SWBAT analyze personified text for the meaning.

Students will look at popular song lyrics and poetry to understand and analyze personified text.

7 minutes

The students all have learned personification before, so I should just need to review what personification is, before we can start analyzing and writing with it.

To engage the students and set them up for today's lesson, I will handout the Personification Interactive Notes for them to cut and glue into their interactive notebooks. I allow them 5-7 minutes to cut, glue, and color with any remaining time. By giving them the notes, it will save me time and allow the students more time to interact with text and work on the skill. Student Work Sample

The students all have learned personification before, so I should just need to review what personification is, before we can start analyzing and writing with it.

I will remind the students to leave the top edge of the definition sheet open so the students can use it as a pocket for a future review activity.

25 minutes

Once the students have set up their spirals, titled the page and updated their table of contents, I will model how I located and analyzed the examples of figurative language in the song.

First, I will display the definition Personification Notes handout and read through the definition. Even though the notes are all provided for the students, I will still go through and highlight or underline key words and phrases. Otherwise, the students do not know how to interact with the notes.

I will display the song on the projector and read through the song. As I am reading, I refer back to the definition and model how I use the definition to determine if the example is personification. It is important for the students to see how to use their resources and notes to help guide them through the skill. They often don't realize the importance in notes and modeling, not realizing how we are giving them the tools they need to do the work on their own. Student Sample

Once I have identified it, I will then model how I analyze it for meaning. I usually talk aloud to myself demonstrating how I think and what clues I'm using to determine meaning.

Once I have determined the meaning, I will then write the meaning off to the side and ask the students to do the same in their spirals.

Next, I will go through the first few slides of the Personification power point and have the students copy down the notes into their spiral onto the next blank page. I will have the students title the page "Notes for Personification".

20 minutes

After discussing the definition and having the students identify and analyze with a song lyric, I am going to move them into using more complex text.

Use the remaining Personification power point slides to show some examples of poetry. In each example, personification is used. The first example is an easier one to have the students try. I will guide the students with the first example and then have them work in their mixed ability groups to analyze the rest. I will work through each poem before moving on to the next.

While the students are working, I will be walking around monitoring their discussion, listening for understanding and guiding as needed. I want to make sure they are able to identify personification and explain what is being personified and how it is personified. I will prompt them and ask them to explain.

I'll call the class back and go through each poem, discussing the uses of personification.

Next, to provide more guidance and to assess for readiness to move on, I will pass out the poem titled Two Sunflowers Move in a Yellow Room I will have the students read the poem and identify the personification. I'll have them answer the questions on the bottom of the poem.

I will have them turn in their answers so I can assess their understanding.

10 minutes

Once the students have worked in their groups to analyze the poems for personification, I will have the students work independently for 10 minutes on an Independent Activity.

This handout is meant to provide quick, repetitive practice on personification. Students need that practice in order to take the skill to longer text.

I'll allow the students 10 minutes to practice and work on their homework.

25 minutes

I will now ask the students to move into their reading groups. The students are placed in ability leveled reading groups to allow for differentiation with the product and process of the literature groups.

I will ask the students to prepare for reading by taking out our novel work. This includes our Reading Response Guide, as well as our Seedfolks Character Analysis handout. I will allow 5 minutes for the group to check their work to make sure everyone in the group is caught up and ready to go for today. During this time, I will walk around to monitor progress and assess who is keeping up and who is falling behind. I can then determine what intervention is needed to assist these students.

Next, we will read the next two chapters "Curtis" and "Maricela" aloud. As I read, I am still modeling how I annotate the text. This guidance is still needed, however, I will begin to pull back from asking the students after I read a paragraph if there is anything I should annotate. This releases the responsibility of identifying important text to them. By calling on them, it will model thinking at their level using their peers ideas. I will remind the students to annotate for personification as well as. As we learn and review these literary devices, it is important to apply the skill and practice whenever we can.

Once we have read the two chapters, I will have the students work in their groups to complete their daily work, practicing their discussion skills. This developing skill allows them a chance to share their thoughts and ideas.

Every day we read, I pick a focus for reading. Today, I will have the students work on pulling out examples of character traits. They will discuss one of the characters from the text and use the evidence to determine character traits. In the Literature Group Discussion you will see three students discussing the character Sae Young. They determine what has motivated her and the choices she makes.

7 minutes

To assess my students understanding as well as to help them process their own learning, I will have the students complete a Closure Slip I ask the students to define personification and then explain why an author would use it in the writing.

I am expecting them to have no problem defining it, however, for them to explain why it is important, may require some prompting. I may have to guide them by asking "what does personification help you understand as a reader?" "How can it enhance the writing?"

Previous Lesson