Poetry Slams – Day 1

Teacher: Aaron Wellman Grade Level: 10th

Content: English/Language Arts Topic: Poetry

I. Rationale – This lesson is the first in a week-long poetry unit that focuses on the use
of figurative language. The activities in this lesson will help students more easily
recognize similes and metaphors in writing and prepare them to use figurative
language in their own poems.
II. Goals and Objectives –
a. Instructional Goals: SWBAT
i. Understand how to appropriately use figurative language in writing.
ii. Analyze a piece of writing for use of figurative language.
b. Specific Objectives: SWBAT
i. Students will be able to describe the literal meaning and analyze the
abstract meaning portrayed in each type of figurative language.
ii. Students will be able to appreciate the author's intent in including
figurative language in his or her writing.
c. WV CSO’s:
RLA.O.10.1.05 evaluate the author’s use of specific information in text (e.g., author’s purpose/perspective,
main/supporting details, specific facts, statistics, definition, figurative/nonfigurative
words).

RLA.O.10.1.07 interpret and explain the author’s choice of literary devices used to construct meaning and
define the author’s/reader’s purpose.

d. NCTE Standards:
5. Students employ a wide range of strategies as they write and use different writing
process elements appropriately to communicate with different audiences for a variety
of purposes.
6. Students apply knowledge of language structure, language conventions (e.g.,
spelling and punctuation), media techniques, figurative language, and genre to create,
critique, and discuss print and non-print texts.
12. Students use spoken, written, and visual language to accomplish their own
purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
III. Essential Questions – How are similes and metaphors used in poetry? How can you
use figurative language in your own writing?
IV. Procedure –
a. Lesson Introduction: As class begins, put up a transparency of the poem,
"Corner," by Ralph Pomeroy. Ask students to read the poem carefully and look
for any images they can find being created by the text. Possible examples include
the following:

 cop...leather stork (simile)

 eyes...fish (simile)
 cop...enemy or my death (simile)
 knock out cigarette...bravery (metaphor)
 Ask students to brainstorm this question: What is the purpose of comparing a cop
to a stork or his eyes to a fish? Why don't we say the cop stood on one leg or his
eyes moved around quickly?" Some good responses would include: appeals to
the imagination, makes the reading more interesting, instead of describing the cop
in great detail compare him with an image, pictures speak louder than words. (10
minutes)
b. Lesson Development: Explain that the images created in Pomeroy’s poem are
examples of figurative language. Ask students if they can give a definition of
figurative language and begin to discuss, copying the attached notes on the board.
Explain that there are different types of figurative language, but only the two most
commonly-used (simile and metaphor) will be covered for now. Ask if students
know the difference between similes and metaphors; give the answer if necessary
and provide examples. Explain that when discussing figurative language, the
phrases can't be read literally; they must be read imaginatively (or creatively). For
instance, "The stars are diamonds in the sky" (stars aren't literally jewels). Ask
how we are to interpret this comparison. (Answer: We are to realize that the
metaphor implies that the stars were twinkling or shining brightly in the way that
diamonds do. Explain that we need to keep working on finding examples of
figurative language because sometimes we read them and don't even realize that
we are interpreting the phrases abstractly; we do it instinctively. Distribute two
poems to the class: “Flint” by Christina Rossetti, and “Abuelito Who” by Sandra
Cisneros. Ask students to read each poem aloud. As each poem is being read,
students should list any similes or metaphors they see. After making the list, they
will note the object being described, the comparison being made, and the
associations triggered by the comparison. Take a moment to discuss some of the
students’ responses. (20 minutes)
c. Lesson Closure: Explain that, when using similes and metaphors, comparisons
must be justified. The reader has to be able to make sense of the comparison.
Example: Alice is as fast as a snowman (doesn't make sense). Ask how to change
the simile so that it makes sense. (Intended response: We need to compare Alice
to something the reader can picture moving. Ex: Alice is as fast as a cheetah /
snail / lightning). Ask students to pick and list any ten items in the classroom on
a sheet of paper. They will need to apply figurative language to this list, writing
similes for half and metaphors for the other. (10-15 minutes)
d. Lesson Contingency: If time remains, go over the students’ similes and
metaphors for classroom objects. For homework, ask students to print a copy of
lyrics from a song they feel uses strong figurative language.
V. Daily (formative) Student Assessment – Students will be assessed ten points based
on their participation in the lesson’s activities. They are expected to contribute to
class discussions and activities and remain on task during writing sessions. Students
will also receive ten points for writing ten correct similes/metaphors for objects in the
classroom.
VI. Materials, Equipment, and Resources –
a. Poem handouts
i. “Corner” by Ralph Pomeroy
ii. “Flint” by Christina Rossetti
 iii. “Abuelito Who” by Sandra Cisneros
b. Notes on figurative language (SMART Board or transparency)
c. Paper and pencil
VII. Modifications for Diverse Learners – Students who struggle with handwriting will
be allowed to get help from a classmate or use any tools that may be beneficial
(colored paper, pencil grips, etc.)
VIII. Reflection and Revision --
“Corner”
By Ralph Pomeroy

