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    Grade 9 English Lesson Plan

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    ascd_msvu
    This lesson plan aims to encourage students to analyze poems and consider different perspectives. Over two classes, students will explore metaphors in "Let's Just Be Dark" by Maxine Tynes or "I Lost My Talk" by Rita Joe. They will discuss the poems in groups and as a class, considering themes of identity and cultural understanding. The goal is for students to better interpret symbols and view issues from others' points of view.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Grade 9 English Lesson Plan

    Uploaded by

    ascd_msvu
    584 views8 pages
    This lesson plan aims to encourage students to analyze poems and consider different perspectives. Over two classes, students will explore metaphors in "Let's Just Be Dark" by Maxine Tynes or "I Lost My Talk" by Rita Joe. They will discuss the poems in groups and as a class, considering themes of identity and cultural understanding. The goal is for students to better interpret symbols and view issues from others' points of view.

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    lesson for grade 9

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    This lesson plan aims to encourage students to analyze poems and consider different perspectives. Over two classes, students will explore metaphors in "Let's Just Be Dark" by Maxine Tynes or "I Lost My Talk" by Rita Joe. They will discuss the poems in groups and as a class, considering themes of identity and cultural understanding. The goal is for students to better interpret symbols and view issues from others' points of view.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    584 views8 pages

    Grade 9 English Lesson Plan

    Uploaded by

    ascd_msvu
    This lesson plan aims to encourage students to analyze poems and consider different perspectives. Over two classes, students will explore metaphors in "Let's Just Be Dark" by Maxine Tynes or "I Lost My Talk" by Rita Joe. They will discuss the poems in groups and as a class, considering themes of identity and cultural understanding. The goal is for students to better interpret symbols and view issues from others' points of view.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 8

    EDUC534001

    LessonPlanOne
    KenPilkey0660311
    KatherineBowlby
    September18,2014

    Context:ThisplanisbasedonthePrinceArthurJuniorHighSchoolbelltimesforEnglishclassesatthe
    grade9level.Thismeansahalfhourclassfollowedthenextdaywithaonehourclass.Theplanis
    adaptabletotwoonehourclasses,butnotintendedforthree(thoughexpansionpossibilitiesare
    endless).ClasstimesforJuniorHighEnglishrangefrom30minutesto1Hour10minutesfromwhatIve
    foundonline,determinedattheschoollevelofadministration.GeneralCurriculumOutcomesaddressed
    bythisLessonPlan(fortheGrade9Englishlevel)arehighlightedinredattheendoftheplan,namely
    1.1,1.3,2.1,2.3,3.2,6.1,6.2,7.2,and7.3.
    Goals:Toencourageengaginganalysisofthepresentedpoem,particularlyexpandingawarenessof
    metaphorsashiddenlayersofmeaning.Tostimulatediscussionaboutseeingtheworldfromanother
    personspointofview.Toequipthestudentswithamethodforinterpretingsymbolsinotherformsof
    mediatheyencountersuchastelevision,moviesandbooks,andtoconsiderothercultureperspectives.
    Method:Theabovegoalsareachievedina30minuteMethodInquiry(Bomer17)class,followedbya
    60minuteWorkshopClassroom(Bomer13)class.Thestudentswillbewellpreppedtoengageinthe
    examinationofthetextbytheirsecondclass,andthegoalsoftheclassaremetbycarefullychosen
    gradeappropriatequestionsdiscussedinsmallgroupsandbytheclassasawhole;askingthemto
    introduceoccasionsofpersonalexperienceandtoexploreanimaginedscenarioofanewcomertotheir
    school.

    English9
    Class1(30minutes)
    5minutes:Quickreviewofmetaphor.Astudentvolunteers,orischosen,toreadtheMerriamWebster
    definition(easilyunderstoodatthisgradelevel):

    metaphor
    : a word or phrase for one thing that is used to refer to another thing in order to show or suggest that they
    are similar
    : an object, activity, or idea that is used as a symbol of something else
    J.K.Rowlingexample:theDementorsintheHarryPotterstoriesassymbolsofthestruggleswego
    throughsometimes;toriseuptothemandkeepthematadistance.

