Unit Name: Poetry

Lesson #1
Name of Lesson: Poetry Bingo
Goals and Objectives:
Goals: Students will identify figurative language and poetry terms.
Objectives: Students will be able to identify the multiple terms of figurative language and be able
to state the definitions to each figurative language term.
Standards:

SL.7.4. Present claims and findings, emphasizing salient points in a focused, coherent
manner with pertinent descriptions, facts, details, and examples; use appropriate eye

contact, adequate volume, and clear pronunciation.

SL.7.5. Include multimedia components and visual displays in presentations to clarify

claims and findings and emphasize salient points.

L.7.1. Demonstrate command of the conventions of Standard English grammar and usage

when writing or speaking.

L.7.4. Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 7 reading and content, choosing flexibly from a range of
strategies.
Materials and Tools:

Materials: Students will need a bingo card, an answer key (for the teacher), figurative language
notes, and jolly ranchers.
Procedures:
Anticipatory Set: Quick Review of Figurative Language (8 minutes)

The teacher will ask students to take out their figurative language notes and the teacher
will ask students the definition for each word by name call or volunteer.

After students quickly review the definitions, the teacher will then ask the students to
take out their Daily Oral Language packet to go over the assigned sentences.

Activity 1: D.O.L Assignment (15 minutes)

After students has taken out their D.O.L packets, the teacher will focus on question five

through fifteen of the compound sentence section.

After going through the assigned section by name call or volunteer, students will then
complete section A and section B on page fourteen. If students are unable to finish the

assigned section, it will become homework.

While students are completing the assignment, the teacher will then start passing out the
bingo cards with a small bag of jolly ranchers (containing about ten in each bag).
Students are not allowed to open or eat any of the jolly ranchers until the end of the bingo
game!

Activity 2: Figurative Language Bingo Game! (15 minutes)

Students will be allowed to look at their notes in order for the students to practice
remembering the definitions. Students will use the jolly ranchers as a way to mark their

progress in the bingo game.

Rules are simple respect your classmates, raise your hand and calmly call bingo. There
will be no yelling, if a student yells they will receive a warning and if they yell again I
will deny them a bingo and continue. If a student eats his jolly rancher before the game is
over, they will not receive any more candy and the likely hood of winning the bingo
game will decrease. Students who win a bingo will receive a regular sized candy bar of
their choice after stating the correct words with the correct definition.

Closing: Clean Up (3 minutes)

Students will return their bingo cards and the teacher will write down the winners name
with their choice of candy bar.

Reflective Assessment and Evaluation:

Evaluation/ Assessment: The assessment will be the D.O.L. review as well as the figurative
language bingo game because the students will be able to correct their D.O.L assignment and
review the definitions of the figurative language terms.
Troubleshooting: The teacher will remind the students of the rules before playing the game, if the
student breaks any of these rules, they will be unable to participate and will instead work on their
D.O.L. assignment.
Reflection:

Start review after the second round of bingo, maybe make the bingo cards more
challenging (too many bingos)

Unit Name: Poetry

Lesson # 2
Name of Lesson: Kahoot Activity
Goals and Objectives:
Goals: Students will be able to identify figurative language terms.
Objectives: Students will be able to identify examples of figurative language and provide the
correct term for the examples.
Standards:

L.7.4. Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 7 reading and content, choosing flexibly from a range of

strategies.
L.7.1. Demonstrate command of the conventions of Standard English grammar and usage

when writing or speaking.

L.7.5. Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
Materials and Tools:

Materials: Students will need their D.O.L packets, iPads, and their figurative language notes (will
be beneficial but not necessary).
Procedures:
Anticipatory Set: ?
Activity 1: D.O.L. Packet (15 minutes)

Students will take out their D.O.L packets and the class will review the assigned section
from yesterday (Section A and B, page 14). After reviewing the assigned section, students

will then complete page sixteen and seventeen. If students do not finish the assigned
section, it will be assigned as homework for that day.
Activity 2: Kahoot Quiz (10- 15 minutes)

Students will grab an iPad calmly, enter the game code, and enter an appropriate

nickname for themselves.

Students will respect one another, react calmly, and the top three people that scored the
highest will receive a mustang buck for doing so well.