The cop slumps alertly at his motorcycle,

supported by one leg like a leather stork.
His glance accuses me of loitering.
I can see his eyes moving like a fish
in the green depths of his green goggles.

His ease is fake. I can tell.

My ease is fake. And he can tell.
The fingers armoured by his gloves
Splay and clench, itching to change something.
As if he were my enemy or my death,
I just stand there watching.

I spit out my gum which has gone stale.

I knock out my new cigarette --
Which is my bravery.
It is all imperceptible:
The way I shift my weight,
The way he creaks in the saddle.

The traffic is specific though constant.

The sun surrounds me, divides the street between us.
His crash helmet is whiter in the shade.
It is like a bullring as they say it is just before the fighting.
I cannot back down. I am there.

Everything holds me back.

I am in danger of disappearing into the sunny dust,
My levis bake and my T-shirt sweats.

My cigarette makes my eyes burn.

But I don't dare drop it.

Who made him my enemy?

Prince of coolness. King of fear.
Why do I lean here waiting?
Why does he lounge there watching?

I am becoming sunlight.
My hair is on fire. My boots run like tar.
I am hung-up by the bright air.

Something breaks through all of a sudden.

And he blasts off, quick as a craver,
Snug in his power; watching me watch.
 “Flint”
By Christina Rossetti
An emerald is as green as grass,
A ruby red as blood;
A sapphire shines as blue as heaven;
A flint lies in the mud.
A diamond is a brilliant stone,
To catch the world's desire;
An opal holds a fiery spark;
But a flint holds a fire.
“Abuelito Who”
By Sandra Cisneros
Abuelito who throws coins like rain
and asks who loves him
who is dough and feathers
who is a watch and glass of water
whose hair is made of fur
is too sad to come downstairs today
who tells me in Spanish you are my
diamond
who tells me in English you are my sky
whose little eyes are string
can't come out to play
sleeps in his little room all night and
day
who used to laugh and like the letter k
is sick
is a doorknob tied to a sour stick
is tired shut the door
doesn't live here anymore
is hiding underneath the bed
who talks to me inside my head
is blankets and spoons and big brown
shoes
who snores up and down up and down
up and down again
is the rain on the room that falls like
coins
asking who loves him
who loves him who?
FIGURATIVE LANGUAGE
Definition: Figurative language is a name given to a class of literary
conventions
that are not meant to be interpreted literally; they are to be interpreted
imaginatively.
-It is used to create vivid pictures in the reader’s mind in
order to make writing emotionally intense.
-It is used to state ideas in new and unusual ways to
satisfy the reader’s imagination.

Types of Figurative Language:

Simile- a figure of speech that compares two dissimilar things by using

the
key words “like” or “as”
Example: Her feet felt like ice.

Metaphor- a figure of speech that compares two unlike things describing

one as if it were the other
*Does not use “like” or “as”
Example: My brother’s room is a pigpen.
 Poetry Slams – Day 2
Teacher: Aaron Wellman Grade Level: 10th
Content: English/Language Arts Topic: Poetry

I. Rationale – This lesson is a continuation of the class’ work with similes and
metaphors. Previously, students learned about figurative language in different poems.
This lesson will give students a stronger connection and (in all likelihood) more
interesting material, using song lyrics to analyze the use of figurative language.
II. Goals and Objectives –
a. Instructional Goals: SWBAT
i. Find examples of figurative language in common forms of media.
ii. Analyze the use and purpose of figurative language.
b. Specific Objectives: SWBAT
i. Find metaphors in music lyrics.
ii. Appreciate the intent of the writer in including metaphors.
c. WV CSO’s:
RLA.S.10.1 Students will apply reading skills and strategies to inform, to perform a task and to read for literacy
experience by

 identifying and using grade appropriate essential reading components (phonemic

awareness, phonics, vocabulary, fluency, comprehension, written application) and
 selecting a wide variety of literature and diverse media to develop independence as readers.
RLA.O.10.1.05 evaluate the author’s use of specific information in text (e.g., author’s purpose/perspective,
main/supporting details, specific facts, statistics, definition, figurative/nonfigurative words).

