DODGE - Daily Double Plan

Name: Amy Morgan

Subject/Time:Reading 12:05-1:00

Date: 2/25/13

Overview RI.7.3 Key Ideas and Details: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). RI.7.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. RI.7.6 Craft and Structure: Determine an authors point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

SWBAT provide an interpretation of the meaning of symbols within an extended metaphor and describe its meaning within a poem. SWBAT describe the theme of a poem based on analysis of the literary elements of metaphor and symbolism.
Vocabulary words/Key Concepts: Metaphor, Extended Metaphor, Symbolism, Langston Hughes Modifications/ Accommodations: Multiple readings of poem- one silent, one audio Created graphic organizer for students to provide a scaffold for thinking Teacher will work specifically with tables that require more assistance Materials Students will have folders at their tables with all their materials. In the folders there will also be jobs.(Writer, Presenter, Timer) Stair chart drawn out for every table Do Now- Poem Exit Ticket Markers Rubric Technology: Elmo, iPad, Timer Homework: Create an advice column (see folder) using the literary elements of metaphor, symbolism, and theme. Background Knowledge: Students have previously had lessons on identifying/analyzing similes/metaphors, and symbols within a text.

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Key Lesson Elements What is the Teacher Doing?

Do Now (6 minutes): 12:05-12:11 Teacher will explain to students that all their materials are in folders on tables, and that there are designated jobs for certain students. They are to follow what jobs they are assigned and cannot change jobs. Teacher will ask students to take out the Do Now from their folders. Teacher will put prompt on the Elmo: read Mother to Son by Langston Hughes and will answer question at the bottom: What is this poem about? Teacher will put 4 minutes on the clock. Once timer goes off, teacher will ask for all students to put up hands and then will give table points to tables that follow expectations.

What are the Students Doing?

Students will read poem and then answer question at the bottom: What do you think this poem is about? Mother to Son Well, son, I'll tell you: Life for me ain't been no crystal stair. It's had tacks in it, And splinters, And boards torn up, And places with no carpet on the floor Bare. But all the time I'se been a-climbin' on, And reachin' landin's, And turnin' corners, And sometimes goin' in the dark Where there ain't been no light. So, boy, don't you turn back. Don't you set down on the steps. 'Cause you finds it's kinder hard. Don't you fall now For I'se still goin', honey, I'se still climbin', And life for me ain't been no crystal stair.

Teacher will ask a student to share what they believe the poem was about.

A: This text is about a mother writing a letter to her son. Teacher will ask another student: Q: Is that answer figurative or literal? A: Literal Teacher follows up with - how do you know its literal? (students need to provide textual evidence) Q: Does anyone have an answer that is more figurative? - Rephrase to, how could you provide an answer that is more figurative? A: This poem is about life Teacher follows up with - how do you know this is figuratively describing the poem? (students need to provide textual evidence)

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Behavior: Teacher will utilize behavior points and positive narration as students follow expectations. Teacher will narrate positive behavior I Do 12:11 - 12:13 Teacher will ask students to have their eyes on the objective board as they are read objectives by a student. The teacher will countdown from three and will have all students eyes at the objective board. Behavior: Teacher will utilize lightning quick corrections to get attention of students that do not have their eyes on the objective board. Student will read objective, and then teacher will explain: Today we will be analyzing a poem of an extremely influential author, Langston Hughes. Langston Hughes inspired a new generation of African American poets. The poem utilizes an extended metaphor, and within that metaphor there are symbols that represent something bigger. Students will view the objective board as one of the students reads the objectives:

SWBAT provide an interpretation of the meaning of symbols within an extended metaphor and describe its meaning within a poem. SWBAT describe the theme of a poem based on analysis of the literary elements of metaphor and symbolism.

12:13 - 12:17 On the Elmo, teacher will put up prompt for turn and talk. T&T- How do metaphors and symbols contribute to the development of a text? Teacher will call on a student to share what they heard from a partner.

Students will turn and talk to discuss why an author would use symbols to develop a text and why they are effective together. T&T- How do metaphors and symbols develop a text? Why are they effective together? -They both give readers an example of a creative comparison within a text -They both are examples of figurative language -They are effective because they make a poem more interesting, creative, visual, etc Students will copy anchor chart in into the notes in their notebooks.. Extended Metaphor- figurative

We Do 12:17 - 12:21 Teacher will reference anchor chart for extended metaphor and symbolism and will direct students to take notes in their notebooks. As students write, teacher will explain, In a poem, an extended metaphor can run from beginning to end. Within that metaphor itself, there are symbols that can represent other things like emotions, relationships, etc. Teacher will put up 3 minutes to copy notes at a level 0, and will ask students to put down their pencil and make eye contact when they have completed their notes. Teacher will give table points to students that are meeting the expectation.

comparison between two things that continues throughout several lines of a poem. Symbolism- When an object, item, word, symbol has a deeper meaning that represents something else
Once students have completed notes, they will put down pencils and make eye contact with the teacher.

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You Do 12:21 Teacher will say to studentsIn our do now, we decided that the poem is discussing life. The author uses an extended metaphor to compare an object to life. Look back at the poem and underline the first line in the poem where you see the extended metaphor begin. 1 minute on timer I Do Teacher will ask students to raise their hand and tell where the extended metaphor begins.

Students will look back at their copy of the poem and will underline where the extended metaphor begins.

Life for me ain't been no crystal stair.

When timer goes off, students will raise hands and be at a level 0.

A: Life

for me ain't been no crystal stair.

