Personification Lesson Plan

Lesson Topic: _Personification______ Length of lesson: _45-50 min_ Stage 1 #ontent Standard$s%:
Grade level:_11_
esired !es"lts
11.5.4.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text e.g., how !adison defines faction in Federalist "o. 1#$.
&nderstanding $s%'goals %tudents will understand& 'dentifying poetic strategies, such as personification, can lead to more understanding in interpreting poems
(ssential )"estion$s%: (hy do writers choose to give human )ualities to non*human things+ (hat ,enefit is there using personification in poetry+
St"dent o*+ectives $o"tcomes%: %tudents will ,e a,le to& -ecognize when personification is used in texts, movies, pop culture, etc.
Stage , -ssessment (vidence Performance Tas.$s%: /ther (vidence: %ummative assessment, working as group to find personification in different modes %mall )uiz on all voca, terms at the end of the week .oem containing personification Stage 0 Learning Plan Learning 1aterials: %tudy guide with poetry terms. Learning -ctivities: /s students come in to class, there is a note on the ,oard with the definition of personification&
per2son2i2fi2ca2tion p3r4s5n3fi6.7S83n' no"n 19 the attri*"tion of a personal nat"re or h"man characteristics to something nonh"man: or the representation of an a*stract ;"alit< in h"man form9 0*1 min$ 2ave a student read the definition aloud for the class and ask them to write the definition in their study guides. -emind them that while you will not ,e collecting their study guides, they are advised to keep track of the information for the )uiz at the end of the week. 'f anyone asks what they should put as examples, explain that you3ll ,e getting to that in a moment. 'nstruct students to shift their desks into groups of three or four with the people sitting next to them and have someone in the group act as a recorder. 4nce they are settled, you may give them the instructions for the activity. (orking together in their small groups, challenge students to think of as many examples from ,ooks, movies, television, video games, pop culture, etc. as they can that show personification according to the definition that is still posted on the ,oard. 5 min$ %tart a timer, giving students five minutes. (herever they are after five minutes, the recorders have to drop their pencils. 'f any groups seem to ,e struggling, tell them to think a,out animated movies like Toy Story or Beauty and the Beast$ and if those movies have examples. 5hroughout the five minutes, check to see what sort of answers students are coming up with. 'f there is a theme going on, such as having many examples of movie personifications ,ut no ,ook personifications, point out to the entire class that they should ,e thinking outside of movies. .ersonification can ,e found in many places. 1#*15 min$ 4nce the time is up, explain to students that each group will give one of their examples going around the room until all of the examples have ,een said. .ull up a ,lank document on the overhead to record their answers. 5here can ,e no repeats. 'f a group says, 6umiere from Beauty and the Beast, no other group can say that as an example. /dvise students to cross out ones that have already ,een said. (hen a group runs out of original answers, they can 7ust say 8pass9 and they3ll ,e out. :se your discretion a,out if an example is personification or not. 'f there is ever argument amongst students over an example, give the answering group a chance to plead their case. 5*1# min$ ;y the time the examples run dry, there should ,e a very large list on the ,oard. 5ell students to think a,out what this might mean. /sk them, 8(hy do people personify these things+ (hat3s the point+9 and discuss this. .oint out that possi,ly$ many of the examples are from longer novels or from feature*length films. 2ow might personification ,e different in poetry+ <or the remainder of the hour, instruct students to take out their own piece of
paper and create a poem that personifies something nonhuman. 5he poem can ,e any length and any style, ,ut that students might have trou,le showing personification in a 5 line poem. =xplain that this poem should show how well they understand personification. 5he poem is due at the end of the hour, ,ut if some students ask if they can take it home as homework, then they have to turn it in at the start of class the next day.

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Lesson Topic: _Personification______ Length of lesson: _45-50 min_ Stage 1 #ontent Standard$s%:

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