RLA.O.10.1.07 interpret and explain the author’s choice of literary devices used to construct meaning and define the
author’s/reader’s purpose.

d. NCTE Standards:
5. Students employ a wide range of strategies as they write and use different writing
process elements appropriately to communicate with different audiences for a variety
of purposes.
6. Students apply knowledge of language structure, language conventions (e.g.,
spelling and punctuation), media techniques, figurative language, and genre to create,
critique, and discuss print and non-print texts.
12. Students use spoken, written, and visual language to accomplish their own
purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
III. Essential Questions – How are metaphors used in forms of writing other than poetry,
such as song lyrics?
IV. Procedure –
a. Lesson Introduction: As class begins, take up the previous day’s work and ask
students to write about lyrics they chose for today’s work. They need to reflect on
why they chose their song and how they feel the song utilizes figurative language.
(10 minutes)
b. Lesson Development: Ask a student to recap what was previously discussed
about figurative language. While it is a very important aspect of poetry,
figurative language (today’s lesson will focus on metaphors) are also commonly
used in song lyrics – very similar to poetry. “Music artists try to paint a verbal
image for listeners; we music is heard, not seen, so artists write descriptive,
 metaphoric lyrics to help us see their message.” Ask students if they have heard
the song “Dust in the Wind,” by the classic rock band Kansas. To help students
recognize the song, show a clip from the movie Old School in which Will Ferrell
sings at a funeral (REVIEW THIS CLIP BEFORE SHOWING TO
STUDENTS!). While there is also some dialogue in the clip, stress to students
that they only need to pay attention to Ferrell’s singing. After viewing the clip
and familiarizing students with the song, show the lyrics on the SMART Board or
with a transparency. Listing answers on the board, ask students to name some of
the images that they think of when reading these lyrics (it may be a good idea to
play the song itself while reading). The most important – and most obvious –
image is that of dust blowing in the wind. Ask students, “What does the writer
mean when he says we’re nothing but dust in the wind? I seem to be more solid
than dust, and none of you would blow away if I turned on a fan. What is the
song saying to you?” Have students freewrite on this for 5-10 minutes, writing
your own response in the process. Randomly select students to share their
answers (if possible, go around the room and have every student share), ending
with your own response. The common idea should be that “dust in the wind”
refers to the fragility of human life. (15 minutes)
c. Lesson Closure: Go around the room and have students briefly talk about their
song choices. They should discuss why they chose the song and how they feel
figurative language is utilized. Have the class split into pairs to analyze their
selected song lyrics. Have the pairs read through their lyrics, underlining
whatever metaphors they see. They are to list the images the metaphors create in
each song and write brief explanations of what they feel are the best and worst
metaphors used. They should also work to determine the meanings behind the
metaphors, realizing that this is the primary purpose in using figurative language
(creating meaning). After all groups have come close to finishing, each group
will begin to talk about their song and its use of metaphors. To help the rest of
the class, look up lyrics for each group’s song and display it on the SMART
Board. If other groups see something in the text that hasn’t been mentioned, or if
they would simply like to agree/disagree with the speakers, allow them to do so.
All students should have an opportunity to comment on the use of metaphors in
song lyrics and how it affects them. (25 minutes)
d. Lesson Contingency: If time remains, have students write a self-reflection on
what they have learned in class. They should comment on their feelings about
metaphoric language before and after this lesson, including their ideas about the
connection that has now been made between literature and music, two forms of
media that use figurative language. As class ends, students should hand in their
individual freewrites and pair responses for a daily participation grade.
V. Daily (formative) Student Assessment – Students will be assessed 10 daily points
for participation in the lesson’s activities. They will be asked to turn in 1) a copy of
song lyrics for analysis, 2) a freewrite on the metaphors in “Dust in the Wind,” and 3)
a copy of their pair’s responses to song lyrics.
VI. Materials, Equipment, and Resources –
a. SMART Board, transparency and projector, etc.
b. Internet access
 c. Clip of “Dust in the Wind” from Old School
(http://www.youtube.com/watch?v=polnhn_NbgE)
d. “Dust in the Wind” lyrics
e. Paper and pencil
VII. Modifications for Diverse Learners – Students with vision or hearing problems may
sit closer to the screen when viewing the video clip and lyrics. Struggling writers will
be allowed to seek help from a classmate, the teacher, or any tools that may make
writing easier.
VIII. Reflection and Revision –
 “Dust in the Wind”
By Kansas

