TITLE: Date: October 14th, 2015 Cycle Level: Secondary 2

ELA
The Outsiders: Learning Time: 2:30-3:20p.m.

About Poetic Devices Duration: 50 minutes

OBJECTIVE(S) By the end of this lesson, students will be able to:

-Understand and be able to define poetry as well as the
following literary devices: simile, metaphor,
personification, imagery, rhyme, and repetition.
-Identify the literary devices included in Katy Perry's
"Firework" and be able to answer questions surrounding
meaning as outlined on a worksheet.

DESCRIPTION Chapter 5 of The Outsiders features a poem by Robert Frost

titled "Nothing Gold Can Stay". In order for students to
understand the purpose of poetry and how to properly
interpret a poem, this lesson aims to provide students with
the knowledge to critically examine the literary devices of a
poem as well as create their own.

GROUP SIZE AND Group size:

MATERIALS -The desks will be organized into groups of 4. For

discussion purposes and comparing notes, students will
work within a group of 2.
Materials:
-Students will require their class notebooks.

SUBJECT-SPECIFIC Competency 1: Uses language to learn.

COMPETENCIES Competency 2: Reads and listens to spoken, written, and

media texts.
CROSS CURRICULAR Competency 1: Uses information.

COMPETENCIES Competency 9: Communicates appropriately.

TIME LESSON PLAN

INTRODUCTION/WARM-UP Introduction/Warm-up (5 minutes)

(5 minutes) 1) At the beginning of the lesson, students will
verify the class list posted on the door to verify
which group they will be sitting at.
2) Once students are settled, direct students'
attention to the chalkboard, where a plan for
the day has been written:
Listen to PowerPoint presentation on
poetry.
Individually read the lyrics to
Fireworks and complete the poetry
reading guide (Appendix A).
Go over reading guide as a class.

DEVELOPMENT (40 Presentation on Poetry

MINUTES) 1) Teacher will present the PowerPoint on poetry to
the class. The presentation will outline the following:
What is poetry?
What literary devices are commonly found in
poetry?
How do these devices add meaning to a poem
or song?
 Reading Guide: Katy Perry's "Firework"
1) After the presentation, teacher will distribute lyrics
to Katy Perry's song "Firework" and play a clip of the
song while students read the lyrics over.
2) After having read the lyrics, teacher will distribute
the reading guide, which students will work on
individually.
3) After students have completed their reading guide,
they will discuss it with a partner before discussing
with the class.

CLOSURE (5 minutes) 1) As the class discussion wraps up, the teacher will
inform the students of the plan for next class: writing a
poem!
2) Teacher will collect reading guides completed by
students during class time.

ASSESSMENT Students will be assessed on the following:

1) The completion of the reading guide done in
class.
2) The poem being completed for homework.

IF THERE IS TIME LEFT AT -If the class has regrouped and finished discussing the
reading guide before the end of class, students will be
THE END OF THE LESSON
allowed the remaining time to begin writing their I am
Poems

IF TIME RUNS OUT BEFORE -If the class period ends before all the students have
finished the reading guide and discussed, the teacher will
LESSON IS COMPLETE
continue discussion the following class.

PROFESSIONAL Professional Competency 1: To Act as an inheritor, critic

and interpreter of knowledge or culture when teaching
COMPETENCIES students.
ADDRESSED Professional competency 2: To communicate clearly in
the language of instruction, both orally and in writing,
using correct grammar, in various contexts related to
teaching.
 Professional competency 3: To develop teaching/learning
situations that are appropriate to the students concerned and
the subject content with a view to developing the
competencies targeted in the programs of study.
Professional competency 4: To pilot teaching/learning
situations that are appropriate to the students concerned and
to the subject content with a view to developing the
competencies targeted in the programs of study.
Professional Competency 5: To evaluate student progress
in learning the subject content and mastering the related
competencies.
Professional competency 6: To plan, organize and
supervise a class in such a way as to promote students'
learning and social development.
Professional Competency 7: To adapt his or her teaching
to the needs and characteristics of students with learning
disabilities, social maladjustments or handicaps.
Professional competency 8: To integrate information and
communications technologies (ICT) in the preparation and
delivery of teaching/learning activities and for instructional
management and professional development purposes.
Professional Competency 10: To cooperate with members
of the teaching team in carrying out tasks involving the
development and evaluation of the competencies targeted in
the programs of study, taking into account the students
concerned.
Professional Competency 12: To demonstrate ethical and
responsible behaviour in the performance of his or her
duties.