    Sources(notintroduced):

    OprahinterviewsJ.K.Rowling2013http://www.youtube.com/watch?v=Uv1O6JJMC5o
    CTVNewsJ.K.Rowling2008http://www.ctvnews.ca/rowlingsayssheoncehadsuicidal
    thoughts1.284776
    10minutes:Metaphorsashiddenmeaningsinsongsandmoviesandbooks.Thingstodiscoverifyou
    havethetoolstoapproachthem.Twopersonalteacherexamplesforclarity.

    Mine:Allthediamondsintheworldthatmeananythingtome,areconjuredupbywindand
    sunlightsparklingonthesea.BruceCockburn(diamondsasthesparklesonthewater;beautyas
    valuable)

    Mine:NarniabyC.S.Lewis.HewasaChristianphilosopherwriterandintendedAslantheLionto
    beasymbolormetaphorforGod.
    10minutes:Divideclassinhalfdownthemiddle.Askonehalfoftheclasstocomeupwithametaphor
    thathaspositive(pleasant)connotations,andtheotherhalftocomeupwithametaphorthathas
    negative(darkorscary)connotations.Theycantalkaboutsonglyrics,books,menga,comicsthey
    canincludemoviesandvideogamesonlyiftheyarebeingverydescriptiveintherecountofthe
    scenarios.Iftheyarestumbling,aframeworksuchasthelightsideandthedarksideinStarWars
    canbeintroduced.Thegroupsagreeontheirrespectivebestexampleandsharetheirmetaphorwith
    theothergroup.
    5minutes:Ifthestudentsfeedbacksuggestsafairlygoodgraspoftheconceptofmetaphorthrough
    thisreview(theyhavehadpriorexposuretotheconceptbygrade9),thenthePoemassociatedwith
    PlanAisdistributedwithinstructionstoreaditonceortwicebeforetheirnextclass.Otherwise,the
    poemassociatedwithPlanBisdistributed.

    PlanA
    English9

    Class2(1hour)

    LetsJustBeDark
    Let'sjustbedark,then
    beingshadeandshadowsthatwalkupright
    beingnightindaytime

    Let'sjustbedark,then
    thedarksideofthings
    siftinglightthroughpigmentdarkly
    illuminatingsomedeepsoulfromwithin

    Let'sjustbedark,then
    witharmsandlegshuedindarkoak,
    ash,mahogany
    thisbodybronzedorblackenedliketrees

    Let'sjustbedark,then
    eyesandteethflickerneon
    againstthissundarkly
    clothesandcolourshanglikebanners

    Let'sjustbedark,then
    neitherfriendnorfoeofsunlight
    castingnightshadefromthetoandfro
    ofthisdarksojournthroughthelife.
    MaxineTynes

    30minutes:Theclassisdividedintogroupsoffour,afterbeingtoldthatMaxineTyneswasawell
    knownpoetfromDartmouthwhotaughtatAuburnHighandpassedawayjustrecently.Theyareasked
    todiscussthefollowingquestions,anddesignatesomeoneinthegrouptotakebriefsnotessotheycan
    talkabouttheirideaswhentheclasscomesbacktogether.

    1. Whatmooddoestherepetitionofthefirstlineaccomplish,astheauthordoesfivetimesinthe
    poem;whatkindoffeelingdoesitgive?Isshesaying,letsjustgiveup?

    2. Whataretheshadeandshadowsinthefirststanza?Howarethemetaphorsinthefirstand
    secondstanzasdescribingthatsomethingorsomeonecanbeobviousandordinaryatthesame
    time?

    3. Theauthorcomparesherarmsandlegstorarewoodsinthethirdstanza.Whatdoyouthink
    shesintendingtosaybyusinghermetaphorthisway?

    4. Whatcouldtheauthormeanbyclothesandcolourshanglikebannersinstanza4?Whycan
    thisbeagoodthingsometimesandabadthingatothertimes?

