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Engaging Middle School Poetry and Narrative Writing Lesson Plans

This unit plan is designed for 6th to 8th-grade teachers, focusing on enhancing students' fluency, vocabulary development, and understanding of poetry and literary nonfiction. Students will explore various poetic forms, including personal lune poems, and will learn to identify literary elements in poetry. The curriculum encourages personal expression through writing narrative pieces about their own experiences. Activities include reading assignments, journal reflections, and peer sharing, all aimed at fostering comprehension and appreciation of language arts.

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Engaging Middle School Poetry and Narrative Writing Lesson Plans

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  1. ARI/6th-8thLesson PlansTeachers: Jones and Van Syoc 2013-2014

  2. Unit TEKS: (RS/SS) Fluency. Students read grade-level text with fluency and comprehension. (2) Vocabulary Development: b) use context to determine or clarify the meaning of unfamiliar or multiple meaning words; e) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words. (4) Poetry. STS understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. STS are expected to explain how figurative language (e.g., personification, metaphors, similes, hyperbole) contributes to the meaning of a poem. (7) Literary Nonfiction. STS understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. STS are expected to identify the literary language and devices used in memoirs and personal narratives and compare their characteristics with those of an autobiography. (16) Writing. STS write about their own experiences. STS are expected to write a personal narrative that has a clearly defined focus and communicates the importance of or reasons for actions and/or consequences.

  3. Subject: ARIDATE:9/9 OBJECTIVE WARM-UP Activity • SWBAT understand the difference between prose and poetry. • Read “Juke Box Love Song” p220 • Journal quadrant expectations • Read sample poems on poetry introduction. Homework Read 20 minutes a day LANGUAGE OBJ Essential Question? Assessment • Exit ticket (Active Reading p220 Is poetry an art form?

  4. Subject: ARIDATE: 9/10 OBJECTIVE WARM-UP Activity • Read Langston Hughes poems on p221 • Bio poem • SWBAT define, understand, and use literary elements in poetry. • Journal quadrant • Preview author’s biography on p230. Homework Read 20 minutes a day LANGUAGE OBJ Essential Question? Assessment • Sharing bio poem with class How can poetry influence me?

  5. Subject: ARIDATE:9/11 OBJECTIVE WARM-UP Activity • SWBAT understand and write a personal lune poem. • Journal quadrant • From memory, tell a partner the difference between poetry and prose. • Introduce lunes and identify characteristics • Write personal lune Homework Read 20 minutes LANGUAGE OBJ Essential Question? Assessment • Share your partners lune with the class. How can poetry help me express myself?

  6. Subject: ARIDATE:9/12 OBJECTIVE WARM-UP Activity • SWBAT define personal narrative and begin to brainstorm their own. • Journal quadrant • Review vocabulary on p222-223 • Reading student model of personal narrative • Brainstorming my personal narrative Homework Read 20 minutes LANGUAGE OBJ Essential Question? Assessment • Complete brainstorming chart How do events in my life help me to grow up?

  7. Subject: ARIDATE: 9/13 OBJECTIVE WARM-UP Activity • SWBAT define personal narrative, finish planning, write and revise personal narrative. • Journal quadrant • Review brainstorm – fill in missing pieces • Completing the plan, writing, and revising narratives. Homework Read 20 minutes LANGUAGE OBJ Essential Question? Assessment • Self-assessment rubric What did I learn about myself while writing this narrative?

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