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Amy Walker

Reading Enrichment Unit

Walker’s Poetry Café


What’s on the Menu? Edgar Allan Poe
Shel Silverstein
Walt Whitman
And you…
Day One
Essential Question:

 How can an author’s use of words influence how the reader interprets poetry?
 Why would an author choose to incorporate figurative language into his/her
writing?

Key Questions:

 What is figurative language?


 What words can writers incorporate into their writings to suggest sounds?
 What is personification and how is it used in poetry?

GPS Standards: ELA8R1- Demonstrates comprehension and shows evidence of a


variety of literary and informational texts.
g. Analyzes and evaluates the effects of sound, figurative language…
i. Sound (e.g., alliteration, onomatopoeia)
ii. Figurative language (e.g., simile, metaphor, personification, hyperbole)

Voc: Simile, Metaphor, Onomatopoeia, Hyperbole, Personification, Imagery,


Alliteration, Rhyme, Rhythm, Flow, Figurative Language

Activities

I will begin this unit by playing a song. We will discuss the similarities and differences
of music and poetry (gaining student’s attention). We will create a K-W-L chart over
poetry and figurative language before reviewing types of figurative language. Next,
using a PowerPoint presentation and the Smart Board, we will review figurative language
and how it is used in poetry. We will read several poems throughout this unit, noting
how the author uses figurative language throughout his or her poems and addressing how
this influences the reader’s perceptions of the poems. I will also review the culminating
activity for the unit, “Walker’s Poetry Café” and I will set standards for what is expected
of each student.

Assessments:
• Observation of class discussion- question and answer
Student’s worksheet, “Identifying Similes and Metaphors”
Day Two

Essential Question:

 How can an author’s use of words influence how the reader interprets poetry?
 Why would an author choose to incorporate figurative language into his/her
writing?

Key Questions:

 What is figurative language?


 What words can writers incorporate into their writings to suggest sounds?
 What is personification and how is it used in poetry?

GPS Standards: ELA8R1- Demonstrates comprehension and shows evidence of a


variety of literary and informational texts.
g. Analyzes and evaluates the effects of sound, figurative language…
i. Sound (e.g., alliteration, onomatopoeia)
ii. Figurative language (e.g., simile, metaphor, personification, hyperbole)

Activities:

• PowerPoint Presentation
• Review previous content of figurative language.
• Participate in reading “The Crocodile’s Toothache” by Shel Silverstein
aloud. This poem will be divided into different parts in order to engage students.
We will read this several times if more students wish to participate. Students will
then identify figurative language used throughout the poem. We will continue
reading poems by Shel Silverstein and students will participate in an activity in
which they must create a “snapshot” of a poem. The teacher will model this for
students. Will will also read and discuss “O Captain, My Captain” by Walt
Whitman.
Assessments:

• Homework assignment (Students will search newspapers, magazines, and


commercials to locate 5 examples of personification.)
• Completed “Snapshots” activity (in class assignment)
• Observation of student’s “snapshot”
• Homework assignment: Students will be asked to locate their favorite poem and
share it with the class for extra credit.
Day Three
Essential Question:

 How can an author’s use of words influence how the reader interprets poetry?

Key Questions:

 How can you incorporate figurative language into your own personal
writings?
 -What is personification, onomatopoeia, simile, metaphor?

GPS Standards: ELA8R1- Demonstrates comprehension and shows evidence of a


variety of literary and informational texts.
g. Analyzes and evaluates the effects of sound, figurative language…
i. Sound (e.g., alliteration, onomatopoeia)
ii. Figurative language (e.g., simile, metaphor, personification, hyperbole)

Activities

--Review homework and give students the opportunity to share some of their favorite
poems with the class.
--Review of previous instruction.
--We will complete today’s assignment in the computer lab. Students will be instructed
to create a powerpoint presentation to write one of their own poems using all types of
figurative language discussed this week. The powerpoint must have a title page and
include at least one visual. Students are to use the class wiki to utilize websites that will
assist them in writing their poems. (May take an additional day to complete this activity.)
URL for class wiki: http://walkerswarriorspoemguide.pbworks.com/FrontPage

They will do this during the remainder of class time, but will finish for homework if they
do not finish in class. They will share their work with the class in the Poetry Café
tomorrow.

Assessment Strategies:

• Observation of student work as they complete this assignment in the computer


lab.
Day Four
Essential Question:

 How can an author’s use of words influence how the reader interprets poetry?

Key Questions:

 How can you incorporate figurative language into your own personal
writings?

GPS Standards: ELA8R1- Demonstrates comprehension and shows evidence of a


variety of literary and informational texts.
g. Analyzes and evaluates the effects of sound, figurative language…
i. Sound (e.g., alliteration, onomatopoeia)
ii. Figurative language (e.g., simile, metaphor, personification, hyperbole)

Activities

Students will enjoy participating in “Walker’s Poetry Café” today. Each student will
utilize the Smart Board to present the poem that he or she created in the computer lab the
day before (using all types of figurative language). The room will be set up as a café and
refreshments (coffee, hot chocolate, doughnuts, cheese straws, etc.) will be served.
Students will be divided into tables of 5 (groups). Before reading their poems, they will
be allowed to have refreshments in a “café like” atmosphere. Students will be instructed
on proper etiquette for reading poems and how to react to poems that they enjoy
(snapping fingers). After reading their poems, students will then discuss their favorite
poets. Each table (group) will have several books of poems and will read some of their
favorites to each other.

Assessment Strategies:

• Observation of oral presentation


• Assessment of poem (PowerPoint presentation) using a rubric.
The Crocodile’s Toothache
by Shel Silverstein

The Crocodile
Went to the dentist
And sat down in the chair,
And the dentist said, "Now tell me, sir,
Why does it hurt and where?"
And the Crocodile said, "I'll tell you the truth,
I have a terrible ache in my tooth,"
And he opened his jaws so wide, so wide,
That the dentist, he climbed right inside,
And the dentist laughed, "Oh isn't this fun?"
As he pulled the teeth out, one by one.
And the Crocodile cried, "You're hurting me so!
Please put down your pliers and let me go."
But the dentist laughed with a Ho Ho Ho,
And he said, "I still have twelve to go-
Oops, that's the wrong one, I confess,
But what's one crocodile's tooth more or less?"
Then suddenly, the jaws went SNAP,
And the dentist was gone, right off the map,
And where he went one could only guess...
To North or South or East or West...
He left no forwarding address.
But what's one dentist, more or less?
“O Captain! My Captain!”
by Walt Whitman

O Captain! my Captain! our fearful trip is done,


The ship has weather’d every rack, the prize we sought is won,
The port is near, the bells I hear, the people all exulting,
While follow eyes the steady keel, the vessel grim and daring;
But O heart! heart! heart!
O the bleeding drops of red,
Where on the deck my Captain lies,
Fallen cold and dead.

O Captain! my Captain! rise up and hear the bells;


Rise up—for you the flag is flung—for you the bugle trills,
For you bouquets and ribbon’d wreaths—for you the shores a- crowding,
For you they call, the swaying mass, their eager faces turning;
Here Captain! dear father!
This arm beneath your head!
It is some dream that on the deck, You’ve fallen cold and dead.

My Captain does not answer, his lips are pale and still,
My father does not feel my arm, he has no pulse nor will,
The ship is anchor’d safe and sound, its voyage closed and done,
From fearful trip the victor ship comes in with object won;
Exult O shores, and ring O bells!
But I with mournful tread,
Walk the deck my Captain lies,
Fallen cold and dead.
Metaphors used in “O Captain! My Captain!” by Walt Whitman

Match each metaphor on the left with its correct meaning on the right. Meanings may be
used more than once.

captain the captain of a ship

“fearful trip” peace

ship Civil War

prize President Lincoln

port nation
Teacher Name: Mrs. Walker

Student Name:__________________________________

CATEGORY 4 3 2 1 Score
Penmanship Poem is neatly Poem is neatly The poem is Many words are
(Conventions) written or typed written or typed generally unreadable OR
with no with 1 or 2 readable, but the there are several
distracting distracting reader has to distracting
corrections. corrections exert quite a bit corrections.
(e.g.,dark cross- of effort to figure
outs; bumpy out some of the
white-out, words words.
written over).
Flow & Rhythm All lines sound Almost all lines Most lines sound The lines are
(Sentence natural and are sound natural natural and are difficult to read
easy-on-the-ear and are easy-on- easy-on-the-ear aloud because
Fluency) when read aloud. the-ear when when read aloud, they sound
Each sentence is read aloud, but 1 but several are awkward, are
clear. or 2 are difficult difficult to distractingly
to understand. understand. repetitive, or
difficult to
understand.
Grammar & Writer makes no Writer makes 1-2 Writer makes 3-4 Writer makes
Spelling errors in errors in errors in more than 4
grammar or grammar or grammar or errors in
(Conventions) spelling that spelling that spelling that grammar or
distract the distract the distract the spelling that
reader from the reader from the reader from the distracts the
content. content. content. reader from the
content.
Focus on Topic There is one Main idea is clear Main idea is The main idea is
(Content) clear, well- but the somewhat clear not clear. There
focused topic. supporting but there is a is a seemingly
Main idea stands information is need for more random collection
out. general. supporting of information.
information.

Application of All 4 types of At least 3 types At least 2 types Only one type of
Concepts figurative of figurative of figurative figurative
language are language are language are language was
accurately used accurately accurately accurately
at least once applied once applied once applied in the
throughout the throughout the throughout the poem.
poem. poem. poem.
Name_________________________

Write a poem accurately using each of the following types of figurative language:

simile metaphor personification onomatopoeia

• The poem can be as long or as short as you like, but it must contain all
elements listed above and it should be comprehensible to the reader. Include
a topic for your poem. Write about a person that you admire. It would be
helpful to brainstorm and create a list of that person’s qualities before you
begin writing.

You will be sharing your work with the class. Refer to your rubric and use it as a
guide when writing your poem.

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*This handout will be given to students before they begin working on their
PowerPoint presentation. This will help many students brainstorm and will allow
students to copy their poems and work on this at home.
Class wiki: http://walkerswarriorspoemguide.pbworks.com/FrontPage

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