TEACHING SKILL TO BE During this lesson, I would like to work on ensuring all
students are focused engaged during the
TARGETED
presentation/explanation portion of the lesson. Moreover, I
would like to execute proper techniques for drawing
students back to me before moving on to the next portion of
the lesson.

ACCOMODATIONS -Students who struggle with reading and require auditory

support will have the "Firework" song played as well as the
lyrics distributed.
-Students who struggle with comprehension will be given
the time to compare and discuss their answers to the
 reading guide with a partner.

REFLECTION ON LESSON Beginning a unit on poetry is crucial in establishing a clear

understanding of the poetic devices featured in such works
of literature. This class was designed as an introductory
lesson before they begin writing their poems the following
class. Overall, students responded well to the review on
poetic devices. They were familiar with several of them
already, but this guide helped refresh their memories and
clarify any misunderstandings they had.
Although it was designed to be simply a refresher lesson, I
did find the material somewhat too easy for these students,
so I know that next time I will make the material more
difficult when completing the review.
 Appendix A

KATY PERRY LYRICS

"Firework"

Do you ever feel like a plastic bag

Drifting through the wind, wanting to start again?
Do you ever feel, feel so paper thin
Like a house of cards, one blow from caving in?

Do you ever feel already buried deep six feet under?

Screams but no one seems to hear a thing
Do you know that there's still a chance for you
'Cause there's a spark in you?

You just gotta ignite the light and let it shine

Just own the night like the 4th of July

'Cause, baby, you're a firework

Come on, show 'em what you're worth
Make 'em go, "Aah, aah, aah"
As you shoot across the sky-y-y

Baby, you're a firework

Come on, let your colours burst
Make 'em go, "Aah, aah, aah"
You're gonna leave 'em all in awe, awe, awe

You don't have to feel like a wasted space

You're original, cannot be replaced
If you only knew what the future holds
After a hurricane comes a rainbow

Maybe a reason why all the doors are closed

So you could open one that leads you to the perfect road
Like a lightning bolt, your heart will glow
And when it's time you'll know

You just gotta ignite the light and let it shine

Just own the night like the 4th of July

'Cause, baby, you're a firework

 Come on, show 'em what you're worth
Make 'em go, "Aah, aah, aah"
As you shoot across the sky-y-y

Baby, you're a firework

Come on, let your colours burst
Make 'em go, "Aah, aah, aah"
You're gonna leave 'em all in awe, awe, awe

Boom, boom, boom

Even brighter than the moon, moon, moon
It's always been inside of you, you, you
And now it's time to let it through-ough-ough

'Cause, baby, you're a firework

Come on, show 'em what you're worth
Make 'em go, "Aah, aah, aah"
As you shoot across the sky-y-y

Baby, you're a firework

Come on, let your colours burst
Make 'em go, "Aah, aah, aah"
You're gonna leave 'em all in awe, awe, awe

Boom, boom, boom

Even brighter than the moon, moon, moon
Boom, boom, boom
Even brighter than the moon, moon, moon
Royal Vale School Name:
English 206 Group:
Ms. Alfieri Date:

Reading Guide: Poetry & Lyrics

Circle the literary techniques the artist uses in this song:

simile personification imagery

metaphor rhyme repetition other: _______________

Circle the word(s) that best describe(s) the tone of the song:

serious lively peaceful optimistic harsh

funny sad sarcastic confident other:____________________

In this song, the artist is attempting to (circle one or more):

tell a story create an image

express a feeling or emotion other: _____________________________

Elements of the Poem

1. Give an example of each of the literary techniques used by the artist in the

song.

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2. How would you describe the tone of the song? How does the artist establish

this tone? Provide examples from the song and explain.

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3. What do you think the artist wants you to know, feel, value, or believe?

Why?

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4. Does a particular word or phrase carry important meaning for the song? If

so, which word or phrase and what meaning does it convey?

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