    5. Whatspecificaudienceisbeingaddressedinthispoem?Whatcanpeopleoutsideofthespecific
    grouplearnfromthepoem?

    20minutes:wholeclassdiscussionofthefindings(whiletheyremainintheirrespectivegroupsoffour)

    10minutes:(Backinoriginalseating)Oneofthethingsthatcomesacrossinthispoemisthattheauthor
    feelsconspicuousandobvious,butnotconnectedtoabiggercommunityorunderstoodbyothers.What
    aresomeofthewaysyoucouldhelpsomeonewhofeltdifferentandisolatedfeelmorecomfortable
    andmorewelcomeiftheywereanewstudenttoyourschool?WhatifthatpersondidntspeakEnglish
    wellandworeentirelydifferentclothesthanyoudo?(Openforumideasfromclass).

    PlanB
    English9

    Class2(1hour)

    ILostMyTalk

    Ilostmytalk
    Thetalkyoutookaway.
    WhenIwasalittlegirl
    AtShubenacadieschool.
    Yousnatcheditaway:
    Ispeaklikeyou
    Ithinklikeyou
    Icreatelikeyou
    Thescrambledballad,aboutmyworld.
    TwowaysItalk
    BothwaysIsay,
    Yourwayismorepowerful.
    SogentlyIoffermyhandandask,
    Letmefindmytalk
    SoIcanteachyouaboutme.

    RitaJoe

    30minutes:Theclassisdividedintogroupsoffour,afterbeingtoldthatRitaJoewasawellknownpoet
    fromCapeBretonwhoreceivedtheOrderofCanada.Theyareaskedtodiscussthefollowingquestions,
    anddesignatesomeoneinthegrouptotakebriefsnotessotheycantalkabouttheirideaswhenthe
    classcomesbacktogether.
    1. WhatcouldtheauthormeanbyIlostmytalk/thetalkyoutookaway?
    2. Howdoestherhythmanduseofmostlysinglesyllablewordsaffectthepace,andhowisthis
    relevanttothesubjectmatterinthepoem?
    3. Theauthorisusingthewordpowerfulinadifferentwaythanwenormallythinkofitatthe
    endofstanza4.Whataresomeotherwordsthatcouldbeusedinitsplacetosupporttheidea
    ofpowerthattheauthorisexpressing?

    4. Canyouthinkofsomepersonalexperienceswhenyoufeltyourvoiceorsenseofexpression
    weretakenaway?Whataboutexamplesofentiregroupsofpeoplethathavehadtheirabilityto
    expressthemselvesbetakenawaybyothergroups?
    5. Thelaststanzaisademonstrationoftheauthorssenseininnerstrength,prideandpowerina
    differentwaythanyoujustdiscussed.Whatissheaskingthatwedo?Whydoesshewantto
    teachusabouther?Whatdoesshehopewillbetheoutcome

    20minutes:wholeclassdiscussionofthefindings(whiletheyremainintheirrespectivegroupsoffour)

    10minutes:(Backinoriginalseating)Oneofthethingsthatcomesacrossinthispoemisthattheauthor
    feelspressuredbyotherstobesomeoneshesnot,anddoesnotfeelconnectedtoabiggercommunity
    orunderstoodbypeople.Whataresomeofthewaysyoucouldhelpsomeonewhofeltdifferentand
    scaredfeelmorecomfortableandmorewelcomeiftheywereanewstudenttoyourschool?Whatif
    thatstudentwasfromanothercountryandtheycouldntspeakEnglishverywell?(Briefopenforum
    discussionofsuggestions).

    ENGLISH LANGUAGE ARTS

    GRADE 9

    English Language Arts

    General Curriculum Outcomes

    Specific Curriculum Outcomes

    GCO 1: Students will be expected to


    speak and listen to explore, extend,
    clarify, and reflect on their thoughts,
    ideas. feelings, and experiences.

    1.1

    1.2

    1.3

    1.4

    GCO 2: Students will be expected to


    communicate information and ideas
    effectively and clearly, and to respond
    personally and critically.