Closing: Clean Up (5 minutes)

Students will put away iPads neatly and the top three people will meet with the teacher to
get their mustang buck. Remind students that homework will be page sixteen and
seventeen if they have not completed the assignment yet.
Reflective Assessment and Evaluation:

Evaluation/ Assessment: The assessment will be the D.O.L review and the Kahoot game in order
to show their understanding of the figurative language terms.
Troubleshooting: Students will lose their privilege to play the game if they are being disruptive
or if they cannot treat the iPads with care. If a student is being too disruptive, they will work on
their D.O.L. by themselves.
Reflection:

The internet is an issue, review after game if there is time, and remember clean up.

Unit Name: Poetry

Lesson #3
Name of Lesson: I Am Poem
Goals and Objectives:
Goals: Students will create their own poem using a guide.
Objectives: Students will create a poem while identifying what makes a poem a poem.
Standards:

L.7.5 Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in

context.
L.7.1. Demonstrate command of the conventions of Standard English grammar and usage
when writing or speaking.
Materials and Tools:

Materials: I Am Worksheet, D.O.L. packet, pieces of paper, and writing utensils.

Procedures:
Anticipatory Set:

The teacher will write an inspirational quote, such as The best preparation for tomorrow
is doing your best today on the whiteboard.

Activity 1: D.O.L Objects of Verbs (15 minutes)

Activity 2: I am Poem Activity (10 -15 minutes)

The teacher will start handing out the I Am poem handout while students take out a

piece of paper. Students will have to follow the guidelines for this assignment.
The teacher will model what an I Am poem is supposed to look like by either writing
on the whiteboard or using the overhead. Students will be reminded that the poem does

not have to rhyme, but it does have to be honest. The goal is for the teacher to learn more

about the students interest.

If there is time to spare, the students will have the option to share with the classroom for
a piece of candy.

Closing: Exit Ticket (3 minutes)

Students will turn in their I Am poem with their names on top of their paper.
Reflective Assessment and Evaluation:

Evaluation/ Assessment: The assessment will be the students turning in their assignment in to the
teacher.
Troubleshooting: If the students are unable to focus on the assignment, they will automatically
opt out to complete their D.O.L. assignment. If there is more time left than anticipated then the
students will all share their I Am poems. Remind students that they will be respectful to their
peers.
Reflection:

Unit Name: Poetry

Lesson #4
Name of Lesson: I Am Poem Remake
Goals and Objectives:
Goals: Students will use their creativity to create another poem.
Objectives: Students will use the guide to create a creative fictional poem about whatever
character they wish.
Standards:

L.7.5. Demonstrate understanding of figurative language, word relationships, and

nuances in word meanings.
o Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in
context.
Materials and Tools:

Materials: I Am poem handout, pieces of paper, D.O.L. packet, and writing utensils.
Procedures:
Anticipatory Set:

The teacher will write an inspirational quote, such as If opportunity doesnt knock, build
a door on the whiteboard.

Activity 1: D.O.L. Activity (15 minutes)

Activity 2: I Am Poem Remake (10- 15 minutes)

The teacher will pass out the previous I Am poem handout from the day before, but the
teacher will mention how there will be a twist to the assignment. The student will not
write about themselves, but will write about someone else. Whether it is a family
member, a fictional character, a singer, famous player, an actress, etc. Anyone that the

student admires. They will create a poem about their character and their characters
interests. Remind students to be respectful and that the poem does not have to be factual,

they can make it up as long as it is believable.

The teacher will model the process by writing on the whiteboard or the overhead.

Closing: Exit Ticket (3 minutes)

Depending on how many students are finished with the assignment they can turn it in
to the teacher or continue to work on it as homework.
Reflective Assessment and Evaluation:

Evaluation/ Assessment: The assessment will be the I Am remake that the students will complete
during class or turn in next class.
Troubleshooting: The teacher will model the process to the students. If a student refuses to work
on the poem, then they automatically opt out to do the D.O.L. assignment.
Reflection:

Unit Name: Poetry

Lesson #5
Name of Lesson: Blackout Poetry
Goals and Objectives:
Goals: Students will read a poem and create their own poetry.
Objectives: Students will listen and read along to a poem, while focusing on the meaning of the
poem and creating their own poem.
Standards:

L.7.5. Demonstrate understanding of figurative language, word relationships, and

nuances in word meanings.
o Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in

context.
SL.7.2. Analyze the main ideas and supporting details presented in diverse media and
formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic,
text, or issue under study.
Materials and Tools:

Materials: What It Means handout, The Road Not Taken poem, D.O.L. packet, and dark colors
Procedures:
Anticipatory Set:

The teacher will write No act of kindness, no matter how small, is ever wasted on the
whiteboard.

