Mary, a 7th grade language arts teacher, is preparing to teach poetry elements while addressing the needs of her ESL and inclusion students, who have previously struggled with language arts. She plans to use technology, including a computer lab and mobile devices, to help students grasp difficult concepts like metaphor and alliteration. The lesson will involve group activities and personalized poetry selections, accommodating diverse language backgrounds.

1. Teaching All Students
7th Grade Language Arts: Poetry Elements

2. The Teacher’s Dilemma
Mary is teaching 7th grade Language Arts. She is getting ready to teach the elements of poetry
(imagery, theme, characterization, etc.). As part of a professional development day offered at her
school, Mary had looked at last year’s standardized test results for her class; she noticed that her
students are weak on Language Arts, especially her ESL and inclusion students. Mary is planning the
activities to teach the poetry unit and she already knows that they will be difficult concepts to grasp,
especially by special population students. This year, Mary’s school board has made it clear that they
want the teachers to use computers for teaching and learning on a daily basis. Mary's school has a
computer lab, a class set of netbooks on a mobile cart, and a class set of iPad2s on a mobile cart.
She can sign-up for the computer lab or to check out a cart of mobile devices. To complicate things,
Mary’s principal, Ms. Klondike, announced that she will go and observe Mary the day after
tomorrow – precisely the day when Mary will be in the middle of teaching the elements of poetry to
her class. Mary needs to come up with a solution on how to help ESL and inclusion students
understand the difficult poetry concepts but, what is THAT solution?

3. What is the teaching Standard?
Arizona's Common Core Standards English Language Arts and Literacy 6th - 8th Grades
The Standard
Determine the meaning of words and phrases as they are used in a text, including figurative
and connotative meanings; analyze the impact of rhymes and other repetitions of sounds
(e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
Learning Objective
Students will learn the definition of the elements of poetry: metaphor, alliteration,
hyperbole, personification, simile, refrain, and onomatopoeia and be able to identify these
elements in poems the class will be reading and examining.

4. What is the teaching Standard?
Arizona's Common Core Standards English Language Arts and Literacy 6th - 8th Grades
The Standard
Determine the meaning of words and phrases as they are used in a text, including figurative
and connotative meanings; analyze the impact of rhymes and other repetitions of sounds
(e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
Learning Objective
Students will learn the definition of the elements of poetry: metaphor, alliteration,
hyperbole, personification, simile, refrain, and onomatopoeia and be able to identify these
elements in poems the class will be reading and examining.

5. Explaining and Identifying the Elements of
Poetry Activity
The teacher will present the students with a study sheet of the poetry elements and their definitions. For
ESL students, the English term will be next to the term that is from their native language to help connect
the terms for understanding.
Students will be given three (3) short poems and will be asked to examine them and list the elements they
see in the poems that they have been given.
For English speaking students
The poems will be in English
For ESL students
The poems will be provided in their native language

6. Yo ser‚ para ti.
Toda la vida que me queda la vivir‚ para ti
y cuando el tiempo haya terminado,
morir‚ por ti.
Dir‚ tu nombre
en cada vela que encienda, respirar‚ tu nombre.
Te susurrar‚,
cada oraci¢n que diga ser siempre parte de ti.
Por toda la eternidad,
y as¡ ha sido y ser siempre,
y cuando deje este mundo,
aquello vendr conmigo
en la luz de una vela.
Todo el mundo sigue girando, haciendo el d¡a y la noche,
y de la oscuridad a la luz,
ser s siempre parte de cada oraci¢n que yo diga.
Yo ser‚ para ti.
Como una fresca quebrada de la monta¤a que se
desborda por ti
como una c lida brisa de verano
entre los rboles para ti.
En el brillo de una vela,
todo lo que he sido o llegue a ser
por toda la eternidad,
tu ser s parte de todo lo que yo haga siempre.
Yo ser‚ para ti.
Vela
Traducci¢n: Emilio J. Saavedra M.

7. I will be for you.
All my life that is left, I will live for you,
and when time has run out,
I will die for you.
I will speak your name
in each candle that I light, I will breath your name.
I will whisper you,
every prayer I ever say will be part of you.
For eternity,
and forever it has been, and will always be,
and when I leave this world,
it will go with me.
In a candle light
all the world keeps on turning, making day and night,
and from dark to light,
you'll be part of every prayer that ever comes from me.
I will be for you.
Like a cool mountain spring that overflows for you
like a warm summer breeze
through the trees for you.
In a candle glow,
everything I've ever been or will ever be
for eternity,
you'll be part of everything I ever do.
I will be for you.
Candle
By Ron Wilson aka Vee Bdosa the doylestown poet

8. Worksheet Sample
Poetry Elements
Type Meaning Section of Poem
Metaphor Compares two unrelated nouns or
pronouns
Like a cool mountain spring that
overflows for you
like a warm summer breeze
through the trees for you.

9. Use Your Favorite Poems Activity
• Students will be placed into groups and will need to have the worksheet of
elements to reference.
• Students will each choose a favorite poem of their own or they may search
for a poem online.
• ESL Students can use a poem from their language but must be able to
explain the poem in English and describe the elements.
• Each student will work with their group to identify all the parts of the poem
that are elements of poetry: simile, metaphor, etc.

10. Second Part – Using Technology
• Each student will use Animoto to demonstrate the poems meaning in
photos or drawings. They will show two elements in their poem that
while working with their group.
• ESL students will have the option of reading their poem to the class in
their primary language. While all students may not understand the
words, they can feel the intended feelings of the writer to gain a true
appreciation of the language and the poem.

11. References
• Animoto Software www.animoto.com
• Candle Poem translation retrieved from www.poetrysoup.com/poems/best/spanish
• Arizona Department of Education English Language Arts Standards. Retrieved
from www.azed.gov/azccrs/elastandards/6-8
• 7th Grade Poetry Terms retrieved from memorize.com/7th-grade-poetry-
terms/catalina00