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Resource ID#: 48920 Primary Type: Lesson Plan
"Uncoiling" the Theme In this lesson, students will read the poem "Uncoiling" by Pat Mora, determine the poem's theme (central message) by identifying various literary devices through a close reading of the text, and then compose a written analysis of the poem, as they understand it. Subject(s): English Language Arts Grade Level(s): 7 Intended Audience: Educators Instructional Time: 1 Hour(s) Freely Available: Yes Keywords: Theme, Pat Mora, Uncoiling Instructional Component Type(s): Lesson Plan Instructional Design Framework(s): Direct Instruction, Writing to Learn Resource Collection: CPALMS Lesson Plan Development Initiative
LESSON CONTENT Lesson Plan Template: General Lesson Plan Learning Objectives: What should students know and be able to do as a result of this lesson? Employ strategies such as analyzing the text, identifying literal and figurative language, sensory language and connotation in order to determine the theme (central message) of the text. Cite evidence from literary text to support analysis and reflection.
Prior Knowledge: What prior knowledge should students have for this lesson? Students should be familiar with literal and figurative language. Students should be familiar with the following literary terms: personification, connotation, theme, and sensory language.
Guiding Questions: What are the guiding questions for this lesson? Who or what is the "she" in the poem? (a powerful woman personified as a tornado) Cite examples from the text to support your claim. Why do the women sing lace lullabies to their children? Which type of figurative language is the author using to compare the tornado to a woman? (personification) Give examples from the text to support your answer. Describe the conflict occurring in the poem. What word(s) helped you visualize the tornado's actions? The pale women's actions? How effective is the author's usage of imagery? Explain. What do you believe is the theme (central message) of the poem? (a powerful woman who demonstrates her power) What is this poem about? (a tornado wreaking havoc and exerting "her" power)
Teaching Phase: How will the teacher present the concept or skill to students? 1. Invite students to preview the poem "Uncoiling" (examine the title, look at arrangement of text, and skim the poem) and then make a prediction about what they think the poem is about. 2. Next, have students share their predictions with their shoulder partners. 3. Explain to students that the author uses figurative language to help convey the poem's theme (central message). In the poem "Uncoiling" the theme is that of a
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powerful woman (do not reveal this to students). Remind students that the theme of a text is not always stated, but is often implied. In the poem "Uncoiling" the author incorporates imagery to assist the reader in understanding the theme of the poem. 4. Explain to students that they will be reading the poem three times in order to analyze different aspects of the poem that will lead to determining the major theme of the poem. Note: It is important to note that the poem, "Uncoiling" is an extended personification.
Guided Practice: What activities or exercises will the students complete with teacher guidance? First Reading: Tell students to read the poem independently in its entirety, highlighting portions of the poem that describe what "she" is doing. Next to the highlighted area, ask students to note if the words they have highlighted have a positive, negative, or neutral connotation. The following symbols may be helpful to use: +, -, 0 or smiley face, sad face, 0. Model to students how to identify what "she" (the tornado) is doing in the the first stanza with students. For example, "she 'scratches' (with thorns), 'tosses' her hair (dark with rain), and 'snares' lightning..." The verbs that the author, Pat Mora, chooses to use in the first stanza, evoke a negative connotation. Next, invite students to share what words and/or phrases they highlighted in each stanza, focusing on the the precise actions "she" takes. Perhaps engage in a discussion about diction (word choice) and how the author has chosen to include vivid and descriptive verbs as it relates to what "she" (the tornado) is doing. Pose the question, "How did you determine the connotation of your highlighted areas?" to students to determine their understanding of the poem. Finally, ask students to highlight with a different color marker, what the "pale women" are doing (lines 11, 12, 14, 15). Pose the question, "Why do the women sing lace lullabies to their children?" and discuss students' responses. Second Reading: Have students read aloud the poem with their partners. After each stanza, the students should discuss what the characters are doing and then paraphrase each stanza. When finished, ask the students to discuss the following questions in their group: 1. Who or what is the "she" in the poem? (a tornado) Cite examples from the text to support your claim. 