Activity 1: D.O.L Activity (15 minutes)

The teacher will tell students to take out their D.O.L. packet and turn to page 28, which is
about fragments and run-on sentences.

The teacher will ask the students to complete the entire page while going over the

answers and examples on the page.

When the teacher has completed page 28 with the students, then the teacher will go over
page 29 and complete part A.

Activity 2: Blackout Poetry

The teacher will hand out the What It Means handout with Robert Frosts poem to all the
students. Then the teacher will play the YouTube video of the Frosts poem, so they can

hear the poem and read along.

The students are going to partner up based off the color of the sticker on their poem. The
students will then read aloud the poem and circle any words they like or words they think

are important.
The teacher will then model how to complete the handout by writing on the whiteboard
and asking the students what they think it means. The students will write down whatever

the teacher writes on the board.

The teacher will then ask the students to stay with their current partner and grab a dark
colored marker or crayon for the next activity. The students will then start blacking out
certain words to create a new poem. Then they will fill out the second half of the What It

Means handout.
If the students have extra time, each pair will share their newly created poem.

Closing: Exit Ticket (3 minutes)

The students will turn in their new poem with two names on the top of the paper. If there
is extra time, students will start sharing their poem to the classroom.
Reflective Assessment and Evaluation:

Evaluation/ Assessment: The assessment will be the handout and their blackout poetry that they
turn in at the end of class.

Troubleshooting: If students are being disruptive, then students will then work individually and
also work on their D.O.L. grammar packet.
Reflection:

Unit Name: Poetry

Lesson #6
Name of Lesson: Figurative Language Game Review
Goals and Objectives:
Goals: Students will be able to identify figurative language terms.
Objectives: Students will be able to identify terms and analyze the examples in order to have a
better understanding of the terms.
Standards:

Use context (e.g., the overall meaning of a sentence or paragraph; a words position or

function in a sentence) as a clue to the meaning of a word or phrase. (7.L.4)

Use the relationship between particular words (e.g., synonym/antonym, analogy) to better
understand each of the words. (7.L.5)
Materials and Tools:

Materials: Students will need iPads, link for the online game, poetry notes, and their D.O.L.
packet
Procedures:
Anticipatory Set:

The teacher will write Do it now. Sometimes later becomes never on the
whiteboard.

Activity 1: D.O.L. Quiz (10- 15 minutes)

The teacher will check the previous night homework, any student that did not complete it

will receive an ETL.

The teacher will write the quiz questions and the directions up on the whiteboard.
Students will complete the quiz quietly and when everyone has completed the quiz, we
will grade them together.

Activity 2: Figurative Language Review Game (15 minutes)

Students will grab an iPad by row and go to the link that will be on the whiteboard.
Once the students have entered in the link, they will start playing the review game. For
instance, each time they run into a creature, they have to answer a question about which
figurative language term it is. They students will try to complete each level.

Closing: Clean Up (5 minutes)

They students will return their iPad to the correct slot and plug in their device.
Reflective Evaluation and Assessment:

Assessment/ Evaluation: The assessment will be their D.O.L. quiz and the review game.
Troubleshooting: If there is an issue with the internet, the teacher will do a form of the attack
game (split into groups, show them examples, and have each group try to answer the question.
Reflection:

Unit Name: Poetry

Lesson #6
Name of Lesson: Robert Frost Short Poems/ Poetry Pattern
Goals and Objectives:
Goals: Students will identify the poetry pattern and analyze the poems.
Objectives: Students will identify terms and poetry patterns by analyzing and discussing Robert
Frosts poems.
Standards:

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. (7.RL.4)
Analyze how a drama or poems form or structure (e.g., soliloquy, sonnet) contributes to
its meaning. (7.RL.5)
Materials and Tools:

Materials: Students will need their literature books, What It Means handout, and their figurative
language notes.
Procedures:
Anticipatory Set:

The teacher will write you must do the things you think you cannot do on the
whiteboard.