I close my eyes
Only for a moment, then the moment's gone
All my dreams
Pass before my eyes, a curiosity
Dust in the wind
All they are is dust in the wind

Same old song

Just a drop of water in an endless sea
All we do
Crumbles to the ground, though we refuse to see
Dust in the wind
All we are is dust in the wind, ohh

Now, don't hang on

Nothing lasts forever but the earth and sky
It slips away
And all your money won't another minute buy
Dust in the wind
All we are is dust in the wind
All we are is dust in the wind

Dust in the wind

Everything is dust in the wind
Everything is dust in the wind
The wind
 Poetry Slams – Day 3
Teacher: Aaron Wellman Grade Level: 10th
Content: English/Language Arts Topic: Poetry

I. Rationale – This lesson is the third in a week-long unit on poetry and figurative
language. Students will work briefly with similes before getting an opportunity to
work on their own poems in class.
II. Goals and Objectives –
a. Instructional Goals: SWBAT
i. Identify and use similes and metaphors in poetry.
ii. Apply new concepts in their own writing.
b. Specific Objectives: SWBAT
i. Understand the purpose in using similes.
ii. Write original poems that effectively use similes and metaphors to make
comparisons and show meaning.
c. WV CSO’s:
RLA.S.10.1 Students will apply reading skills and strategies to inform, to perform a task and to read for literacy
experience by

 identifying and using grade appropriate essential reading components (phonemic

awareness, phonics, vocabulary, fluency, comprehension, written application) and
 selecting a wide variety of literature and diverse media to develop independence as
readers.
RLA.O.10.1.05 evaluate the author’s use of specific information in text (e.g., author’s purpose/perspective,
main/supporting details, specific facts, statistics, definition, figurative/nonfigurative words).

RLA.O.10.1.07 interpret and explain the author’s choice of literary devices used to construct meaning and define the
author’s/reader’s purpose.

RLA.S.10.2 Students will apply writing skills and strategies to communicate effectively for different purposes by

using the writing process,

applying grammatical and mechanical properties in writing and
selecting and evaluating information for research purposes.
RLA.O.10.2.06 classify and prioritize different drafting strategies for specific writing tasks to frame a clear, logical
progression of ideas in argumentative writing, research writing, literary analysis, and creative and
reflective writing.

RLA.O.10.2.09 revise sentences to create specific effects, variety and more precise and concise language:

 gerund phrase
 participle phrase
 infinitive phrase
 clauses
d. NCTE Standards:
5. Students employ a wide range of strategies as they write and use different
writing process elements appropriately to communicate with different audiences
for a variety of purposes.
6. Students apply knowledge of language structure, language conventions (e.g.,
spelling and punctuation), media techniques, figurative language, and genre to
create, critique, and discuss print and non-print texts.
 12. Students use spoken, written, and visual language to accomplish their own
purposes (e.g., for learning, enjoyment, persuasion, and the exchange of
information).
III. Essential Questions – How can we use similes and metaphors in our own writing?
IV. Procedure –
a. Lesson Introduction: Begin the class by reviewing what has been learned about
similes and metaphors. Remind students that similes and metaphors are both
forms of figurative language. Figurative language is a very common and
important aspect of writing poetry. It is used to give life or excitement to more
common and uninteresting things. It is especially important in communicating the
meaning of a particular object. Ask students if they can think of examples where
meaning is enhanced by similes or metaphors. Give a short explanation of the
difference between similes and metaphors: while similes say their object is like or
similar to something else, metaphors say their object IS something else. On the
overhead, whiteboard, or SMART Board, give examples of similes and metaphors
in your own writing. Use a previously written poem or randomly created
sentences. Have students find the use of figurative language, identify it as a
simile or metaphor, and state what image or comparison is being made. (10
minutes)
b. Lesson Development: Handout a brief worksheet on similes, asking students to
create similes for the provided scenarios. After students have finished, go over
the similes they have created. Note the use of strong similes and the meanings
students intend. Also note where weak similes could be improved. Then discuss
that, while similes are used to show the similarity and meaning of objects, they
can also be used ironically to show the differences between objects. Go over
some examples that are often used in common speech, asking students if they can
name any of their own. Handout another worksheet on ironic similes to give
students extra practice. After most students have finished, go over the similes
created and the meanings and irony students see in them. (15-20 minutes)
c. Lesson Closure: Ask students to begin working on poems of their own that utilize
similes and metaphors to create comparisons and enhance meaning. Tell students
they will be performing in a coffeehouse-style poetry competition Friday.
Therefore, they need to think of pieces that will be suitable for reading aloud in
class. Before writing, brainstorm possible poem topics with the class by having
students throw out ideas and expanding on them. As students begin to write, go
around the room to monitor their work and give help when necessary. (15
minutes)
d. Lesson Contingency: Students will continue working on their poems for the rest
of the period. Also ask students that, if interested, they should begin thinking of
and creating artwork or other decorations for Friday’s poetry reading.
V. Daily (formative) Student Assessment – Students will earn up to ten daily
participation points for completing both simile worksheets and working diligently on
their own poems at the end of class.
VI. Materials, Equipment, and Resources –
a. SMART Board or some other writing surface.
b. Paper and Pen/Pencil
 c. Similes worksheet
d. Ironic Similes worksheet
VII. Modifications for Diverse Learners – Students who struggle with writing will be
allowed to work on the day’s activities in other ways (using colored paper, typing on
a computer, etc.)
VIII. Reflection and Revision
 Similes are a way to compare two things using
‘like’ or ‘as’. For example, if I want to say that
somebody swims well, I can say they swim like
a fish because fish swim well. There are two
basic patterns that you can use.

Pattern 1:
like verb + like + noun

She swims like a fish.

Examples He looks like an ogre.
She plays like a pro.
He walks like a duck.
She acts like a fool.

Pattern 2:
as as + adjective + as + noun

He is as tall as a giant.
Examples She is as fast as a rocket.
He is as graceful as a swan.
She is as sneaky as a fox.
He is as quiet as a mouse.

How could I say that somebody:

runs fast
is pretty
jumps well
is strong

How could I say that something:

is hard
feels soft
is sweet
feels rough
is heavy
sounds noisy
is light

© 2005 www.bogglesworldesl.com
 Ironic Similes
If something is easy to understand we say that it is
clear. We can make a simile to say that is clear by
comparing it to a crystal, which is also clear:

It's as clear as a crystal.

We can also use similes in a humorous way to mean

the opposite of what we say by choosing a word that
completely contrasts with the adjective. For example, if
something is confusing we can say:

It's as clear as mud.

Mud is not clear at all so if something is as clear as mud

then it is confusing. Here are some more examples:

She's as gentle as a pack of wolves.

He's as cuddly as a cactus.
It's as smooth as sandpaper.

Now try to make similes that mean the opposite of the adjectives below.

(1) pretty

(2) tough

(3) bright

(4) quiet

(5) quick

(6) soft

©2009 Lanternfish ESL at www.bogglesworldesl.com

 Poetry Slams – Day 4
Teacher: Aaron Wellman Grade Level: 10th
Content: English/Language Arts Topic: Poetry

I. Rationale – This lesson is the fourth in a week-long unit on poetry and figurative
language. Today, students will continue to work on their poems and get together with
partners to review the progress of their pieces. This is in preparation for the poetry
competition which will be held during the next lesson.
II. Goals and Objectives –
a. Instructional Goals: SWBAT
i. Apply new concepts in their own writing.
ii. Read and review the work of peers to provide constructive feedback.
b. Specific Objectives: SWBAT
i. Write original poems that effectively use similes and metaphors to make
comparisons and show meaning.
ii. Review the poems of classmates to provide constructive feedback and
ideas for improvement.
c. WV CSO’s:
RLA.S.10.2 Students will apply writing skills and strategies to communicate effectively for different purposes by

using the writing process,

applying grammatical and mechanical properties in writing and
selecting and evaluating information for research purposes.
RLA.O.10.2.06 classify and prioritize different drafting strategies for specific writing tasks to frame a clear, logical
progression of ideas in argumentative writing, research writing, literary analysis, and creative and
reflective writing.

