straight outta template with ability to change words

I will be able to identify and analyze stylistic choices made by Emily Dickinson.

I will be able to identify and analyze figurative language in Emily Dickinson’s poems.

Students will become familiar with different poetic styles.

(This is an ongoing focus on standard RL1 for this class.)

Students will be able to identify themes in poetry and cite textual evidence to illustrate those themes.

Students will be able to identify, analyze, and write figurative language such as similes, metaphors, personification, and onomatopoeia.

Language 9-10.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Today we will be using the lens of Emily Dickinson’s poetry to identify and analyze figurative language as well as to look closely at her style. I will also have addressed some misconceptions about poetry and have had them consider what poetry is and is not. They will have had a basic introduction to this poetry unit in which they learned different figurative language terms as well as terms related to poetry (such as “stanza” and “free verse”). We will mainly focus on similes, metaphors, personification, and onomatopoeia but will also cover examples of alliteration, repetition, parallel structure, irony, symbolism, assonance, consonance, sensory details, and word choice in the poems we read.Īt this point in the unit, students will have already been introduced to and become familiar with these figurative language terms. Throughout the unit, I will be using poems by Emily Dickinson, Walt Whitman, Carl Sandburg, Edgar Allen Poe and Robert Frost, as well as a few contemporary poets, to illustrate different uses of figurative language.

This unit focuses on a 10th grade figurative language standard. My explanations for the additions are labelled in red font. Below is a lesson plan I designed using the lens of Universal Design for Learning.

Straight outta template with ability to change words