A. Center Information
1. Author: Jared Gliem
2. Lesson/ Topic: Poetry & Figurative Language
3. Grade Level: 6th-8th Grade
4. Content Area: English/ Literature
5. Types of Centers: 1 Enrichment, 1 Skill, 1 Cross Curricula, 1 Interest
6. Organization of Centers: Rotating (Individually, Pairs, or Small Groups)
7. Number of Centers: 4
8. Time Needed: 20-30 min per station

B. Learning Objectives
1. Cognitive- Students will understand that different types of texts have different structures and that by understanding those structures students can better understand that text’s meaning.
2. Behavioral- Students will identify various examples of figurative language within poetry.
3. Behavioral- Students will distinguish between different types of figurative language by understanding their meanings.

C. Materials
1. Computer with Internet Connection
2. Text Book
3. CD of Text Book Poems
4. CD Player with Headphones
5. Books of Various Poems
6. Paper
7. Pencils
8. Desks/ Tables & Chairs
9. Printed Worksheets & Quiz

D. Center Activity Description
1. Center 1: Enrichment- Rap Lyrics Center
Students will search the internet for song lyrics of their favorite songs. Using the Figurative Language Notes sheet, students are to find examples of figurative language within those lyrics. Students must find any combination of four examples of figurative language within their lyrics and record the artist, song title, lyrics containing the example, and type of figurative language. Teacher will monitor student progress and prompt students to look at other lyrics for examples. Students will then rotate onto Center 2.

2. Center 2: Skill- Figurative Language
Students will review various poems from the text book and listen to them on CD. After each poem, students will need to list as many examples of figurative language that they can find within each poem. Students should record the lines from each poem that contain figurative language examples and which type of figurative language is being used on the Poetry Recording Sheet. Teacher will prepare the CD player for the next poem while students are recording answers. Students will then rotate onto Center 3.

3. Center 3: Cross Curricula- Martin Luther King Jr.
Students will read the poem supplied on Martin Luther King Worksheet and respond to each of the questions below. Students will need to support their opinions and thoughts with evidence and complete explanations and not just one word answers. Teacher will monitor their progress and provide probing questions to provoke deeper thoughts about student answers. Students will rotate onto Center 4.

4. Center 4: Interest- Poem Selection
Students will review books containing various examples of poetry and select one poem that they like. On a sheet of lined paper, they should copy down the first 5 lines of that poem as well as the title and author. Students should then write one paragraph (3-5 complete sentences) explaining what they liked about this poem. Students should be prepared to share their poem and paragraph with the class or group. Students will rotate onto Center 1.

E. Assessment (see attached)
1. Figurative Language Quiz (Summative Formal Understanding)
2. Poetry Recording Sheet (Performance)

F. Handouts/ Worksheets (see attached)
1. Figurative Language Notes
2. Poetry Recording Sheet
3. Martin Luther King Worksheet

Figurative Language Notes

Metaphor- describes one thing as if it were something else.

Personification- gives human qualities to something that is not human

Simile- compares two unlike things & uses like or as

Symbol- anything that represents something else

Song Title
Type of Figurative Language




Poetry Recording Sheet

1. Pg. 543 “Mother to Son” CD 8 Track 6

Line Figurative Language Type

2. Pg. 536 “Life” CD 8 Track 4

Line Figurative Language Type

3. Pg. 538 “Loo Wit” & “The Desert is My Mother” CD 8 Track 5

Line Figurative Language Type

4. Pg. 544 “The Village Blacksmith” CD 8 Track 7

Line Figurative Language Type

Martin Luther King
By Raymond Patterson

1. He came upon an age
2. Beset by grief, by rage

3. His love so deep, so wide,
4. He could not turn aside.

5. His passion, so profound,
6. He would not turn around.

7. He taught a suffering earth
8. The measure of a man’s worth.

9. For this he was slain,
10. But he will come again.

1. What events in history do lines 2 and 7 refer to? Why are the words grief, rage, and suffering so important about this event?

2. Why does the author describe the earth as suffering in line 7? Who in history was made to suffer and why?

3. What do you think the author means in line 10?

4. What is the significance of this poem? Why is it important to some people? What does it have to do with the history of the United States?

Figurative Language Quiz



Directions: Match the following terms with the correct definitions to the right.

1.Metaphor A. Giving human qualities to a non human thing

2.Simile B. A design or item that stands for something else

3.Personifiication C. Compares two things using like or as

4.Symbol D. Compares two unlike things

Directions: Select which letter is an example of the above term

A. Life is a stage.
B. Dumb as a brick
C. The tree danced in the wind.
D. Chuck Norris

A. The car screamed down the road.
B. Friends are gifts.
C. Ugly as a horse
D. An old Jedi mind trick

A. My room is a tornado.
B. The TV called my name.
C. Tall like a tree
D. My uncle was attacked by a gorilla

A. The test demanded that I try.
B. Life is a roller coaster.
C. A red cross can mean medicine.
D. Chris Brown’s Lawyer

9. Circle one of the below terms and create your own example of it below. (2 points)

Metaphor Simile Personification Symbol