Procedures:
Informal:
1. Students will participate in discussion and clapping activities during instruction.
2. Students will complete Figurative Language Worksheet and will use it during game activity.
3. Students will be monitored as they play Figuarative Language Tic Tac Toe.
Formal:
Students will complete the Figurative Language Assessment for a grade. |
Accommodations/Modifications:
Students will work in groups to play Figures of Speech Tic Tac Toe. They will be grouped heterogeneously so that low performing students will be tutored by higher performing students.
Special Education and 504 students will be tested according to modifications in their plans.
----- written by Linda Himel
***TEACHERS MUST FOLLOW SPECIAL NEEDS STUDENT'S INDIVIDUAL EDUCATION PLAN (IEP) OR 504 MODIFICATIO PLAN.***
STUDENTS WITH SENSORY IMPAIRMENTS
VISION:
Lesson Procedures # 1,8,10,11,12,13; Day 2 - Lesson Procedure # 1; and assessment procedures # 2 and 3, the teacher can enlarge and/or change the color of the font used on reproducible materials/worksheets. Color overlays could also be used to enhance the readability of worksheets for students with limited vision. Other accommodations: If the student is unable to read any print size, a reading buddy could be assigned to read the articles and reproducible worksheets to the student, then write the student's dictated answers. During this procedure, a student with restricted sight could also use a text to speech software program (ReadPlease, EReader, Kruzweil 3000) to articles/worksheets scanned into a word processor.
*ReadPlease is a free software program available at www.readplease.com that will read any text you see on your screen. This can be from your Browser, Email, Word processor, spreadsheet or any program that displays text.
*E Reader also allows the student to access the Internet within this program and then read out loud the text found within a site.
Lesson Procedures # 1,6,10; and assessment procedures # 2 and 3 change the monitor font size and/or background colors. Also use Windows Accessibility on the computer to accommodate the needs of a student with limited vision. Go to start, programs, Accessories, Accessibility, Magnifier and / or Accessibility Wizard - follow instructions for vision, hearing, and or mobility needs
Lesson Procedures 1,3,4,10; Day 2 - Lesson Procedures # 1 and 2; and assessment procedures # 2 and 3, A speech to text software(ViaVoice, Dragon-Naturally Speaking, XP Version of Windows, Microsoft Windows Accessibility feature) could be used to create a document with answers to the discussion questions. Speech to text software can be trained to understand the spoken words of the vision impaired student and type those words onto the screen.
HEARING:
*Teacher should maintain proximity and eye-contact during class discussions
*Pair with non-disabled student/peer tutor or transliterator to insure understanding of directions
*An FM System (Phonak, Phonic Ear) could be used for introduction discussion and instructions for all lesson procedures. Phonak’s FM is a wireless communication device which consist of a transmitter, which picks up the voice from the speaker and sends it via radio waves, wireless, directly to the tiny FM receiver, which is connected to the personal hearing instrument.
Lesson Procedures # 2,6,7,8,12,14 The student with limited hearing could use the Windows Accessibility Wizard for Deaf / Hearing Impaired Students (Go to start button - programs - accessories - accessibility - accessibility wizard ).
Lesson Procedures # 1,3,410,12;Day 2 - Lesson Procedures # 1 and 2; and assessment procedures # 2 and 3 a student who does not effectively communicate orally will type the answers to questions and have group member/peer tutor read it to the class. Other accommodations: Student will use a text to speech program (ReadPlease, EReader, Write Out Loud) to read written text for presentation or a digitialized speech computer (DynaVox, Dynamyte, BoardMaker) to present prearranged/preprogrammed presentation or communicate within the classroom. The Speech Therapist or Para-educator could be utilized to input answers into digitialized speech devices or provide pictures into communication wallet, if given prior notice of class assignments.
*ReadPlease is a free software program available at www.readplease.com that will read any text you see on your screen. This can be from your Browser, Email, Word processor, spreadsheet or any program that displays text.
*E Reader also allows the student to access the Internet within this program and then read out loud the text found within a site.
*Write:Outloud - a talking word processor that lets the student see and hear what he/she is writing while answering questions.
*The Dynavox is a communication device that enables students who have speaking disabilities to communicate their ideas and thoughts through a computer that speaks for them. Basically, the device would have an array of simple phrases that are used in people’s everyday lives, which can be initiated by the press of a button.
*Boardmaker is a computer program that uses the Mayor- Johnson Picture Communication Symbols and other line drawing clip art. There are symbols to represent many nouns, verbs, and adjectives. The program is used to create communication boards.
STUDENTS WITH ATTENTION/BEHAVIOR DIFFICULTIES
*Before the lesson begins the teacher and the student can establish a predetermined signal to redirect the student's attention back to task during the introduction discussion and when all directions are given. Other accommodations: *An FM System (Phonak, Phonic Ear) could be used for introduction discussion and instructions for all lesson procedures. Phonak’s FM is a wireless communication device which consist of a transmitter, which picks up the voice from the speaker and sends it via radio waves, wireless, directly to the tiny FM receiver, which is connected to the personal hearing instrument.
*Maintain eye contact during oral directions.
For lesson Procedures # 1,3,4,10;Day 2 - Lesson Procedures # 1 and 2; and assessment procedures # 2 and 3 allow students with attention disorders or students with difficulties organizing information to outline their collected research in a graphic orgainzer (Inspiration of Kidspiration Software). The students can also use images or artwork to depict their research. *Cut or fold data collection sheet to present questions one at a time for research procedures or reduce the amount of questions the student has to answer. The student can also use a grid overlay to display one question at a time.
Lesson Procedures # 8, 14, 12: provide an alternate work location (sit on the floor,quiet area of class)
Lesson Procedures # 2,3,7,8,10,12,14: Weighted hand or wrist equipment, a weighted stuffed animal in the lap, may help the student in focusing while viewing power point presentations, listening to music, and stories/poem read to class.
Additional General Classroom Accommodations found in "Helpful Links"
----- written by Brenda Delone
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Reproducible Materials:
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Explorations and Extensions:
Students could write examples of the figurative devices discussed.
Students could write their own poetry using the figurative language discussed. |
Lesson Development Resources:
Carroll, Lewis. "Jabberwocky". 1992. Disney
Press. New York.
Silverstein, Shel. Where the Sidewalk Ends. 1974.
Harper Collins Publishers.
"As I Was Going to St. Ives"
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Reflections:
Students were attentive and interested in the activities. Students became more aware of poetry used in music and understood the relevance of poetry to their lives. |
Contact Information:
Linda Himel
linda.himel@la.gov
LINCS
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Additional Contacts:
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Group: LINCS |
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MarcoPolo Lesson: No
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