Ms.

Kelsey Mahon
8th Grade
MarchApril (1 month)

Thematic Unit Plan

Title:
Poetry: Exploring the Bounds of the English Language

Rationale:
Up until now, structure and syntax have been drilled to be important. However, within
certain realms of English, it does not matter as much. Poetry is used for expression and to be
a genre where anything is up for interpretation. In this unit, students will be able to explore
different styles of poetry as well as expand their vocabulary. We will also be working on
expanding our toolbox of literary devices.

Objectives:
Students will be able to develop a toolbox for literary devices.
Students will be able to identify various forms of poetry.
Students will be able to write their own poetry using a variety of skills.

Goal Areas/Standards Addressed:

Lesson A:
CCSS.ELA-LITERACY.L.8.5
Demonstrate understanding of figurative language, word relationships, and nuances
in word meanings.
CCSS.ELA-LITERACY.L.8.5.A
Interpret figures of speech (e.g. verbal irony, puns) in context.
CCSS.ELA-LITERACY.RL.8.5
Compare and contrast the structure of two or more texts and analyze how the
differing structure of each text contributes to its meaning and style.
Lesson B:
CCSS.ELA-LITERACY.L8.4.A (Language)
Use context (e.g., the overall meaning of a sentence or paragraph; a word's position
or function in a sentence) as a clue to the meaning of a word or phrase.
CCSS.ELA-LITERACY.L8.5.B (Language)
Use the relationship between particular words to better understand each of the
words.
CCSS.ELA-LITERACY.RI.8.3 (Content)
Analyze how a text makes connections among and distinctions between individuals,
ideas, or events (e.g., through comparisons, analogies, or categories).

 Lesson C:
CCSS.ELA-LITERACY.L.8.2 (Language)
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
CCSS.ELA-LITERACY.L.8.2.A (Language)
Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
CCSS.ELA-LITERACY.W.8.3.D (Content)
Use precise words and phrases, relevant descriptive details, and sensory language to
capture the action and convey experiences and events.
CCSS.ELA-LITERACY.W.8.4 (Content)
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.

Instructional Procedures:
Lesson A:
Textual Evidence
Use of Highlighters
Modeling
Lesson B:
Interpersonal Communication (i.e. groups)
Use of Highlighters
Textual Evidence
Lesson C:
Modeling
Intrapersonal Work Environment
Oral Practice

Assessment Procedures:
Formative
Class discussions
Class examples
Group work
Journal Writing
Summative
Journal Writing
KWL Chart
Writing own poetry

Materials:
Vocabulary list
Writing journals
Writing utensils/Highlighters
Various poems for students to use
Rubric
KWL Chart

 Prezi Presentation
Poetry Unit
Lesson A
For an 8th Grade ELA/ESL Class
Rationale
Starting of the unit involves finding out what students already know about poetry. For this
lesson, present samples of poetry and ask if students can identify if the piece is or is not poetry, asking
them how they came to that conclusion. Then, introduce the first literary device of the unit asking
students to identify the device in each of the samples presented to them.
Standards

CCSS.ELA-LITERACY.L.8.5 (Language)
Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
CCSS.ELA-LITERACY.L.8.5.A (Language)
Interpret figures of speech (e.g. verbal irony, puns) in context.
CCSS.ELA-LITERACY.RL.8.5 (Content)
Compare and contrast the structure of two or more texts and analyze how the differing
structure of each text contributes to its meaning and style.

ObjectivesSWBAT:

Identify and explain the difference between a Metaphor and a Simile.

Determine rhyme schemes such as AABB; ABAB; and ABBA using highlighters.