Activity 1: D.O.L. Activity (15 minutes)

Activity 2: Robert Frost Poems/ What It Means Activity (15 minutes)

After the D.O.L. activity, students will take out their literature books and start reading

The Pasture and A Time to Talk by Robert Frost.

Once everyone has finished reading, students will get with their partner, which will be
decided by the type of sticker they receive from the teacher. Each group will fill out the
handout based off what they think the poems mean. After they have completed the
assignment, the teacher will refocus the students attention by asking what the poetry
pattern is and if there is any figurative language terms in the assigned poems.

Closing: Clean Up (3 minutes)

Students will start cleaning up and the teacher will remind the students to complete their
D.O.L. assignment if they have not finished it yet. Students will also turn in their What

It Means handout with their name on it.

Homework: D.O.L. page 29 (A-B)
Reflective Evaluation and Assessment:

Assessment/ Evaluation: The assessment will be the small discussion about the poetry patterns,
the handout, and the D.O.L. assignment.
Troubleshooting: If there is a lot of time to spare, students will finish their D.O.L. assignment
and the teacher will print out some copies of the short poems if someone forgets their book.
Reflection:

Unit Name: Poetry

Lesson #7
Name of Lesson: Figurative Language Terms Handout
Goals and Objectives:
Goals: Students will be able to identify figurative language terms.
Objectives: Students will be able to identify and analyze examples of figurative language.
Standards:
Materials and Tools:
Materials: Poetry notes, figurative language handout, D.O.L. packet, and writing utensils.
Procedures:
Anticipatory Set:

The teacher will write It matters not what someone is born, but what they grow to be on
the whiteboard before class starts.

Activity 1: D.O.L. Packet (15 minutes)

Activity 2: Figurative Language Term Handout (15 minutes)

The teacher will hand out the handout to the students and go over the handout as a class.
It will be encouraged that students create their own examples, but the teacher will name

off several examples for the students benefit.

After filling out the first page of the handout, the teacher will go over the first ten
questions on the back of the page. If we do not have time to complete the second page, it
will be assigned as homework.

Closing: Exit ticket (3 minutes)

The teacher will spend the last few minutes going over what the class as learned for the
day and remind everyone of the homework assignment, which is 1-10.

Reflective Assessment and Evaluation:

Evaluation and Assessment: The assessment will be determined by the examples that the students
create before the teacher gives multiple examples.
Troubleshooting: If the overhead does not work, the teacher will write down the definition and
the examples on the whiteboard. If there is extra time, the class will review all figurative
language terms.
Reflection:

Unit Name: Poetry

Lesson #8
Name of Lesson: Drawing Figurative Language Examples
Goals and Objectives:
Goals: Students will identify poetry terms.
Objectives: Students will analyze and identify their poetry terms while drawing their own
examples.
Standards:
Materials and Tools:
Materials: Drawing figurative language Handout, colored pencils, and D.O.L. packet.
Procedures:
Anticipatory Set:

The teacher will write willpower isnt enough in battle on the whiteboard before class
starts.

Activity 1: D.O.L. Packet (15 minutes)

Activity 2: Drawing Figurative Language (15 minutes)

The teacher will quickly go over 1-10 on the figurative terms handout that was assigned

homework the night before.

The teacher will pass out the handout to the students and state the activity. The students
will be creating their own examples of metaphor, simile, hyperbole, oxymoron,
alliteration, and onomatopoeia individually. Once they have created their example, they

will then draw their example on the handout.

If students are not quite understanding the assignment, the teacher will model an example

or two with the class.

If students do not finish by the end of the class period, it will be assigned as homework.

Closing: Exit Ticket (3 minutes)

If some students already finished their drawing handout, they can turn it in at the end of

class or in class tomorrow.

The teacher will remind the class that questions 11-20 on the figurative terms handout
will also be due in class tomorrow.
Reflective Assessment and Evaluation:

Evaluation and Assessment:

Troubleshooting:
Reflection: