Mike & Noelani

March 2, 2016
English 10 grade
Identifying Parts of a Poem Through Annotation
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Objective:The students will analyze poetry by dissecting various parts with the SOAPSTone
strategy.
Common Core Standard: RL.9-10.4, SL.9-10.1
4. Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the cumulative impact of specific word choices on meaning
and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or
informal tone). (910.RL.4)
Anticipatory Set
Think back to the times we have read poetry in this class or in other classes. What are specific
things you look for when reading poetry? What are specific things we have taken a look at as a
class? Can you think and list some other things that we havent identified in a poem? (Please
write your answers on a separate sheet of paper)
Review their prior knowledge by randomly calling on students.
Segue
Today we are going to learn what SOAPSTone stands for and how to use this strategy to further
dissect a poem to understand its deeper meaning.
Information
SOAPSTone
S -Speaker
O - Occasion
A - Audience
P - Purpose
S Subject
Tone
Review each word and what it stands for by calling on random students. Use the Ask-pause-call
strategy.
Guided Practice
I do:
Teacher will write down the strategies students should use when annotating a poem The teacher
will annotate the first two stanzas of the poem Still I Rise out loud to the class with the
strategies posted. The Focus will be identifying parts of SOAPSTone, but any figurative
language that is identified will be addressed.

Draw Arrows to show related ideas or repetition

SP-Speaker
O- Occasion
A-Audience
P- Purpose
SU-subject
T-Tone
Put a ? next to something you dont understand or confused you
Put an * to label important ideas
Underline unfamiliar words
Highlight phrases that stand out to you or are of importance to you

Circle Figurative Language

We do:
As a class teacher and students will annotate the rest of the text, practicing the strategies
introduced by the teacher (Same as above)
Check For Understanding
On their whiteboard students will answer the following questions:
How will you identify the speaker?
How will you identify phrases that stand out or are of importance to you
What will be underlining?
They do:
Students will be given a the Poem Why The caged Bird Sings students will use the strategies
they were given to identify the SOAPSTone of the new poem. If they are able to identify any
figurative language they will be encouraged to do so. Students will be given 10 minutes to read,
Annotate, and Identify. Teacher will walk around the room to sit and talk to students to make
sure they are on the right track. Teacher will work with any ELL students to break down the
poem by stanza.
They do (Cont):
Think Pair Share
Give students 30 seconds to finish any last thoughts. Once they have completed this we will
use our attention getter 1,2,3 eyes on me to get the students attention. Students will be
instructed to turn to their elbow partners. The partner with darker hair will share each part of
their SOAPSTone, after 25 seconds they will switch and the other partner will then share
theirs. Students will then have 1 minute to come to a consensus for each part of the
SOAPSTone (There may be more than one answer). They will take turns writing the answer
on the index card and initialing next to their answer they wrote. This will be their exit ticket.
Check for Understanding
How will you be choosing your partner?

Which partner will share first?

What strategy will you be using to identify parts of a poem?
Who will you be writing on the notecard?
Segue
1, 2, 3, eyes on me. Follow up grabbing their attention by breaking the students into triads by
counting off 1-2-3, you guys are a group. 1-2-3, thats a group, etc. until the entire class has
been separated out.
They do (Cont.) Technology Learning:
3. Research and information fluency
Students apply digital tools to gather, evaluate, and use information.
c. Evaluate and select information sources and digital tools based on the appropriateness
to specific tasks

By giving them the incentive of extra credit (it can even just be a point or two), we will pull up a
Kahoot in order to help them review the material. Remind them that when they are setting up
their own Kahoot names to keep it appropriate, encouraging them to use a combination of their
given names in order to alleviate tomfoolery. Through utilizing the Kahoot we will review the
varying aspects of poetry, i.e. imagery, personification, similes, symbolism, tone, mood, subject,
speaker, occasion, audience, purpose, etc. Every question will have a definite answer, and thus a
specific amount of points assigned to it as well. At the end of the game, the top two triads will be
given extra credit, and if the class wants to do a repeat of the game to further review the material
(and if there is time), we will reset the Kahoot for another run-through so long as they realize
there are no points attached the second go-around.
Extended Practice
Students will select a poem or lyrics of their choice, They will annotate applying the strategies
taught in class. They will then identify each part of the soapstone and will continue looking for
Figurative Language (Not all students will be able to identify this since we have not thoroughly
gone over it in class, but we will use it to begin building prior knowledge in students before
teaching it.) They will bring back their annotated poem or lyrics and share in groups of three on
the following day.
Closure:
Without looking at notes or index cards please write soapstone vertically on your white board
and give me each word to the acronym. Then each student will answer the question Which
annotation strategy did you find most effective with your annotation? Teacher will call on each
student by going around the room.
Materials:
-Poem Handouts
-Index Cards
-White Boards
- Smartphones
-Kahoot

Assessment:
What does SOAPSTone stand for?
How do you identify specific parts of the poem?
What are the techniques we learned for annotating? What are some effective ways
you came up with on your own?
What is some figurative language you can identify within a poem?
How does a writer's intended audience guide the rest of the poem?

Students will write a poem or song lyrics (free verse, spoken word, haiku, sonnet etc)
of their choice, it may not contain foul language they must include all parts of the
SOAPSTOne within their poem/Lyrics. They must also create at least 2 pieces of
figurative language in their poem. The Final Draft will be brought into class and
shared with a partner, the partner will then need to identify each part of the
SOAPSTone and figurative language through annotation.