Stage 1 Desired Results s1

Lesson on Poetic Devices

Educational Psychology March 24, 2006 Lesson Topic: _Poetic Devices in Poetry_____ Grade level: 7 th Grade____ Length of lesson: One Week___ Stage 1 – Desired Results Content Standard(s):

Understanding (s)/goals Essential Question(s): Students will understand:  What is a poetic device?  The poetic devices that are used in  How does it affect a poem? many poems  What are the poetic devices used in  The functions of poetic devices such as many poems? metaphors, similes, personification, and  How are those poetic devices used and onomatopoeias what is their function?  How to identify and interpret poetic  How do we identify poetic devices? devices

Student objectives (outcomes): Students will:

Cognitive: Most: (Piaget on the four stages of Cognitive Development) 1. Define the poetic devices: metaphor, simile, personification, onomatopoeia (Bloom’s Taxonomy of Cognitive Development: Knowledge) 2. Identify the poetic devices in poetry (Bloom’s Taxonomy of Cognitive Development: Knowledge) Some: 1. Originate their own poems using poetic devices learned in class (Bloom’s Taxonomy of Cognitive Development: Application, Newmann: Authentic Pedagogy) 2. Interpret the poetic devices found in poems A Few: 1. Criticize poetic devices and whether or not they are effective in certain poems discussed in class. (Bloom’s Taxonomy of Cognitive Development: Evaluation) 2. Compare these poetic devices to other devices used in poetry that have been previously learned in class. (Bloom’s Taxonomy of Cognitive Development: Evaluation, Sternberg: Experiential, Newmann: Disciplined Inquiry)

Affective: Most: 1. Participate in small group discussions about poetry and their reactions to poems read in class. (Vygotsky: Scaffolding and Zone of Proximal Development) 2. Share their own written poetry in small groups. (Gardner’s Multiple Intelligences: Interpersonal, Kohlberg: Moral Development) Some: 1. Analyze their peers’ poetry and offer feedback. (Bloom’s Taxonomy of Cognitive Development: Analysis, Vygotsky: Scaffolding and Zone of Proximal Development) A Few: 1. Submit their poetry for publication

Psychomotor: Most: 1. Construct a Chapbook where all poetry from the unit will be kept. (Gardner’s Multiple Intelligences: Kinesthetic, Bloom’s Psychomotor Taxonomy) 2. Find inspiration for writing poetry in their surroundings, both in the classroom and out of it. (Gardner’s Multiple Intelligences: Spatial, Affordance Theory) Some: 1. Recite five lines of poetry to the teacher at the end of the unit, either their own Name:______Date:______Period: ______Poetic Devices Quiz! 10 points

A. Fill in the Blank: Read the following definitions and in the space provided write the correct poetic device. Each device learned in class will be used only once. (4 points)

1. A(n) ______is a comparison of two unlike things using like or as.

2. A(n) ______is the use of a word which sounds like it means.

3. A(n) ______is the description of an inanimate object as if it were a human being or an animal.

4. A(n) ______is the comparison of two unlike things to suggest things which they have in common.

B. Matching: Match the term for the poetic devices in the right column to the examples in the right column. Write the letter of the correct answer in the space provided next to each Example. (4 points)

Example: Poetic Device

______The blanket hugged me in its warmth a. Metaphor

______Her eyes are like a frozen lake. b. Personification

______The car is a dragon breathing fire. c. Onomatopoeia

______Buzz went the bee. d. Simile

C. Short Answer: Read the following question and answer it using one to two sentences. (2 points)

What is the difference between a metaphor and a simile? ______

______

______Due Friday:

Chapbook: Your Chapbook must contain 6 things: 1. Description of yourself as a poet.  We worked on these Monday 2. Metaphor Poem  Final draft of your Metaphor Poem.  Must be labeled on page as Metaphor Poem and must contain a title.  Must be at least 5 lines long with at least one metaphor used correctly. 3. Simile Poem  Final draft of your Simile Poem  Must be labeled on page as Simile Poem and must contain a title.  Must be at least 5 lines long with at least one simile used correctly. 4. Personification Poem  Final draft of your Personification Poem  Must be labeled on page as Personification Poem and must contain a title.  Must be at least 7 lines long and should contain at least one example of personification used correctly. 5. Onomatopoeia Poem  Final draft of your Onomatopoeia Poem  Must be labeled as Onomatopoeia Poem and must contain a title.  Must be at least 5 lines long and must contain at least three examples of an onomatopoeia. 6. Collective Poem  Final draft of Collective Poem  Must be labeled as Collective Poem and must contain a title.  Must be at least 10 lines long and must contain at least one example of each poetic device listed above.  Should have a central theme or topic (Elements of Weather is a good idea to start with)

Chapbook Could Contain:  Drawings or illustrations along with each poem.  Poems other than those assigned in class  Poems that were written in groups.  Notes about poetic devices that were taken in class.

Poetry Recital:

Each student must recite 5 lines of poetry to the teacher or the whole class by the end of Friday, the last day of the unit. The poem can be one that was written by student or other poem. Student needs to provide a copy of the poem for the teacher to follow along with. Some time will be provided in class for students to recite poetry. What the Theorists Have to Say……

Cognitive: Many theorists have provided ideas of how students learn best and I have incorporated some of those ideas into my objectives and lesson plans. One such theorist is Piaget. He developed the four stages of development: sensorimotor, preoperational, concrete operations, and formal operations. Although there are average ages at which people develop to each level it is only an average and in any given class there can be any number of different levels. It is important for the teacher to incorporate information and knowledge that will apply to students at all of the developmental levels which is why I made objectives for three different cognitive levels. Bloom developed a cognitive taxonomy that states that most students will gain knowledge and comprehension and the more they understand the material the more they will be able to do with it. Because different students will be capable of different levels in Bloom’s Taxonomy it is important to provide activities for a variety of different cognitive abilities. Sternberg has three different areas of cognition: componential, experiential, and contextual. By having students recall past knowledge and past experiences and using those to compare with new knowledge students will have a better understanding of the material being learned. Newmann is known for his authentic pedagogy. By having students compare new information with prior knowledge the students are engaging in disciplined inquiry and by having the students take the knowledge that they have gained and build their own ideas and examples of that knowledge they are participating in the construction of knowledge. Affective: Psychosocial development is learning and understanding through our relationships and interactions with other people. There are also theorists with ideas about the social and emotional agendas of students. One such theorist is Vygotsky. Vygotsky is known for his Zone of Proximal Development, which states that by being the presence of others, usually slightly more experienced, we are able to learn more than we would be able to on our own. By having students work in groups not determined by ability they will be exposed to other peoples’ previous experiences and ideas about what is being learned in class. By providing the students with the necessary ground work, such as examples or definitions, I am providing them an opportunity to scaffold, or to learn without direct instruction from myself. They have all the necessary pieces to learn the material and develop their own ideas about it while I am available for help if needed. Gardner created the Multiple Intelligences because we do not have just one measurable intelligence but rather many. Two of his intelligences are interpersonal and intrapersonal. Interpersonal is thinking about the needs of others, which would be required in group work. Intrapersonal is one’s knowledge of them. By having students analyze what kind of poet they are they are forced to look within themselves and think about what poetry means to them. Maslow’s Hierarchy states the needs that can be met in one level before students are able to move on to another level. Students need to have their basic needs of food, clothing, and shelter met before they can feel that they can belong. By having the students work together and also by having them share their work with one another I am inviting all students to belong in my classroom. By assigning groups in some cases no student has to worry about not having a partner, while letting the students chose partners a few times allows them to work with people that they trust. Allowing the students to work with people they know and trust reinforces the idea that students are at different levels and have different ideas. Gilligan states that boys and girls have different ideas about morality. Whereas girls tend to care for everyone boys tend to think that everyone has basic rights that need to be respected. While having mixed gender groups allows for these two groups to interact with one another, by allowing students to choose their own groups they have the ability to work with people that are like them. Kohlberg discusses moral development. It is important for me as the teacher to understand which level of development my students are at so that I can provide the safest environment for them. If I know that my students do not work well in groups because they have a hard time listening I would not have group work as part of the class and I would not have the desks arranged in tables. Psychomotor: There are also theorists that have some ideas about the physical world of students. Gardner recognizes the spatial intelligence which is the well arranged space to create desired flow. By having students use objects found around them in the classroom for inspiration for their poetry they are required to look at their surroundings and be aware of them. Gardner also had the kinesthetic intelligence which is body and movement. By having students perform their poetry or make their chapbooks they are physically involved in what they are learning. The verbal/linguistic intelligence is talking, such as explaining their ideas in groups or reciting poetry to the teacher. The Affordance Theory is awareness of the environment surrounding the students in the classroom. The Practice Theory combines the physical environment as well as the social interaction. By having the desks arranged in groups I am encouraging students to work together and interact with one another. Bloom’s Psychomotor Taxonomy states that students learn better by being physically involved in what they are doing. By having the students make their chapbooks they are involved in the learning process.