Procedures
Good morning class! As stated last week, we'll be starting on our poetry unit today. I hope
everyone's ready to start! I want you all to look up at the screen where you will see a poem. Have any
of you read a poem before? (Pause for answers). I bet you have. How do we know that this is a poem?
(Pause for answers. Call on students to hear their answers. Correct answers include anything relating
to rhyming, comparisons, imagery, etc.). Good! Yes, this is a poem. This specific poem uses a rhyme
scheme, meaning that at the end of the line the last words all rhyme. Which words rhyme together?
(Call on students to point out rhyming words). Good, yes, those words all rhyme together. This is
known as AABB.

Pull up the selected sections of The Jumblies by Edward Lear.

Have students read the sections aloud.
After each section is read, call on a different student to pick the two ending words of the lines
that rhyme together. Have another student pick out the other rhyming two words.

Alright, great job so far, class. Now, we're let's look at the sections again. (Bring up the first
section of The Jumblies example). In this section, we have this line, we don't care a fig! Does

anybody know what a fig is? (Pause for answer. If no one knows, explain). Right, a fig is a fruit. Now,
here, they're saying that they don't care a fig. The level of which they care is insignificant. Like a dried
up fruit. This comparison is known as a metaphor. A metaphor is when someone compares two things
together like care and fig in this instance. Now, if we were to change this line to, we don't care
like a fig! does anyone know what that would be called? (Pause for answer. If no one knows, explain).
Exactly, that is called a Simile. A simile is a metaphor but it just uses like or as in the comparison.

Have a few volunteers give examples of a simile after giving one yourself. Model: Jenny is as
fast as a cheetah.
After a few simile examples, ask students to give examples of metaphors. If they're having
difficulty, model a few such as: James is a cloud floating in the sky. or Emily is a river
leading to the sea.
Pull up the other two sections from the other two rhyme schemes and show more examples of
metaphors and/or similes. If there are only metaphors, have students change the metaphor to a
simile. If there are only similes, have students change the similes to metaphors.

Excellent work, class. For the remaining time of today's lesson, I will be passing out a poem. I
want you to use your highlighters at your desk to highlight the rhyme scheme; highlight all the
metaphors you see; and/or highlight all the similes you see. After that, I want you all to pull up your
writing journals and reflect on both of the poems we read today. Follow the KWL chart on the front
board. You can ask questions about the poems or comment on what you thought of the two poems.

Have the students highlight the main points of the new poem, only highlighting examples of
what we went over in class.
After that, have students reflect in their journals using the KWL chart in the front of the
classroom.
While students work independently, go around to the desks and make sure the students
understand their tasks.

Materials

Prezi Presentation on Rhyme Schemes and Metaphors/Similes

Poems: The Jumblies and The Owl and the Pussy-Cat
Highlighters
Writing Journals
Writing Utensils

Assessments
Writing
Have students use the KWL chart and reflect upon the poems in their writing journals
Class
Call on students to discuss examples within the texts
Have students make up their own examples in class

Poems Used:
Poem 1:
The Jumblies
By Edward Lear
AABB Example:
And when the Sieve turned round and round,
And every one cried, Youll all be drowned!
They called aloud, Our Sieve aint big,
But we dont care a button! we dont care a fig!
ABAB Example:
Far and few, far and few,
Are the lands where the Jumblies live;
Their heads are green, and their hands are blue,
And they went to sea in a Sieve.
ABBA Example:
And when the sun went down,
They whistled and warbled a moony song
To the echoing sound of a coppery gong,
In the shade of the mountains brown.

Poem 2:
The Owl and the Pussy-Cat
By Edward Lear
I
The Owl and the Pussy-cat went to sea
In a beautiful pea-green boat,
They took some honey, and plenty of money,
Wrapped up in a five-pound note.
The Owl looked up to the stars above,
And sang to a small guitar,
"O lovely Pussy! O Pussy, my love,
What a beautiful Pussy you are,