RLA.O.10.2.09 revise sentences to create specific effects, variety and more precise and concise language:

 gerund phrase
 participle phrase
 infinitive phrase
 clauses
d. NCTE Standards:
5. Students employ a wide range of strategies as they write and use different
writing process elements appropriately to communicate with different audiences
for a variety of purposes.
6. Students apply knowledge of language structure, language conventions (e.g.,
spelling and punctuation), media techniques, figurative language, and genre to
create, critique, and discuss print and non-print texts.
12. Students use spoken, written, and visual language to accomplish their own
purposes (e.g., for learning, enjoyment, persuasion, and the exchange of
information).
III. Essential Questions – How are you using similes and metaphors in your poems?
How do they show meaning? How are your classmates using them?
IV. Procedure –
a. Lesson Introduction: As class begins, look over the writing that students have
done so far on their poems. Look for interesting ideas/topics and correct use of
similes and metaphors. (10 minutes)
 b. Lesson Development: Students will continue to work on their poems. They may
use dictionaries, thesauruses, computers, or other tools to help them develop their
ideas. For help with figurative language, they should refer to their work and notes
throughout the week. Circulate around the room to help when necessary. (15
minutes).
c. Lesson Closure: After giving students time to work on their poems, place them in
groups of 3-4 for a peer review session. Students will exchange and read each
other’s drafts, looking for creative ideas, strong imagery, and effective use of
figurative language. Poems will rotate around the group, with members spending
a certain amount of time reviewing each. As they read the work of their partners,
students will write a reflection that states the following: What was particularly
strong about the poem, what areas seemed weak/underdeveloped, the
effectiveness of figurative language used, and any ideas for improvement. (15-20
minutes)
d. Lesson Contingency: If time remains, students will continue working on their
poems. They will use the comments from group members to create a final draft
for the next day’s competition. Also remind students to bring in decorations,
refreshments, music, etc. Students wishing to bring in some sort of artwork or
decoration will need to come to class a few minutes early.
V. Daily (formative) Student Assessment – Students will earn up to 10 daily
participation points based on how well they remain on task during in-class writing
and how well they contribute and work with partners during peer review.
VI. Equipment, Materials, and Resources –
a. Paper and pencil
b. SMART Board
VII. Modifications for Diverse Learners – Students with handwriting problems will be
able to utilize whatever tools necessary to make writing easier (computer, colored
paper, pencil grips, etc.).
VIII. Reflection and Revision –
 Poetry Slams – Day 5
Teacher: Aaron Wellman Grade Level: 10th
Content: English/Language Arts Topic: Poetry

I. Rationale – This lesson is the final activity in this 5-day poetry unit. Students will compete
in a competitive poetry reading in which performers are judged by audience members. The
intention is to help students’ interest in poetry increase and show them that it can be a fun
activity. Students have also been working with figurative language all week, and the poems
they submit and read today will display what they have learned.
II. Goals and Objectives –
a. Instructional Goals: SWBAT
i. Participate in an oral readings with classmates.
ii. Effectively use similes and metaphors in writing.
iii. Respectfully analyze and judge the writing of classmates.
b. Specific Objectives: SWBAT
i. Read their poems orally to an audience of classmates.
ii. Score the work of classmates based on quality of reading and effective use of
figurative language.
iii. Write poems that correctly use similes and metaphors.
c. WV CSO’s:
RLA.S.10.2 Students will apply writing skills and strategies to communicate effectively for different purposes by

using the writing process,

applying grammatical and mechanical properties in writing and
selecting and evaluating information for research purposes.
RLA.O.10.2.06 classify and prioritize different drafting strategies for specific writing tasks to frame a clear, logical
progression of ideas in argumentative writing, research writing, literary analysis, and creative
and reflective writing.

RLA.O.10.2.09 revise sentences to create specific effects, variety and more precise and concise language:

 gerund phrase
 participle phrase
 infinitive phrase
 clauses
RLA.S.10.3 Students will apply listening, speaking and media literacy skills and strategies to communicate with
a variety of audiences and for different purposes.

