Professional Documents
Culture Documents
Subject Area & English 1 (mostly 9th, one student in 11th, one student in 12th)
Grade Level
Unit Title The Boy in the Striped Pajamas
Target Concepts How does figurative language impact the theme and meaning of a poem?
“Big Questions” How important is the idea of keeping theme in mind when choosing different
figurative language for your poem?
Lesson Title & Poetry: Theme and Figurative Language
Instructional Students will be able to determine the theme of a text and analyze how it emerges
Objective and is shaped by specific details when we compare and contrast two texts themes
and they demonstrate theme in their own poems. Students will also be able to
determine the figurative meanings of words and phrases and analyze the impact of
those specific choices on the poem by finding it in their readings and demonstrating
it in their own writing. Lastly, students will be able to gather ideas from text,
multimedia, or personal experiences to write narrative-style poetry that uses precise
words and phrases, telling details, and sensory language to convey a vivid picture
of the experiences or events.
Assessment Students will be constructing their own poem with an overall theme and 4
(Formative and examples of figurative language. Rubric is attached.
Summative) Compare/contrast chart for completeness (10 differences, 5 similarities)
Evaluation
Materials & Laptop
Media Speakers
Poetry handouts: “Do Not Go Gentle into That Good Night” by Dylan Thomas and
“I Cannot Forget” By Alexander Kimel
Venn Diagram to compare/contrast themes, figurative language, and other elements
of the poems.
Figurative Language handout
Technology https://www.youtube.com/watch?v=2GZfcr3zqSo “I Cannot Forget” By Alexander
Kimel read aloud
https://www.youtube.com/watch?v=1mRec3VbH3w “Do Not Go Gentle Into That
Good Night” by Dylan Thomas, read by Dylan Thomas
Standards 6.1 Determine a theme of a text and analyze its development over the course of the
text including how it emerges and is shaped and refined by specific details; provide
an objective summary of the text.
9.1 Determine the figurative and connotative meanings of words and phrases;
analyze the impact of specific word choices on meaning and tone.
3.1 Gather ideas from texts, multimedia, and personal experience to write
narratives that:
o f. use precise words and phrases, telling details, and sensory language to
convey a vivid picture of the experiences, events, setting, and/or characters;
EEDA Issues This lesson allows students construct something important to them by choosing
their own theme to keep in mind.
This lesson shows students the importance of looking deeper into the text to get a
better meaning.
Instructional Warm-up: Students will begin by working on the Figurative Language worksheet in
Procedures which they have to find definitions and examples for elements of figurative
language
o Students will share their examples with the rest of the class, try to call on
two people per example and only one for rhyme scheme since that will be
longer
o Remind them this will help them later
Students will be given handouts of both poems and the Venn Diagram
o I will play the audio of both authors reading their work
o Make sure to discuss the theme in both texts, asking them to try to find it,
also have them “help” you point out figurative language in the poems by
highlighting examples on their papers.
Make sure to discuss the rhyme scheme of the villanelle
o Direct their attention to the Venn Diagram and instruct them to at least write
10 differences and 5 similarities.
Remind them to discuss them, figurative language usage, topic,
mood of the poems.
After giving them time to work on that, it is their turn to write a poem. Handout
the rubric, prompt, and blank paper for them to write on.
o Explain they can pick any topic as long as their theme is clear
o They cannot use one type of figurative language more than twice, remind
them to look at their worksheet from warmup to remind them of what they
can use
They must underline or highlight where they use figurative language
o Remind them it is a work of art so they must make sure to edit it before
turning it in.
o While they write they can bounce ideas off of their peers surrounding them.
Differentiation When writing their poem, they can choose what to write about and what
figurative language they want to use.
When working on the warm up they can share and come up with their own
examples.
Grading The compare/contrast chart will be graded for completeness (they should have 10
differences and 5 similarities)
Their poem will be graded by the attached rubric.
Research/Evidenc Cookson, P.W. (2007). The power of poetry. Teaching Pre K-8, 37(7), 14-15.
e of Student
Learning Palmer, B. C., Shackelford, V. S., & Miller, S. C. (2006). Bridging two worlds: Reading
comprehension, figurative language instruction, and the English-language
learner. Journal of Adolescent & Adult Literacy, 50(4), 258–267. https://doi-
org.login.library.coastal.edu:8443/10.1598/JAAL.50.4.2
IEP 504 ESOL For my primarily Spanish and Portuguese speaking students, translations of the
poem:
o https://lyricstranslate.com/en/do-not-go-gentle-good-night-no-entres-d
%C3%B3cilmente-en-esa-noche-quieta.html (Spanish)
o https://www.vagalume.com.br/john-cale/do-not-go-gentle-into-that-good-
night-traducao.html (Portuguese)
More time will be allotted for students who require it.
Reflection I think that students will be more excited about this excitement because it presents
(or Predictions) more freedom in creative choices
This lesson seems like a lot to accomplish in a 90-minute block of time
This lesson allows students to choose what they wish to write about and what they
want to use in their poem
An addition to this project to further their writing could be the opportunity to create
art to go along with it for extra credit or the opportunity to present their writing to
others in small groups, then they can compare each other’s work.
Reflections after: My teacher provided me with positives and suggestions after
teaching my first class, so as the day went on I was able to use her critiques and
make my lesson even better throughout the day. As the day progressed I gained my
teacher voice, used a timer to keep all of us on track, learned I really need a watch,
and learned how to better take control of the class by asserting myself.
“I Cannot Forget: THE ACTION IN THE GHETTO OF ROHATYN, MARCH
1942.” (1942) by Alexander Kimel, Holocaust Survivor
Do I want to remember, the creation of hell? ¿Quiero recordar, la creación del infierno?
The shouts of the Raiders, enjoying the hunt. Los gritos de los asaltantes, disfrutando de la caza.
Cries of the wounded, begging for life. Gritos de los heridos, pidiendo la vida.
Faces of mothers carved with pain. Rostros de madres talladas con dolor.
Hiding Children, dripping with fear. Escondiendo niños, goteando de miedo.
No, I don’t want to remember, but how can I No, no quiero recordar, pero ¿cómo puedo olvidar?
forget?
Do not go gentle into that good night, No vayas gentilmente a esa buena noche,
Old age should burn and rave at close of day; La vejez debería arder y rave al final del día;
Rage, rage against the dying of the light. Rabia, rabia contra la muerte de la luz.
Though wise men at their end know dark is Aunque los sabios en su extremo saben que la
right, oscuridad es correcta,
Because their words had forked no lightning Porque sus palabras no habían hecho ningún
they rayo.
Do not go gentle into that good night. No vayas gentil en esa buena noche.
Good men, the last wave by, crying how bright Buenos hombres, la última ola, llorando que
Their frail deeds might have danced in a green brillante.
bay, Sus frágiles obras podrían haber bailado en una
Rage, rage against the dying of the light. bahía verde,
Rabia, rabia contra la muerte de la luz.
Wild men who caught and sang the sun in flight, Hombres salvajes que capturaron y cantaron el
sol en vuelo.
And learn, too late, they grieved it on its way,
Y aprendiendo, demasiado tarde, lo
Do not go gentle into that good night. entristecieron en su camino.
No vayas gentil en esa buena noche.
Do I want to remember, my fearful return? Eu quero lembrar, meu retorno com medo?
Families vanished in the midst of the day. Famílias desapareceram no meio do dia.
The mass grave steaming with vapor of blood. A vala comum fumegando com vapor de sangue.
Mothers searching for children in vain. Mães à procura de crianças em vão.
The pain of the ghetto, cuts like a knife. No, A dor do gueto, corta como uma faca. Não,
I don’t want to remember, but how can I eu não quero lembrar, mas como posso
forget? esquecer?
Do I want to remember, the wailing of the night? Eu quero lembrar, o lamento da noite?
The doors kicked ajar, ripped feathers floating the As portas chutaram entreabertas, penas rasgadas
air. flutuando no ar.
The night scented with snow-melting blood. A noite perfumada com sangue derretendo a neve.
While the compassionate moon, is showing the way. Enquanto a lua compassiva, está mostrando o caminho.
For the faceless shadows, searching for kin. Para as sombras sem rosto, procurando por parentes.
No, I don’t want to remember, but I cannot forget. Não, eu não quero lembrar, mas não posso esquecer.
Do I want to remember this world upside down? Eu quero lembrar deste mundo de cabeça para baixo?
Where the departed are blessed with an instant Onde os mortos são abençoados com uma morte
death. instantânea.
While the living condemned to a short wretched Enquanto os vivos condenados a uma vida miserável
life, curta,
And a long tortuous journey into unnamed place, E uma longa e tortuosa jornada em um lugar sem
Converting Living Souls, into ashes and gas. nome,
No. I Have to Remember and Never Let You Forget. Convertendo Living Souls em cinzas e gás. Não.
Eu tenho que lembrar e nunca deixar você
esquecer.
“Do Not Go Gentle Into That Good Night” (1951) by Dylan
Thomas
Do not go gentle into that good night, Não seja gentil nessa boa noite,
Old age should burn and rave at close of day; Velhice deve queimar e rave no final do dia;
Rage, rage against the dying of the light. Raiva, raiva contra a morte da luz.
Though wise men at their end know dark is Embora homens sábios no seu fim saibam que a
right, escuridão está certa,
Because their words had forked no lightning Porque as palavras deles não tinham bifurcado
they Não seja gentil nessa boa noite.
Do not go gentle into that good night.
Good men, the last wave by, crying how bright Bons homens, a última onda, chorando como é
Their frail deeds might have danced in a green brilhante
bay, Seus frágeis atos poderiam ter dançado em uma
Rage, rage against the dying of the light. baía verde,
Raiva, raiva contra a morte da luz.
Wild men who caught and sang the sun in flight, Homens selvagens que pegaram e cantaram o sol
And learn, too late, they grieved it on its way, em vôo,
Do not go gentle into that good night. E aprende, tarde demais, eles se entristeceram
no caminho,
Não seja gentil nessa boa noite.
Category 4 3 2 1 0
Grammar and There are no errors in There are one or There are a few There are There are many
Conventions the poem. two errors that do errors that do some errors errors that make
not distract from not distract that make the poem difficult to
the meaning of the from the poem difficult understand.
poem. meaning of the to understand.
poem.
Figurative Poem has 4 examples of Poem has 4 Poem has 2 or 3 Poem has one No figurative
Language figurative language, and examples of examples of example of language is
student does not use figurative language, figurative figurative present.
they same type of but student has language. language.
figurative language used one type of
more than twice. figurative language
more than twice.
Theme The theme of the poem The theme of the The theme of The theme of There is no
is clear, and all lines of poem is clear, but the poem is the poem is evident theme.
poem support that some lines don’t stated, but not present, but
theme. contribute to the supported. unclear.
theme.
Structure There is a clear The structure of The structure The structure There is not a
structure to the poem the poem is evident, of the poem is of the poem is clear structure
(lines are not complete but there are some skewed by unclear, making to the poem, it is
sentences, stanzas are errors in stanza the meaning difficult to
clear if there are distinguishing placement and difficult to recognize as a
stanzas) stanzas or line line length. grasp. poem.
length.
Rough Draft
Name: __________________________________Date: _________Class Period: _____Desk:_____
Figurative Language
Definition Example
Personification
Simile
Metaphor
Alliteration
Repetition
Rhyme Scheme
Imagery