You are,
You are!
What a beautiful Pussy you are!"
II
Pussy said to the Owl, "You elegant fowl!
How charmingly sweet you sing!
O let us be married! too long we have tarried:
But what shall we do for a ring?"
They sailed away, for a year and a day,
To the land where the Bong-Tree grows
And there in a wood a Piggy-wig stood
With a ring at the end of his nose,
His nose,
His nose,
With a ring at the end of his nose.
III
"Dear Pig, are you willing to sell for one shilling
Your ring?" Said the Piggy, "I will."
So they took it away, and were married next day
By the Turkey who lives on the hill.
They dined on mince, and slices of quince,
Which they ate with a runcible spoon;
And hand in hand, on the edge of the sand,
They danced by the light of the moon,
The moon,
The moon,
They danced by the light of the moon.
KWL Chart:
Know:
Have you read any of these poems?
Are there any comparisons between the poems? If so, give examples.
What famous poets do you know?

Wonder:
Write down 3 questions about the author, the poems, and/or for me.
Learned:
Give 2 examples of a Metaphor.
Give 2 examples of a Simile.
Write a short poem using a rhyme scheme.
Ex. Roses are red,
Violets are blue,
I love my class,
And they love me too.

Poetry Unit
Lesson B
th
For an 8 Grade ESL/ELA Classroom
Rationale
Use the skills from previous lessons within the unit and apply them. Students will break off into
groups; analyze a poem; and discuss the text while looking for context clues for vocabulary.
Standards

CCSS.ELA-LITERACY.L8.4.A (Language)
Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or
function in a sentence) as a clue to the meaning of a word or phrase.
CCSS.ELA-LITERACY.L8.5.B (Language)
Use the relationship between particular words to better understand each of the words.
CCSS.ELA-LITERACY.RI.8.3 (Content)
Analyze how a text makes connections among and distinctions between individuals, ideas,
or events (e.g., through comparisons, analogies, or categories).

ObjectivesSWBAT:

Analyze the text and describe what is happening.

Define the vocab words as used in context with the poem.
In groups, discuss the meaning of the poem.

Procedures
Good morning class! I hope everyone had a good weekend. Since it's Monday, that means we'll
be working on our vocab today. Everyone pull out a clean sheet of paper and copy down the words on
the board. Once that's done, I want you all to proceed with copying down the definitions using our
dictionaries. We'll be using the first definitions that we find in our dictionaries. Don't forget to pick
your favorite word on the list and make a sentence to share with the class.

Go over the week's vocabulary list with the students.

Vocab list:
Diverge
Undergrowth
Claim
Trodden
Doubt
Have them define the words using dictionaries first.
Once they have their definitions, ask them to form a sentence using one of the words. Call on

each student to get a variety of sentences.

Alright, great job so far, class. Now, we're going to move into reading groups. I have a few
tables set up, so I want about three to four people per table. Once the tables are together, I'll give you
about twenty minutes to read before going into table discussions. Don't forget to bring your
highlighters! Use them while you read to make connections.

Have the class divide into small groupsabout 3 to 4 students per group. Make sure they have
their highlighters so that they can pick out the vocab words as well as the context clues. They
should have 2 highlighters each in 2 different colors.
One color is for the vocab and the other color is used for context clues.
Give about 15-20 minutes for reading.
Give 5-10 minutes for the groups to discuss what they read, discussing the context clues that go
along with the vocab.

Excellent work, class. I would really like to hear from each table and share today's poem. Let's
start with this table (pick a table to start). First what is the poem about? (Pause for an answer). Give
the class one of the vocab words that you found, and what context clues does the author give to help us
understand what the word means? (Pause for answer). Did the vocabulary help you in any way to
describe the story? And what about the context clues? Can anyone give me an example of their favorite
line and explain why? What do you think the author meant by this particular passage?

Have an open discussion similar to the dialogue above until the end of class.
For the last few minutes of class, have the students begin to work on their own poem using at
least 3 of the new vocab words. They can write it down in their writing journals.

