Ms. Sarah TaggartLanguage EnrichmentESL Learning Plan

Content Goal: I can interpret the deeper meaning of a poem by looking closely at figurative language.Language Goal: I can engage in a respectful discussion about what an author says and why he says it.

CCSS (RL 6.4): Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

NYS ESL Standard 4: Students will listen, speak, read, and write in English for classroom and social interaction.Performance Indicator: Listen attentively, take turns speaking, and build onothers’ ideas when engaged in pair, group, or full-class discussions on personal, social, community, and academic topics.

Introduce myself and set expectations:1--Everyone has a voice—we want to hear from you.2--Be respectful of a person’s voice—don’t talk over them.3--Put in the effort and you’ll get a lot out.

Go over learning goals for today—have students read it aloud. Brainstorm mosaic—3 minutes on timer—jot down all words that come to

mind Students share out noticings or inferences using language prompt: “I think the poem will be about ______, because________.” After students make predictions, I will tell them the general summary of the

poem (In this poem, the speaker shares a childhood memory from when he was 12-years-old. He talks about the first time he spent the day with a girl he has a crush on.)

Ask students what they know about poetry. (Clear up any misconceptions about the components of poems—talk about how this particular poem is structured with no stanzas, just lines, which are numbered)

Read poem the first time for flow and to visualize what’s happening. Then go into teach of figurative language:

Why do authors use figurative language?--to captivate the reader (hold their attention)

--to help the reader visualize what the author (or speaker) is feeling or thinking.

A metaphor is a figure of speech that uses one thing to mean another and compares the two

A simile compares two different things in order to create a new meaning (uses the word like or as)

(Show in a Venn Diagram as a graphic scaffold)

Symbol—when an object represents a thought, feeling, or ideaExample: heart = love, firework = outgoing personality/confidence

SAY: Figurative language is everywhere and I came across an extremely popular song that has similes, metaphors, and symbolism.Show the quotes from the song and model how I interpret the meaning of the figurative language in a graphic organizer.

Type of Figurative Language

What the author says:

What’s being compared?

What it means: The author is wrote this to express/convey:

Simile “Do you ever feel, feel so paper thinLike a house of cards…?

Person and house of cards

You’re not feeling strong, and might lose hope.

DepressionLonelinessDefeatFear

Metaphor“Baby, you're a fireworkCome on, let your colors burst”

Person and firework

A firework is something that explodes into different colors.A person’s colors are their personality, experiences, and feelings. So, we should let people see these things instead of holding them inside.

ConfidenceSelf-acceptanceFearlessness

Symbolism Firework A firework is something that explodes into different colors.

Confidence; colorful personality

Second read of poem: As you follow along, I want you all to listen closely for how the author in the poem, “Oranges” uses figurative language to convey deeper meaning. After reading, SAY: Let’s pay special attention to lines 21-27, 43-46, 56-57. I will provide highlighters and ask them to highlight those lines.

Have students get into groups:Group 1: Lines 21-27 (Elisha, Orlando, Jacqueline, Jeffrey)Group 2: 43-46 (Emely, Luis, Alexy, Andry)Group 3: 56-57 (Jaquelyn, Wilkins, Ayahuitl)

Rationale for grouping: Students are grouped in this way, so that those with advanced English language proficiency can be the model for the intermediate-level students in the same group.

SAY: I’m going to have you turn and talk in groups for no more than 7 minutes about what the author says, what it means, and why you think he wrote it that way. (set timer and students will use graphic organizers). I will use this opportunity to monitor student learning by walking around and doing quick conferences with each group)SAY: When we come back together after 7 minutes, each group will share out and we are all going to listen closely and have a meaningful conversation about the figurative language in the poem.

Conversation stems:

Line(s) _______ say ___________. After reading line _____ closely, I can infer ________.When the author says _________, I think _________.Line(s) ______ makes me visualize __________.

I wonder why the author says ______________.

Examples of some probing questions I may ask to encourage deeper understanding and facilitate the flow of the discussion:

[student], Can you elaborate on…?[student], What do you mean by…?

[student], Can you be more specific…? [student], do you agree with what [student] just said?

[student], can you put what [student] just said in your own words?What is the evidence for that?

Why do you say that?What text evidence would show that?[student], why is that a good example?

How so…?I am a little confused about the part you said about…?

“Power-Write” Exit Card: I will ask students to reflect upon and synthesize what each group said about their parts of the poem by writing what they feel is the central message or theme of “Oranges.” They will use this frame:

The central message/theme is _______________, because ______________.

Brainstorm Mosaic

bleachers

Simile:“…I turned to the candies tiered like bleachers…”

Group Work:

Oranges by Gary Soto Lines ___ - ___

What the author says:

What type of figurative language?

What it means:

Why the author wrote it that way: