Lesson Plan : The Highwayman

Teacher Name:
 Lori Coleman
 Grade 7-8
 Language Arts

 Narrative Poetry, Literary Devices, Figurative Language
 Key vocab: highwaymen, ostler, red coats, musket, rapier, theme, third person omniscient point of view, plot, conflict, simile, metaphor, alliteration, imagery, personification, onomatopoeia
 Students will respond to materials that are read, heard, and/or viewed. Students will form and express opinions based on shared texts and bodies of work.
 TLWD evaluation of figurative language in narrative poetry by determining the effect of this language compared to stating something "literally". TLWD evaluation of point of view in the poem, "The Highwayman" by distinguishing the difference in the poem's 3rd person omniscient point of view and if it were written from Tim, the Ostler's first person point of view.
 Copies of "The Highwayman", Smart Board, speakers
 Student will complete a prediction based on a word splash from the Smart Board. They will need to include 12 words from the display in their one paragraph prediction of the poem. Simultaneously, I will play Mozart's, "Requiem" (Death March) as an auditory hook.
 Students will read their predictions aloud while I give additional clues as to the plot and conflict of the narrative poem. We will discuss the "ultimate sacrifice" and define key terms from the poem to assist in comprehension.
 Students will listen / read / watch the poem from a Teacher Tube video. The poem is set to music, the "lyrics" (words to the poem) are on the screen, and it is presented like a movie.
 One student per partnership will draw what happened in the stanza (I will decide who does the drawing based on ability). Other groups will have to not only have to answer the literary device and figurative language questions but also create their own examples that could also be added into the poem.
Checking For Understanding:
 I will walk from group to group to check for understanding. Students who drew what each stanza means will present to the class, students who created their own examples of figurative language with similar mood and tone will present to the class.
 Review the plot and conflict of the poem, as well as the types of figurative language that is used.
 Look at how well students completed their assignments. Can I tell that they "got it"? What about the literary devices and figurative language? Did the students understand why Noyes (author) used these things instead of literally saying the story of the highwayman.
Teacher Reflections:

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