Materials

Vocabulary list
Writing journals
Writing utensils/Highlighters
Copies of the poem for students to keep

Assessments
Writing
Have students pick one new vocab word and make their own sentence.
Have students use their writing journals to create a small poem. They must use a minimum of 3
vocab words and have a minimum of 6 lines.
Class discussion
Have students pick out 1 or 2 lines that they liked and explain why they like it.
Have students pick out the vocab words and give examples of what kind of context clues helped
them relate the vocab word to its definition.

Poem Used:
The Road Not Taken
By Robert Frost
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,
And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I
I took the one less traveled by,
And that has made all the difference.

Poetry Unit
Lesson C
th
For an 8 Grade ELA/ESL Classroom

Rationale
In this lesson, students will get an opportunity to write their own poems. First, go over literary
devices such as Metaphor and Simile again. Then, have students share different rhyme schemes such as
AABB; ABAB; and ABBA. Finally, give students in-class time to write down two stanzas before
having volunteers present their poems. Students will have learned to correctly use one of the three
presented rhyme schemes as well as show the difference between a metaphor and a simile.
Standards

CCSS.ELA-LITERACY.L.8.2 (Language)
Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
CCSS.ELA-LITERACY.L.8.2.A (Language)
Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
CCSS.ELA-LITERACY.W.8.3.D (Content)
Use precise words and phrases, relevant descriptive details, and sensory language to capture
the action and convey experiences and events.
CCSS.ELA-LITERACY.W.8.4 (Content)
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.

ObjectivesSWBAT:

Determine the difference between a Metaphor and a Simile using their own examples.
Utilize one of the three presented rhyme schemes in their own work.
Write their own poem.

Procedures
Good morning class! I hope everyone is excited today because we are going to be making our
own poems. Yesterday, at the end of class, I told you to think about something you would like to write
about. We know that authors write about things that mean something to them, what they find around
them, or just whatever comes to mind. So, before we get started, let's go over what you will need to
include in your first poem.

Go over the rubric for today's assignment.

Alright, are there any questions about what is on the rubric? (Pause for questions. If no one
has a question, prompt certain aspects that the students may have been lacking throughout the week).
So, looking to the rubric, we have to include at least two metaphors. Can anyone tell me what a
metaphor is? (Pause for answer). Great, yes. Would anyone like to give an example? (Pause for an
example. If no one can give one, give one yourself such as James is a cloud floating in the sky. Allow
for students to give 2 to 3 more examples). Wonderful, now, you must also include two similes. Can
anyone tell me what a simile is? (Pause for an answer). Good, any examples? (Pause for examples. If
no one can give examples, give one yourself such as Jenny is as fast as a cheetah. Allow for students
to give 2 to 3 more examples). Excellent, now, it also says we'll be using at least 2 of the vocab words
that we worked on previously. You are allowed to use your vocab sheet while writing. Don't forget that
at the end of the class, we'll be having volunteers read their poems aloud. Alright, you may begin
working on your poems.

Give the class the whole time to work on their poems.

They must follow the rubric that they have individually as well what we went over.
Go around to each student and make sure that their questions are answered.
With the remaining 10 minutes of class time, if students are finished, have a few read their
poems aloud.
Collect the poems at the end of class.

Materials

Rubric
Paper
Writing Utensils
Vocab Sheet

Assessments
Writing
Students are to write their in-class poem today. They have the entire class period to do so. They
must follow the rubric given to them. If not, schedule a small, private conference with that
student to understand the reasoning behind not following the rubric.
Class discussion
Before starting the assignment, go through rubric.
Have students explain metaphors and similes.
Have students give examples of metaphors and similes.
Rubric:
Students will be writing a poem that consists of at least 2 stanzas. (10 pts. each)
Students must provide at least 2 examples of a metaphor. (5 pts. each)

Students must provide at least 2 examples of a simile. (5 pts. each)

Students must use at least 2 vocabulary words from the vocabulary worksheet. (5 pts. each)
Students must choose to write in one of the three rhyme schemes: AABB; ABAB; ABBA. (50 pts.)