Teacher: Diaz

Lesson Title: Grade Level: Duration: 60 mins

Poems and 9 Date: January 2023
words: Speaking
with hands

1. Analyze multiple interpretations of a story, drama, or poem (e.g.,

recorded or live production of a play or recorded novel or poetry),
evaluating how each version interprets the source text.
2. Analyze how a text makes connections among and distinctions
Common Core, NGSS, between individuals, ideas, or events (e.g., through comparisons,
and/or Content analogies, or categories).
Standards
3. Determine the meaning of words and phrases as they are used in a
text, including figurative, connotative, and technical meanings;
analyze the impact of specific word choices on meaning and tone.

Learning ● Discuss important topics using the poem, such as having dignity, being valued in
Objective society, and strength within us.
● Determine the meaning of different words and phrases and analyze the impact of
word choices, tone,and multiple meanings of language.
● Understand the figurative language, word choice, and tone and the deeper
meaning of the poem

Pre-teaching Prior Knowledge, Context, and Motivation:

Considerations Prior Knowledge:
- Students will be able to recall word choice, tone, figurative language, and word
choices from 9th grade.
Word choice: To understand the author's use of words to impact the effectiveness
of their writing.
Tone: The attitude that a character or narrator or author takes towards a given
subject.
Figurative Language: The use of words in a way that deviates from the
conventional order and meaning in order to convey a complicated meaning,
colorful writing, clarity or evocative comparison.
Types of figurative language in this Poem: Simile, Metaphor, Hyperbole,
Personification
Simile: language that is used to compare one thing against another
Metaphor: Phrase describing something as something that is not reality.
Hyperbole: a figure of speech which exaggerates the meaning of a sentence
Context:
To refresh student minds: I have will hand out a worksheet with the types of figurative
language with visuals/ (Translation is provided for ELLs ) and the definitions for word
choice and tone.
Motivation:
SEL: Ask students how they are doing with an ice breaker. This will prepare students to

🙂
be open to discuss poem and collaboration work. Link to poll for students to open
chrombooks and vote

Lesson Delivery
 Main Activity Literacy Strategy: Vocabulary
Students will be given a handout with the Figurative language, word choice, and tone.
Literacy strategy: Every student will be able to use Text- to- speech and it is translated in Spanish for ELLs
reading, Word choice: To understand the author's use of words to impact the effectiveness
comprehension, of their writing.
vocabulary,
Tone: The attitude that a character or narrator or author takes towards a given
discussion, or
subject.
organization
Figurative Language: The use of words in a way that deviates from the
(how is the conventional order and meaning in order to convey a complicated meaning,
concept or skill colorful writing, clarity or evocative comparison.
unpacked in a Types of figurative language in this Poem: Simile, Metaphor, Hyperbole,
tangible way?) Personification
Simile: language that is used to compare one thing against another
Metaphor: Phrase describing something as something that is not reality.
Hyperbole: a figure of speech which exaggerates the meaning of a sentence
Define dignity: Frayer model

Steps:

1. Students will come in and do SEL Ice braker activity: LINK will be on board.
2. Next, I will explain class lesson/objects/goals. Then students will come up and
grab a worksheet with Figurative Language:Simile, Metaphor, Hyperbole,
Personification (Translated if need) Each worksheet has visuals.
3. After students will also get a hand out of Speaking with Hands By Luis J.
Rodriguez: FULLLINK:
https://e4maas.weebly.com/uploads/3/8/5/7/38572203/speaking_with_hands_sb_1
.14.pdf
4. Students will get into groups of 3, students will read within their groups and
making notes/discussing the elements of figurative language Simile, Metaphor,
Hyperbole, Personification, word choice, and tone. We will get come back as a
 class and I will check for understanding with these elements. Each group will
define this in their own words and share to the class (student-led teaching)
5. After, we will come back to the class and look at our poem “Speaking with
Hands” we will watch the youtube video of speaking with hands poem, so
students can have an idea what tone he is using; LINK:
https://youtu.be/IA5jvexkuxk. After the video, students will read it with there
groups taking turns reading a few stanzas. After we will come back and read it as
a class.
6. We will come back and analysis the language of poem. using this worksheet

:
7. Define Diginity: Frayer model:

8. Class discussion: (Using their worksheets):

Discussion: (Giving students time to think) will have these questions on the board)
Translation is always provided for students who need it.
● What is the tone set in this poem? How do you think “Mama” felt when she
started an argument with the cashier with her broken English?
 ● What imagery, tone, word choice in the poem stood out to you and why? For
example, In the poem lines 21-23, “She must have been what, Moses saw in the
burning bush, a pillar of fire, consuming the still air that reeked of overriped fruit
and bad meat from the frozen food section.” What does this mean? (Instructor will
listen to students, and add on ideas to enhance deeper understanding).
● Do you think that this poem has something to do with our dignity? Being valued
and respected as a human being? Why or why not?
● Do you believe that the author wrote this poem because he was proud of his
“Mama” for her dignity? What kind of teachings do you think the narrator’s
mother set ( Good examples or Bad examples)
9. Writing assignment:( assessment ) 2 writing choice, 1 visual choice, and 1group
choice

Writing choices:
1)Write a poem about something you would like your kids or future kids to remember
you by. Examples: ( your dignity, your work ethic, your accomplishments) Try to think
out of the box.
2)Write a poem on an experience at school or job that you saw your dignity was being
tested. How did you feel? How did this impact your personal development?
Visual choice:
Draw a visual representation of the poem, using images, colors, and words in the pictures
Group choice:
Group of 3 will come up and act out the poem, after will explain their worksheet of their
collaborative thoughts. Elements of poetry worksheet.

Vocabulary- Based Terminology:

With a Fryer model: students can complete frayer models for figurative language if they
want to. They do need to make one for dignity.
​
 -Students will complete dignity in this frayer model and write down the definitions and
examples on what it means.

Literacy Strategy:
This activity supports the clarity and conceptual development of vocabulary terms
because students are using a frayer model to define “dignity” this ways students can
reflect on this work while reading the poem. Using the poem students can reflect on
different vocabulary terminology for figurative language, word choice, and tone. The
notes on the side students can write down ideas and thought or even draw pictures. In
addition, students have three choices of how they want to do their assessment (reflection)
after reading the poem and completing the worksheet. This activity uses visuals,
collaboration, independent practice, and reflection. It invites student to use prior life
experience along with the poem. After completing this lesson students should be able to
use notes and frayer models for future poems.
Social Justice:
This activity is for Social Justice because it exposes students to different type of authors.
It also help students understand different perspectives, experiences, culture, age
differences, age gaps, economic, inequality, and other social issues. Making students
think about others will using the poem as a learning guide to open up conversations.

Instructional Check method(s) used in the lesson:

Methods
☐Modeling ☐Guided Practice ☐Collaboration ☐ Independent Practice ☐
Reflection
☐Realia, Contextual Aids ☐ Modified tools ☐ Visual Aids ☐ ELL
supports

-Writing assignment:( assessment ) 2 writing choice, 1 visual choice, and 1group choice
Assessment Writing choices:
1)Write a poem about something you would like your kids or future kids to remember
you by. Examples: ( your dignity, your work ethic, your accomplishments) Try to think
out of the box.
2)Write a poem on an experience at school or job that you saw your dignity was being
tested. How did you feel? How did this impact your personal development?
Visual choice:
Draw a visual representation of the poem, using images, colors, and words in the pictures
Group choice:
Group of 3 will come up and act out the poem, after will explain their worksheet of their
collaborative thoughts. Elements of poetry worksheet.

​
 ELL:
Differentiated
● Use translations for English learners.
Instruction/
Accommodations: ● Provide support for decoding text. Representation:
● Clarify the meanings of symbols and notations.
English Learners / ● Use scaffolds to support syntax and sentence ● Give students the
Special Needs: option to listen to
structure.
text, read it, or
Accelerated both.
Learners: UDL: Images, Diagrams, Video with captions,
● Present content
Simulation, Text, Discussion, Illustration through a graphic
UDL (Universal
organizer.
Design for
Learning) Differentiation: Learning the basic functions with ● Use illustrations
to support
Multiple Means videos, peers, and other resources online.
of… comprehension.
Representation
Accelerated Learners: Engagement:
Engagement
Expression
Have accelerated learners help other students who are ● Use humor.
having a hard time. ● Start with a
Accelerated learners handouts of next week's lesson. thought
seeing where they are next time. provoking or
controversial
statement and
dialogue.
● Use a short video
that captures
interest.

Expression:
● Diagram or graph
● Verbal response
to given
questions, or
responding with a
gesture or image

Materials/Resources/ ● Youtube
Lesson Preparation
● chromebooks
● worksheets
● colors
● poems
● books
● pencils
● visual graphs
● information around the room
● images