2. Which type of figurative language is the author using to compare the tornado to a woman? (personification) Provide examples from the text to support your answer. 3. What is this poem about? (a tornado wreaking havoc and exerting "her" power) 4. Describe the conflict. Final Reading: Read the poem aloud to students. Invite students to close their eyes and visualize the images presented in the poem. Pose the following questions to the class for discussion: What word or words helped you to visualize the tornado's actions? The pale women's actions? Ask the students to rate the effectiveness of the author's usage of imagery (sensory language) in the poem. Using their fingers, rate the author on a scale of 1 to 4, where 4 is the most effective.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson? Students will write a paragraph in which they provide a summary of their understanding of the poem. Included in their analysis, students should include the major theme of the poem and explain how the woman in the poem is personified as a tornado. Students should cite textual evidence to support their analysis of the text, demonstrating their understanding of the extended personification. Finally, ask students to include specific word choice (diction) that the author includes to create images in the reader's mind.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson? Invite students to read their summaries aloud to the class and have a class discussion on extended personification.
Summative Assessment Students will write a paragraph in which they provide a summary of their understanding of the poem. Included in their analysis, students should include the major theme of the poem and explain how the woman in the poem is personified as a tornado. Students should cite textual evidence to support their analysis of the text, demonstrating their understanding of the extended personification. Finally, ask students to include specific word choice (diction) that the author includes to create images in the reader's mind.
Formative Assessment The teacher will formatively assess students' understanding of the text throughout the lesson by checking for understanding. Specifically, during the Teaching Phase and the Guided Practice, the teacher will pose the following questions: Who or what is the "she" in the poem? (a powerful woman personified as a tornado) Cite examples from the text to support your claim. Why do the women sing lace lullabies to their children? Which type of figurative language is the author using to compare the tornado to a woman? (personification) Give examples from the text to support your answer. Describe the conflict occurring in the poem. What word(s) helped you visualize the tornado's actions? The pale women's actions? How effective is the author's usage of imagery? Explain. What do you believe is the theme (central message) of the poem? (a powerful woman who demonstrates her power) What is this poem about? (a tornado wreaking havoc and exerting "her" power)
Feedback to Students Students will receive feedback from the teacher and their peers as responses are shared and textual support is provided. Specifically, students will receive feedback throughout the Teaching Phase and the Guided Practice throughout the three readings of the poem.
ACCOMMODATIONS & RECOMMENDATIONS Accommodations: Enlarge the font of the text for students who have slight visual impairments. Teach a mini lesson on theme (central message) and provide examples of theme in familiar stories. Pair struggling students with high achieving students who will provide support.
Extensions:
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Each student can create a storyboard illustrating each stanza. Students can read other Pat Mora poems and compare and contrast various aspects including theme. Students can research tornadoes and compare and contrast with the tornado in "Uncoiling." Students can research Pat Mora to see how her heritage has influenced her writing.
Special Materials Needed: A copy of "Uncoiling" by Pat Mora for each student for annotating and highlighting. 2 different colored highlighters for each student.
Further Recommendations: This lesson is meant to be used after students are familiar with various poetic and literary devices.
Additional Information/Instructions By Author/Submitter This lesson only address Part A of the writing standard, LAFS.7.W.3.9
SOURCE AND ACCESS INFORMATION Contributed by: Laura McKown Name of Author/Source: Laura McKown District/Organization of Contributor(s): Seminole Is this Resource freely Available? Yes Access Privileges: Public License: CPALMS License - no distribution - non commercial
Related Standards Name LAFS.7.RL.1.1: LAFS.7.RL.1.2: LAFS.7.RL.2.4:
LAFS.7.W.3.9:
Description Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 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. 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. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”). b. Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).
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