This document outlines a 30-lesson unit plan for an 8th grade English Language Arts class. The unit focuses on figures of speech, poetry forms and analysis, and culminates in a reader's theatre performance and poetry anthology project. Key elements include introducing various figures of speech through examples and activities, analyzing poetry including free verse and lyrics, and developing public speaking skills through recitation and group presentations.

1. St. Joseph School
English Language Arts 8
30 (45 minute) Lessons
Michele Martyn
Rationale

2. Objectives
In this unit, the students will:
GLO 1: listen, speak, read, write, view, and represent to explore thoughts, ideas,
feelings & experiences.
GLO 2: listen, speak, read, write, view & represent to comprehend and respond
personally & critically to oral, print & other media texts.
GLO 3: listen, speak, read, write, view & represent to manage ideas & information.
GLO 4: listen, speak, read, write, view & represent to enhance the clarity & artistry
of communication.
GLO 5: listen, speak, read, writ, view & represent to respect, support & collaborate
with others.
SLOs:
1.1 Express ideas & develop understanding
 revise understanding & expression of ideas by connecting new & prior
knowledge & experiences
1.1 Experiment with language forms
 discuss and respond to ways that forms of oral, print & other media texts
enhance or constrain the development & communication of ideas,
information & experiences
1.1 Express preferences
 pursue personal interest in specific genres by particular writers, artists,
storytellers & filmmakers
1.2 Consider others’ ideas
 exchange ideas & opinions in exploring & extending personal interpretations
2.1 Use prior knowledge
 use knowledge of authors, forms & genres, developed during previous
reading, to direct & extend reading experiences
2.1 Use comprehension strategies

3.  enhance understanding by paraphrasing main ideas & supporting details, &
by rereading & discussing relevant passages
 take notes, make outlines & use strategies such as read, recite, review to
comprehend & remember ideas & information
2.2 Experience various texts
 experience oral, print & other media texts from a variety of cultural
traditions & genres, such as magazine articles, diaries, drama, poetry,
Internet passages, fantasy, nonfiction, advertisements & photographs
 expect that there is more than one interpretation for oral, print & other media
texts, & discuss other points of view
 explain connections between own interpretation and information in texts,
and infer how texts will influence others
2.2 Construct meaning from texts
 compare 2 similar oral, print or other media texts by considering the
characters, plot, conflicts & main ideas
2.2 Appreciate the artistry of texts
 discuss how techniques, such as word choice, balance, camera angles, line &
framing, communicate meaning and enhance effects in oral, print and other
media text
 identify & discuss how word choice & order, figurative language, plot,
setting & character work together to create mood & tone
2.3 Understand forms & genres
 discuss how the choice of form or genres of oral, print & other media texts is
appropriate to purpose & audience
 compare the usefulness of different types of media texts
2.3 Experiment with language
 identify creative uses of language & visuals in popular culture, such as
commercials, rock videos & magazines; explain how imagery and figurative
language, such as hyperbole, create tone and mood
2.4 Generate ideas
 create oral, print & other media texts related to issues encountered in texts &
in own life

4. 3.2 Evaluate sources
 develop & use criteria for evaluating the usefulness, currency & reliability of
information for a particular research project
3.3 Organize information
 organize ideas & information creatively, as well as logically, to develop a
comparison or chronology, or to show a cause-effect relationship
3.4 Share ideas and information
 integrate appropriate visual, print &/or other media to inform & engage the
audience
4.1 Appraise own & others’ work
 share draft oral, print & other media texts in a way that will elicit usual
feedback
4.1 Revise & edit
 revise by adding words & phrases that emphasize important ideas or create
dominant impressions
 revise to enhance sentence variety, word choice & appropriate tone
 enhance the coherence & impact of documents, using electronic editing
functions
 use paragraph structures to demonstrate unity & coherence
4.1 Enhance artistry
 experiment with figurative language, voice, sentence patterns, camera angle
& music to create an impression or mood
4.2 Attend to grammar & usage
 use words & phrases to modify, clarify & enhance ideas and descriptions in
own writing
 use a variety of simple, compound, and complex sentence structures to
communicate effectively, and to make writing interesting
 use correct pronoun-antecedent agreement in own writing
 use verb tenses consistently throughout a piece of writing
4.2 Attend to capitalization & punctuation

