Curriculum / ELA / 7th Grade / Unit 11: American Poetry (2020) / Lesson 4
ELA
Unit 11
7th Grade
Lesson 4 of 18
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Lesson Notes
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Identify and analyze how an author uses imagery to convey a theme.
Assess students on basic fluidity of poetry terms: rhyme scheme, verse, free verse, stanzas, lines, alliteration, mood, imagery, sensory details.
Poem: “maggie and milly and molly and may” by E.E. Cummings
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
In “maggie and milly and molly and may,” why does the poet use imagery? Explain your answer using specific details from the text.
What to look for in student response:
The poet uses imagery to help the reader experience and imagine the text.
Which of the following lines best illustrates the theme of this poem?
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Which piece of evidence best supports the answer above?
Questions about the text that will help guide the students understanding
Have students ask “Why did the poet” (WDTP) questions.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
imagery
sensory details
alliteration
mood (review)
theme (review)
Suggestions for teachers to help them teach this lesson
RL.7.2 — Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
Next
Explain how the imagery affects the mood.
Explain the historical significance of the Harlem Renaissance.
Explain the benefits of writing in verse as opposed to prose.
Standards
RL.7.2RL.7.7
Identify and explain the purpose of rhyme scheme.
RL.7.5
Explain why Carl Linder would choose to use free verse rather than verse for his poem.
RL.7.2
RL.7.3
Compare and contrast the imagery used to convey mood in a poem and in a painting.
RL.7.7
Identify and explain how personification affects the tone in “Suicide Note from a Cockroach.”
RL.7.3RL.7.4
Explain how the poet uses imagery to develop his point of view.
Explain how the author uses repetition to develop the tone in "Life Doesn't Frighten Me."
RL.7.4RL.7.5
Identify and analyze the use of onomatopoeia in “The Suicide.”
RL.7.4
Explain the purpose of a staggered line structure in “The Negro Speaks of Rivers.”
Identify and analyze how the historical context influences the speaker’s point of view in “Ego-Tripping.”
Explain what the lack of grammatical rules reveals about the speaker’s perspective.
RL.7.5RL.7.6
Explain how the structure of the poem supports the theme.
RL.7.2RL.7.5
Analyze how Franklin Adams develops theme in his poem “Those Two Boys.”
Explain how Anzaldúa uses contrast to develop her theme.
RL.7.2RL.7.3
Explain how the author uses metaphor to develop the theme.
RL.7.2RL.7.4
Write a personal poem using imagery, figurative language, allusion, and theme.
W.7.3W.7.3.dW.7.3.e
Publicly present poems focusing on volume, eye contact, and body language.
SL.7.4SL.7.6
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