Curriculum / ELA / 7th Grade / Unit 11: American Poetry (2020) / Lesson 9
ELA
Unit 11
7th Grade
Lesson 9 of 18
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Lesson Notes
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Explain how the author uses repetition to develop the tone in "Life Doesn't Frighten Me."
Poem: “Life Doesn’t Frighten Me” by Maya Angelou
Poem: “Good Hair” by Sherman Alexie
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
What is the speaker's tone in the first three stanzas?
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Which piece of evidence best shows the speaker’s tone in the first three stanzas?
How does the repetition of “life doesn’t frighten me at all” affect the tone of the poem?
Questions about the text that will help guide the students understanding
What do lines 14–16 suggest?
Read the description from lines 25–27: "Panthers in the park/Strangers in the dark/No, they don’t frighten me at all." What is the main effect of the description?
Reread the lines from the poem, "I can walk the ocean floor/And never have to breathe". This is an example of:
Which line best conveys the speaker’s relationship to others?
You read the poem “Good Hair” during the A Raisin in the Sun unit; read it again to examine how the tone is developed.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
hyperbole
Suggestions for teachers to help them teach this lesson
If students are stuck on the Target Task, ask them to think about whether or not you believe the poet when she keeps repeating this line in her poem. Does it make her more or less confident sounding?
RL.7.4 — Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
RL.7.5 — Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
Next
Identify and analyze the use of onomatopoeia in “The Suicide.”
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.
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.
RL.7.2
Explain how the imagery affects the mood.
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.
RL.7.4RL.7.5
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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