5.  identify semicolons, dashes & hyphens when reading, and use them to assist
comprehension
 use appropriate capitalization and punctuation for referencing oral, print &
other media texts
4.3 Enhance presentation
 present information to achieve a particular purpose & to appeal to interest
and background knowledge of reader & audience
4.3 Demonstrate attentive listening & viewing
 use appropriate verbal and nonverbal feedback to respond respectfully
5.2 Cooperate with others
 propose ideas or advocate points of view that recognize the ideas of others
and advance the thinking of the group
 use opportunities as a group member to contribute to group goals and extend
own learning
5.2 Work in groups
 contribute ideas, knowledge & strategies to identify group information needs
& sources
 organize & complete tasks cooperatively by defining roles &
responsibilities, negotiating to find the basis for agreement, setting
objectives & time frame, and reviewing progress
5.2 Evaluate group process
 evaluate the quality of own contributions to group process, and offer
constructive feedback to others; propose suggestions for improvement
Unit Overview
Lesson 1: Subject/Alliteration
Word of the Day, Note taking structure, The Subject & its 4 Powers, Name
Alliteration, Identifying Alliteration in Poems
Lesson 2: Alliteration, Assonance (Consonance), & Allusion
Word of the Day, defining Alliteration, Identifying Alliteration, defining
Assonance, Identify Assonance, defining Allusion, identifying Allusion,
DIY Alliteration, Assonance & Allusion
Lesson 3: The Predicate…Idiom, Irony & Hyperbole

6. WotD, Review Note taking structure, The Predicate & its 2 Powers, Subject
& Predicate Worksheet, “You Complete Me” activity (whiteboard
competition)
(2nd Period) defining Idiom, Identifying Idiom, Defining Irony, Identifying
Irony, Defining Hyperbole, Identifying Hyperbole, DIY Idiom, Irony &
Hyperbole
Lesson 4: Metaphor & Simile
WotD, Defining Metaphor, Identifying Metaphor, Defining Simile,
Identifying Simile, “RED” activity, DIY Metaphor & Simile
Lesson 5: Common & Proper Nouns…Onomatopoeia, Oxymoron &
Personification
WotD, Common & Proper Nouns (otherwise known as when to use capital
letters), activity
(2nd Period) Defining Onomatopoeia, Identifying Onomatopoeia, Defining
Oxymoron, Identifying Oxymoron, Defining Personification, Identifying
Personification, DIY (Batman activity for ono…)
Lesson 6: Pun, Repetition, & Symbolism
WotD, Defining Pun, Identifying Pun, Defining Repetition, Identifying
Repetition, Defining Symbolism, Identifying Symbolism, DIY Pun (joke
book hw), Repetition, Symbolism
Lesson 7: Figures of Speech Review
Using song lyrics, line by line, The Raven (Simpsons) …
Lesson 8: Figures of Speech Test
Lesson 9: Commas & Apostrophes…Acrostic & Haiku
WotD, Commas & Apostrophes, Fix Me activity
(2nd Per) Defining Acrostic Poems, Looking at Acrostic Poems, Defining
Haikus, Looking at Haikus, Write Your Own
Lesson 10: Rhythm & Rhyme Scheme
WotD, Colons & Semicolons (lists & joining up)
(2nd Per) Rhyme Scheme, Identifying in poetry, Rhythm Scheme, Identifying
in poetry
Lesson 12: The Stanza (Narratives, Ballads & Epics)
WotD, Defining the Stanza, Writing A Stanza, Differences between
Narratives, Ballads & Epics, Sam McGee context
Lesson 13: Sam McGee
Reading the poem, memorizing a stanza
Lesson 14: Memorizing Sam McGee
Lesson 15: Presenting Sam McGee
Lesson 16: Reader’s Theatre Introduction
Lesson 17: Reader’s Theatre Work Period