If student answers another part of the extended metaphor, teacher will tell student that they have brought up part of the metaphor, but to take ten seconds to look back at the text. Teacher will ask another student to add to the previous students thinking Q: Why is this where the extended metaphor begins? Rephrase to, what textual evidence can you use to describe why the extended metaphor begins here? Q: Throughout the rest of the poem the mother talks about things that are on the stairs. Q: Raise your hand and and tell me something thatl is a symbol for something greater in the poem? Rephrase to, In the beginning of the poem, what object(s) can be considered a symbol for something greater? A: tacks

The author uses this extended metaphor throughout the whole poem. However, within that poem there are other symbols. Can someone raise their hand and tell me something they feel is a symbol for something greater?

We Do T&T Tacks are a symbol for something greater. What might they symbolize in the mothers life? 30 seconds Teacher will call on one student to share.

A: death, money problems, losing a job

When teacher calls on student to share, students will track the speaker. You Do Teacher will play audio of Mother to Son. and will put a note on the elmo that states: As you read, box out things in the poem that may be symbols for something greater. http://www.youtube.com/watch?v=-E2ZPnRYnfw Students will read along with audio and will box out parts of the text that are symbols for something else. Mother to Son

Well, son, I'll tell you: Life for me ain't been no crystal stair. It's had tacks in it, And splinters, And boards torn up,

DODGE - Daily Double Plan

Behavior: Teacher will remind students to maintain a level 0 so that everyone can hear the poem.

And places with no carpet on the floor Bare. But all the time I'se been a-climbin' on, And reachin' landin's, And turnin' corners, And sometimes goin' in the dark Where there ain't been no light. So, boy, don't you turn back. Don't you set down on the steps. 'Cause you finds it's kinder hard. Don't you fall now For I'se still goin', honey, I'se still climbin', And life for me ain't been no crystal stair.
Students will listen at a level 0 while teacher gives instructions. They may write down the teachers example if they wish.

I Do Teacher will give instructions for students to work with their groups to complete a stair chart where they will represent what they believe the symbols might stand for. Teacher will ask student to bring up their poem and will use it as a model. Teacher will state: I see that (student) boxed out landins as a symbol. When I think of landins I think high up, and to me, high up seems positive because I think of the saying low points in life. So, on my stair, I will write box out landins and write next to it something that I think it might be a symbol for. Im inferring that the mother is proud and loves her son, so I am going to write giving birth to her son. With your groups, next to each stair that you found a symbol, write what you think that symbol might be for. You will make an inference about what the symbols might be based on evidence from the text and your understanding of the authors message. Teacher will set timer for 6 minutes Behavior: Teacher will remind students that part of their group grade is how they work together and ask them to reference rubric in their folders for guidance. Tell writer they are the only one to write, and tell timer that they need to

A student will bring their poem up for the teacher to use as a model.

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make sure there group is moving at a pace where they will finish in time. CFU: Cold Call: What are we writing examples of with our groups? We Do Teacher will instruct students to complete their chart with their table for 6 minutes at a level 1. Behavior: Teacher will circulate room and will confer with tables. Teacher will push students to think deeply about their answers. If students are getting too loud at their tables, teacher will hit timer and ask for all hands up. Teacher will then ask students to bring volume back to a level 1. Teacher will continue to remind students of the amount of time left Teacher will give table points

A: What the symbols might stand for.

Students will work with their groups to describe what they feel the symbols stand for.

Well, son, I'll tell you: Life for me ain't been no crystal stair. LIFE It's had tacks in it, Death- tacks hurt, so does death. And splinters, Addiction-splinters are hard to get rid of and so is addiction And boards torn up, Sickness- if you are sick you arent in your best shape and neither are torn up boards And places with no carpet on the floorA time she was poor, she doesnt have luxuries. Carpeting is a luxury. Bare. But all the time I'se been a-climbin' on, She still had goals - when you climb you want to reach the top And reachin' landin's, Having her son-- it is a high point in her life like reaching a landing. And turnin' corners, Moving to a new place, when you turn a corner you go somewhere new And sometimes goin' in the dark Going back to school (taking a chance), When you go in the dark you dont know what could happen. Where there ain't been no light. So, boy, don't you turn back. Don't you set down on the steps. GIve up on LIFE 'Cause you finds it's kinder hard. Don't you fall now-- Give up on your dreams, if you fall down the stairs youre back where you started like if you give up. For I'se still goin', honey, I'se still climbin',Living life -she never gave up even after hard times And life for me ain't been no crystal stair. EASY
With their tables, students will decide what the theme of the poem is and will write it

We Do

DODGE - Daily Double Plan

When the timer goes off, the teacher will ask the students to decide with their tables the overall message (theme) that the mother is trying to send to her son, and then write it out underneath their stairs. We Do Teacher will ask students if they agree to wave their hands. Teacher will go around to each table and ask each to share what they feel their best example of a symbol is. Teacher will ask students to stand and hold up their poster. 3 minutes
Exit Ticket (aligned to lesson objective) or assessment:

beneath their stairs. -Life isnt going to be easy but you have to keep going. -You have to keep climbing to reach the top. -Life isnt easy for anyone. Students will share at each table their best symbol. If a student agrees with something stated by another table they will wave their hands.

1. Describe the extended metaphor is "A Mother To Son." 2. Provide an interpretation of the mother's message to her son in the poem.
Closing/Preview for next lesson: Teacher will ask students: What steps did we take today to meet our learning objective?

A: The metaphor is that life aint no crystal stair. The mother is trying to tell her son that no matter how hard life gets, to never give up because she didnt. He will face ups and downs but its important to always keep going.

A: We found an extended metaphor in the poem Mother to Son A: We learned that symbols can be within an extended metaphor A: We found the symbols in our poems and inferred what they meant.

Homework: Students will create an advice column (see folder)