Friday, March 15, 2013

Senior Learning Plans for the Weeks of March 18 through April 9, 2013

Racquel O’Connor-Mesa
Class: Senior  English
Dates: Week of March 18, 2013
Week of March 25, 2013
Week of April 9, 2013

Learning Development:

Performance Objective:  UW.G12.2R.C1.PO 2

Elements of Literature-Identify, analyze, and apply knowledge of the structure and elements of literature.
Learning Objective: Interpret figurative language, including personification, hyperbole, symbolism, allusion, imagery, extended metaphor/conceit, and allegory with emphasis upon how the writer uses language to evoke readers’ emotions.
Kid-Friendly Language: I can identify how an author uses figurative language to advance the work and make the reader feel emotion.
Key Terms: Figurative language, Personification, Hyperbole, Symbolism, Imagery, Extended metaphor, Emotion
Essential Questions:
1. What is figurative language? How is my emotional reaction to literature affected by the author’s use of figurative language?
Bloom’s Level


x Application

x Analysis
x Evaluation
Anticipatory Set
·         Congruent
·         Active
·         Past Experience
Think of your favorite song and write down some of the lyrics (school-appropriate). Can you identify any type of figurative language in the lyrics you wrote? If so, what type and what does the artist want you to feel by selecting to express themselves using those words?  If you cannot identify figurative language, describe what the artist is saying and how they are trying to make you feel.  (One paragraph minimum and be ready to share with a partner).   
Instructional Strategies

 Identifying Similarities & Differences
x Summarizing
x Project-Based
 Nonlinguistic Representation         
x Setting Objectives
x Peer Feedback
 Generating/Testing Hypothesis

x Lecture
x Discussion
x Homework
x Practice
x Cooperative Learning
x Instructor Feedback
x Questions, Cues, Advanced Organizers
Learning Activities & Modeling the H.O.T.S.
Week of March 18, 2013
Students will take interactive notes on figurative language; specifically on symbols-similes-metaphors-allusion-personification-and hyperboles.  The teacher will then assist the students in creating a figurative language graphic organizer by modeling the desired format.  The teacher will then play a popular song and have the students dissect the song seeking out figurative language and noting it in their graphic organizer. This will happen as a focus activity Monday through Thursday.  Students will be allowed to form groups of 2-4.  They will write a rap or song about a piece of literature incorporating at least 10 examples of figurative language. They must use at least 5 different types of figurative language, but may repeat them in the chorus. Students will then create a music video utilizing Windows Movie Maker or a similar software and present in class the following Monday.

Week of March 25, 2013
Students will silently read the poem by Langston Hughes entitled, “A Dream Deferred”. The teacher will then read the poem to the class.  Students will highlight each usage of figurative language, noting the specific type, and its intended meaning in a graphic organizer.  Then, as a class, students will create a graphic organizer identifying the emotion expressed by the poem.  Students will then match direct lines from the poem that create each emotion listed. Students will write a five-paragraph essay depicting their emotional response to the poem including textual evidence, identify and label the figurative language used throughout the work, and describe how the students emotional response connects to the overall tone of the work.
Week of April 9, 2013
The teacher will place students in 5 expert/cooperative groups, one each for subject, sounds, emotions, imagery, and connections to other literature. Each group will receive a handout that contains a series of questions to facilitate analysis of poems. After discussing the questions in their expert groups, students return to their home groups to share their findings. Using IPADS, students will explore, that supports a lesson in which students analyze the stages of life explained in the "All the World's A Stage" speech from As You Like It. Students examine images of stained-glass windows depicting the seven periods of life described of Shakespeare's text, comparing imagery in visual and written form.
Guided Practice

Comprehension Check
The students’ comprehension will be assessed through the successful completion of all assignments.
Active Participation
·         All Students
·         All the Time
All students will be active learners and have a role in the successful mastery of this skill through individual note taking, reading, discussion, observing teacher modeling, processing/meeting rubric requirements, and successful completion of activities.
x  Combination
x Selected Response                                                    x Extended Written Response
x Performance Assessment                                          x Personal Communication
·         Congruent
·         Active
·         Past Experience
·         Student Summary
Students will summarize how figurative language is used in various genres to produce emotional effects.  .   
Independent Practice
Students will take interactive notes, complete writing and reading activities, analyze, assess and gather information through use of social media.

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