7. Lesson 18: Reader’s Theatre Work Period
Lesson 19: Reader’s Theatre Work Period
Lesson 20: Reader’s Theatre Performance
Lesson 21: Free Verse
WotD, Defining Free Verse, Looking at Free Verse, Listening to “Spoken
Word”, Write your own spoken word
Lesson 22: Concrete & Found Poetry
Defining Found Poetry, Black out poetry (Poetry by subtraction), Collage
poetry
Lesson 23: Lyrics
Defining lyrics, looking at different lyrics (different eras, throughout artist’s
“evolution”), Discussion: Do you prefer lyrics or straight poetry? Why?
What can you convey through lyrics that you can’t through poetry? What
can you convey through poetry that you can’t through lyrics?
Lesson 24: Types of Poems Review, Introduction to Comparison Project
WotD, Assignment Sheet, begin working
Lesson 25: Poetry Comparison Project Work Period
WotD, finding poems online
Lesson 26: Poetry Comparison Project Work Period
Lesson 27: Introduce Poetry Anthology Project
Work Period
Lesson 28: Work Period
Lesson 29: Work Period
Lesson 30: Final Work Period

8. Illustrate the Irony (& the Idioms)
An idiom is a figure of speech where the intended meaning of
the words is different than the literal meaning.
Irony is a situation where the outcome is different than what
was expected. Irony can also refer to when the intended meaning
of the words used is the opposite of their literal meaning.
For this assignment, you need to illustrate idioms & ironic events
(like the video and pictures we viewed in class). You need to hand in
3 or 4 pictures, and at least one of each figure of speech.
You can work with a partner if you wish. These are due at the
beginning of class tomorrow.
Rubric:
3-4 pictures _________
Full colour _________
Idiom example

9. (not discussed in class) _________
Ironic event
(not discussed in class) _________
/4
Poetry – Figures of Speech Quiz
Name:
Date:
25 Quest ions (4 pages) – 45 minutes
Total Marks:
______
29
Matching: /9
Put the letter of the correct definition next to each term. Each definition should be used
only once, but there will be some left over.
1 Alliteration
2 Metaphor
3 Personification
4 Idiom
5 Simile
6 Hyperbole
7 Onomatopoeia
8 Imagery
9 Symbolism

10. a. an object or action that is used to
mean more than the literal meaning
b. the repetition of a consonant sound
within the words of a phrase
c. a phrase that is not meant to be
understood literally
d. the repetition of a consonant sound
at the beginning of a word
e. an indirect comparison between two
different things
f. referencing another text or event to
emphasize a point
g. when the name of a thing or action
comes from the sound it makes
h. giv ing human characteristics to
something non-human
i. a direct comparison between two
different things
j. exaggeration for the sake of emphasis
k. descriptive language that creates a
picture in the reader’s mind
Multiple Choice /6
Circle the letter that corresponds to the figure of speech used in the example.
10. “I ’ve been t o t he dent ist quit e a few t imes, so I know t he drill.”
A. Pun
B. Imagery
C. Metaphor
11. “A t hunderous roar a violent light
Void of feeling void of sight ”
A. Simile
B. Personificat ion
C. Onomatopoeia
12. “Tears of liquid gold
solidify, as love t urns cold.”
A. Hyperbole
B. Alliterat ion
C. Imagery
13. “of lit t le plast ic part s spread out like debris”
A. Alliteration
B. Metaphor
C. Idiom
14. “I see fire
inside the mountain
I see fire

11. burning t he t rees”
A. Simile
B. Repet it ion
C. Personificat ion
15. “Oh, mist y eye of t he mount ain below
Keep careful watch of my brot hers’ soul”
A. Personificat ion
B. Hyperbole
C. Pun
Short Answer /14
A. Circle one of the two figures of speech, and write a sentence using that figure
of speech. (1 mark per quest ion)
16. Pun / Idiom
17. Alliteration / Repet it ion
18. Metaphor / Simile
19. Hyperbole / Onomatopoeia
20. Symbolism / Personificat ion

12. 21. Imagery / Imagery
B. Underline & identify one figure of speech used in the example. Explain in
complete sentences what the poet is t rying to say by using figurat ive language.
(2 marks per quest ion)
22. “Ready or not here I come, here I come
Y ou’re like a breat h of fresh air in my lungs
Y ou and me dance from t he night ‘t il t he dawn
Ready or not here I come, boy, it ’s on”
Figure of speech used:
23. “See t his heart won’t set tle down
Like a child running scared from a clown
I ’m t errified of what you do
My st omach screams just when I look at you”
Figure of speech used:
24. “Baby you’re a firework
Come on, let your colours burst ”
Figure of speech used:

13. 25. “I ’m t he Bonnie t o your Clyde
Y ou’re t he moon and I ’m t he t ide”
Figure of speech used:
The Cremation of Sam McGee – Recitation
Name: Mark: /9
3 2 1
Memorization memorized part ially memorized not memorized
Expression expressive fairly expressive monotone
Volume loud too quiet

14. Reader’s Theatre Performance
For this assignment, you are going to perform a Reader’s
Theatre version of a narrative poem. In addition to your
performance, you will need to hand in a group analysis of your
poem.
In your written analysis, your group needs to outline the basic
plot points in the story (beginning/exposition, initial incident, rising
action, climax, falling action, resolution/denouement), as well as
identify 5 different figures of speech in your poem.
For your performance, you will be evaluated on your vocal
expression, facial & physical expressions, creativity and teamwork.
You also will need to complete a self evaluation and a group
evaluation after your performance.
Analysis: /11

15. Plot Points: /6
Figures of Speech: /5
Performance: /20
This happens When
Sound effects
Self Evaluation: /5
Group Evaluation: /10
Total: /46
Use t his checklist t o help you plan your Reader’s Theat re performance. Make
sure you include these different things to make your performance as
entertaining as possible.

16. Readers Theatre Performance Rubric
Exemplary (4) Proficient (3) Satisfactory
(2)
Limited (1)
Facial /
Physical
Expressions
Dynamic facial
expressions, add
interest and
vibrancy
throughout
performance
Different facial
expressions
clearly define
characters and
enhance the
story
Facial
expressions
are used in an
attempt to
clarify the story
and create
Facial
expressions
not present
Miming
Different levels
Movement
Physical expression
Vocal expression

17. character
Vocal
Performance
(x2)
Dialogue is
articulated,
dynamic,
expressive, and
projected
Dialogue is
interesting to
listen to,
expression
adds to story
Dialogue has
moments of
expression
Dialogue
monotonous or
unclear
Creativity Creative and
unique choices
evident
throughout
performance,
consistently
adding to
performance
Creative risks
evident multiple
times
throughout
performance
Performance is
predictable,
with a few
creative risks
taken
Little to no
evidence of
risks taken,
similar to
classic
Teamwork All members of
the group actively
involved in
rehearsal
Plenty of ideas
shared
Each performer
takes
performance
seriously
All members of
the group
somehow
involved in
rehearsal &
performance
Some ideas
shared
Most members
of the group
involved in both
rehearsal &
performance
Most of the
ideas are
coming from
only 1 or 2
members
Only 1 or 2
members
involved in
creation
Group
members
unsure of role
in group
Star:
Star:
I wish:
Poetry Comparison Assignment
For this assignment, you need to analyze 2 different poems with
the same topic (from poemsbytopic.tumblr.com), and compare &
contrast them. You can do this several different ways:
A Venn diagram, a T-table or chart, paragraphs, etc.

18. For each poem, you need to identify the theme and tone. Also,
you need to identify at least 5 different figures of speech, and
explain (in complete sentences) how those examples contribute to
the theme and tone of the poem.
Identify theme: /2
Identify tone: /2
Figures of Speech: /10
Poetry Anthology
Now that you know about all different kinds of poetry, you are
going to become poets yourselves! You are going to put together a
collection of (at least) 7 poems, all focused on the same topic.
Two of these poems must be published (online or in an anthology),
and five of these poems must be written by you. In your anthology,
you need to show (and identify) at least 3 different types of poems

19. (ex: found, free verse, narrative, lyric, etc.) You also need to identify
the theme of each poem.
You also need to write a foreword for your collection of poetry.
This should consist of at least one paragraph, which describes why
you chose the unifying topic. In your foreword, you may talk about
the different themes of the poems, which poems you enjoyed writing
the most, or which poems you are the most proud of.
Types of poems: /3
Identify theme: /7
Original poems: /5
Foreword: /5