    2.1

    2.2

    2.3

    2.4

    GCO 3: Students will be expected to


    interact with sensitivity and respect,
    considering the situation, audience, and
    purpose.

    3.1
    3.2

    3.3

    GCO 4: Students will be expected to


    select, read, and view with
    understanding a range of literature,
    information, media, and visual texts.

    4.1
    4.2

    4.3

    4.4

    4.5

    examine others' ideas in discussion to extend their own


    understanding
    ask relevant questions calling for elaboration, clarification,
    or qualification and respond thoughtfully to such questions
    articulate, advocate, and support points of view, presenting
    view points in a convincing manner
    listen critically to assess the adequacy of the evidence
    speakers give to evaluate the integrity of information
    presented
    participate constructively in conversation, small-group and
    whole-group discussion, and debate, using a range of
    strategies that contribute to effective talk
    adapt vocabulary, sentence structure, and rate of speech to
    the speaking occasion
    give and follow instructions and respond to questions and
    directions of increasing complexity
    evaluate their own and others' uses of spoken language in a
    range of contexts, recognizing the effects of significant
    verbal and non-verbal language features
    demonstrate active listening and respect for the needs,
    rights, and feelings of others
    demonstrate an awareness of the power of spoken language
    to influence and manipulate, and to reveal ideas, values, and
    attitudes
    demonstrate an awareness that spoken language has
    different conventions in different situations and cultures and
    use language appropriate to the situation
    select texts that address their learning needs and range of
    special interests
    read widely and experience a variety of young adult fiction
    and literature from different provinces and countries
    demonstrate an understanding that information texts are
    constructed for particular purposes
    use cueing systems and a variety of strategies to construct
    meaning in reading and viewing increasingly complex print
    and media texts
    articulate their own processes and strategies for reading and
    viewing texts of increasing complexity

    LEARNING OUTCOMES FRAMEWORK: GRADES 7-9

    99

    ENGLISH LANGUAGE ARTS

    General Curriculum Outcomes

    GRADE 9

    Specific Curriculum Outcomes


    Students will be expected to

    GCO 5: Students will be expected to

    5.1

    interpret, select, and combine information


    using a variety of strategies, resources,

    and technologies.

    GCO 6: Students will be expected to


    respond personally to a range of texts.

    6.1

    6.2

    GCO 7: Students will be expected to

    7.1

    respond critically to a range of texts,

    applying their understanding of language,


    form, and genre.

    7.2

    7.3

    GCO 8: Students will be expected to use


    writing and other ways of representing
    to explore, clarify, and reflect on their
    thoughts, feelings, experiences, and
    learnings; and to use their imagination.

    100

    8.1

    independently access and select specific information to


    meet personal and learning needs
    select, from a wide range, sources appropriate to
    their purposes
    use the electronic network
    develop approaches and strategies to conduct their
    research
    respond to some of the material they read or view by
    questioning, connecting, evaluating, and extending
    move beyond initial understanding to more
    thoughtful interpretations
    express and support points of view about texts and about
    issues, themes, and situations within texts, citing
    appropriate evidence
    critically evaluate information presented in print and
    media texts
    assess relevance and reliability of available
    information to answer their questions
    demonstrate that print and media texts are constructed for
    particular purposes and particular audiences
    describe how specific text and genre characteristics
    contribute to meaning and effect
    respond critically to texts of increasing complexity
    analyse and evaluate a text in terms of its form,
    structure, and content
    recognize how their own ideas and perceptions are
    framed by what they read and view
    demonstrate an awareness that personal values and
    points of view influence both the creation of text and
    the reader's/viewer's interpretation and response
    explore and reflect on culture and reality as
    portrayed in media texts
    identify the values inherent in a text

    use a range of strategies in writing and other ways of


    representing to
    - extend ideas and experiences
    - explore and reflect on their feelings, values, and
    attitudes
    - consider others' perspectives
    - reflect on problems and responses to problems
    - describe and evaluate their learning processes and
    strategies
    - reflect on their growth as language learners and
    language users

    LEARNING OUTCOMES FRAMEWORK: GRADES 7-9

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