Wake Me Up: Poetry through song
Lesson 6 of 9
Objective: SWBAT analyze figurative language in a song.
This is the first time I've taught poetry and figurative language this year. However, scholars extensively study this topic in 4th grade. Therefore, I jump right in with them creating their own metaphors.
Scholars look at the picture of a valley. They write as many metaphors as possible to describe the picture. I am prepared to think aloud about the picture if more support is needed. I say something like, "I see a stream that is twisting and turing. It looks like a snake. A good metaphor for the stream would be the stream is a snake: winding and bending through the mountains."
I give scholars 4 minutes to create metaphors. Then, we stand up, pair up, share and exchange metaphors. Scholars independently think first to get their ideas flowing. Then, they stand-up, pair-up, share to move around the room and hear others' ideas. If a scholar does not have a strong metaphor they hear one from a friend.
I give scholars 2 minutes to share and then they have 20 seconds to move back to their seats. They have 1 minute to jot down any final ideas.
Then, we share as a class. I pull three friends from my cup and then select two volunteers. The idea here is that I am holding everyone accountable to the work (you never know if you will be called upon) and volunteers skill are called upon if they want to share.
I say that today we are going to analyze a song to identify metaphors and their meaning. I pass out the Lyrics for Wake Me Up by Avicii. I do a close read of Avicii's hit song, Wake Up. I pause and model highlighting a metaphor in the second stanza: guided by a beating heart.
I model thinking aloud about the literal meaning, and I say, "It doesn't make sense to actually be guided by a heart that is beating because someone's heart cannot exist outside of their body. It must mean something different. Based on the previous line, I think we might be talking about someone he cares about. Maybe they are leading him somewhere. I'm going to finish reading the whole song and then I will come back and test my theory."
I finish reading the song and then go back and complete the first part of the foldable. Here is a how-to create the foldable with your students. Scholars write the direct quote on the top flap of foldable, then they draw a picture of the literal meaning on the other side of the flap. Finally, they write the figurative meaning on the inside of the foldable in 2-4 sentences.
Scholars continue to read the poem in partnerships. Here is an example of some partner reading. When they find new metaphors, they highlight them and predict their meaning using the graphic organizer. Scholars are on the clock for 20 minutes to read and discuss. I circulate this time to support weaker scholars or extend thinking.
I assign heterogenious partnerships so that all scholars have access to the text. Be careful not to assign super high scholars with super low scholars. This is frustrating for both pairs. Consider pairing a high scholar with a medium high scholar, and a low scholar with a medium low scholar.
It is beneficial for scholars to practice fluent reading (even though they are in 5th grade) so that they continue to develop expression.
During this time scholars rotate through 2 stations.
I start the time by reviewing our checklist items for the week and explicitly state what should be completed by the end of the day. This holds scholars accountable to their work thereby making them more productive. Then, the ELL teacher and I share the materials that our groups will need to be successful (i.e. a pencil and your book baggies). Then, I give scholars 20 seconds to get to the place in the room where they will be for the first rotation. The first scholars who are there with all materials they need receive additions on their paychecks or positive PAWS.
During the rotations for this lesson, my small group objective today is to identify and analyze metaphors in poems that are on each group's highest instructional level. Scholars read a portion of the same poem (different for each group depending on reading level, but the same text is read in each group). Then we discuss figurative language.
After the first rotation, I do a rhythmic clap to get everyone's attention. Scholars place hands on head and eyes on me so I know they are listening. Then they point to where they go next. I give them 20 seconds to get there. Again, scholars who are at the next station in under 20 seconds with everything they need receive a positive PAW or a paycheck addition. We practice rotations at the beginning of the year so scholars know if they are back at my table, they walk on the right side of the room, if they are with the ELL teacher, they walk on the left side of the room and if they are at their desks, they walk in the middle of the room. This way we avoid any collisions.
At the end of our rotation time I give scholars 20 seconds to get back to their desks and take out materials needed for the closing part of our lesson. Timing transitions helps to make us more productive and communicates the importance of our learning time.