RLA.O.10.3.03 model a variety of roles in various settings to listen actively, understand the intended message,
evaluate, enjoy and/or respond to an oral message:

 critique oral/visual information

 relate experiences in third person
 collaborate to achieve a goal
 mediate to reach a consensus
 deliver an extended extemporaneous speech
 participate in a panel/round table discussion
d. NCTE Standards:
5. Students employ a wide range of strategies as they write and use different
writing process elements appropriately to communicate with different audiences
for a variety of purposes.
 6. Students apply knowledge of language structure, language conventions (e.g.,
spelling and punctuation), media techniques, figurative language, and genre to
create, critique, and discuss print and non-print texts.
12. Students use spoken, written, and visual language to accomplish their own
purposes (e.g., for learning, enjoyment, persuasion, and the exchange of
information).
III. Essential Questions – How did you use similes and metaphors in your poems? How
does reading your poem in this setting (a poetry slam) change the tone of the text
from reading silently?
IV. Procedure –
a. Lesson Introduction: Before class begins, set up the room for the poetry slam.
Students that planned to bring decorations or refreshments should arrive as soon
as possible to set up their items. You may want to rearrange desks in a more
informal way (or replace them with chairs and couches, if possible). Adjust the
lighting so that the focus of the room is on the performer, who will be in the
center of the classroom. Set up a row of five seats for judges. Put up pictures or
posters of famous poets and even student art. Prepare a table of refreshments,
with coffee, drinks, donuts, etc. Have music playing as students enter class to
create a “coffeehouse” feeling. When students walk into the room, have them
write their name on a slip of paper and place it in a box (only if they plan on
performing). The order of readers will be determined by drawing names from the
box; students will still be asked to judge poems when they are not performing. (5-
10 minutes)
b. Lesson Development: When the environment has been set up and students are in
class, it is time to begin the poetry reading. Welcome “poets” and “poetry fans”
to the coffeehouse and go over the basic rules:
1. Each poem must be of the poet's own construction;
2. Each poet gets two minutes (plus a ten-second grace period) to
read one poem. If the poet goes over time, points will be deducted
from the total score.
3. Of the scores the poet received from the five judges, the high and
low scores are dropped and the middle three are added together,
giving the poet a total score of 0-30.

After checking that students understand the rules, draw the first name from the
box. The selected student will take position in the center of the room and be
given two minutes (plus a ten-second grace period) to perform. Students will read
their poems, trying to create an interesting, compelling voice and tone. They have
also hopefully used at least five effective similes and/or metaphors. After a
student has performed, he or she will take a seat. Remind classmates to always be
respectful; cheering and yelling is allowed during and after readings, but no
disrespectful behavior will be tolerated. As the reader takes a seat, judges will be
given one minute to make their decisions and display their score on a sheet of
paper. The high and low scores will be dropped.
c. Lesson Closure: The poetry slam will continue throughout the period.
Occasionally, jump in to ask questions about what students think of the figurative
 language being used. What images are being created? What are your favorite
simlies/metaphors so far? Why? Have students take notes of what they like about
each poem as the slam progresses.
d. Lesson Contingency: If all performers have finished, the scores will be tallied
and points will be given to the top 3 finishers. If time remains, ask students to
write a reflection about the poetry slam using the notes they have made during
performances. Have them write about their favorite/least favorite pieces, what
made those pieces stand out to them, and the use of similes and metaphors
throughout the performances. When class ends, have students hand in their
reflections and final poems, which are worth 30 points.
V. Daily (formative) Student Assessment – Students are required to read participate in
the poetry reading in order to earn 10 daily participation points. The winner of the
poetry slam will receive an extra 15 points; 2nd place will earn 10 points, and 3rd place
will earn 5 points. Students will need to turn in their final poems, which will be
graded for at least 5 strong examples of similes and metaphors. The poems are worth
30 points; each absence of figurative language will result in a 5-point deduction.
VI. Equipment, Materials, and Resources –
a. SMART Board
b. Pencil and Paper
c. Markers for score sheets
d. Food and drinks for refreshment table
e. Artwork, pictures, music, etc.
VII. Modifications for Diverse Learners – Students with vision or hearing problems will
be seated as close to the performance area as possible. Students who have trouble
speaking but still wish to have their poems judged may either read themselves or
enlist the help of a classmate (in this case, points will still go to the writer, but the
classmate will receive extra credit).
VIII. Reflection and Revision