Analyzing Narrative Structure

Unit: Rhythm, Resistance, and Voice

Lesson 4 of 10

Duration: 60 minutes

Grade: 7

Class Size: 30 students

Learning Objectives (Aligned to Common Core)

CCSS.ELA-LITERACY.RL.7.5: Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
CCSS.ELA-LITERACY.RL.7.3: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
CCSS.ELA-LITERACY.RL.7.4: 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.
CCSS.ELA-LITERACY.SL.7.1: Engage effectively in a range of collaborative discussions with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

"I Can..." Statements

I can analyze the structure of a poem to understand how it affects meaning.
I can compare and contrast characters by organizing information visually.
I can identify sound devices in a poem and explain how they influence mood and meaning.
I can share my ideas clearly and listen to others’ perspectives during group discussions.

Success Criteria

Effectively complete a T-chart that compares main characters in The Highwayman.
Identify at least three sound devices used in the poem and explain their impact on the poem’s tone or meaning.
Participate actively in small group and whole class discussions.
Use textual evidence to support ideas about structure and sound devices.

Materials

Copies of The Highwayman by Alfred Noyes (dyslexia-friendly font versions available)
Chart paper or whiteboard for T-chart example
Student notebooks or graphic organizers
Audio recording of The Highwayman (to support diverse learners)
Colored pencils or markers
Sound device reference handout (definitions and examples of alliteration, repetition, onomatopoeia, rhyme)

Lesson Procedures

1. Warm-Up & Review (10 minutes)

Begin with a brief recap of The Highwayman story and previous lessons focusing on theme and narrative voice.
Play an audio clip of the poem’s stanzas to engage auditory learners and those with dyslexia.
Pose a guiding question aloud: How does the structure of the poem help you feel the emotions of the characters?
Students jot down one observation or feeling triggered by the poem’s rhythm or sound.

2. Mini-lesson: Analyzing Structure and Sound Devices (15 minutes)

Explain the concept of structure in poetry—stanzas, line length, rhyme scheme, repetition, and how these contribute to meaning and mood.
Introduce common sound devices with brief definitions and examples on the board (alliteration, repetition, rhyme, onomatopoeia).
Model filling out part of a T-chart comparing two characters (The Highwayman and Bess)—include traits, motivations, and actions linked to form and sound devices.
Play a short stanza again, asking students to listen for examples of sound devices, calling on volunteers to identify.

3. Guided Practice: T-chart Character Analysis (15 minutes)

Distribute graphic organizers to students.
In pairs, students choose two characters—The Highwayman and Bess or Tim the ostler—and complete a two-column T-chart comparing them. They note character traits supporting their analysis of how structure and sound devices shape our understanding of each character.
Encourage use of textual evidence: quotes, sound device examples.
Teacher circulates to offer support and scaffold as needed.

4. Group Discussion: Impact of Sound Devices and Structure (15 minutes)

Students join small groups of 4-5 to share their T-charts.
Each group identifies and discusses how the poem’s structure and sound devices deepen the meaning or create emotional impact.
Teacher facilitates and reverses roles so different students can lead discussion.
One group from each table shares a key insight with the whole class.

5. Closing & Reflection (5 minutes)

Quick write prompt: Which sound device in The Highwayman do you think is the most powerful? Why?
Collect responses or have a few students share.
Remind students that next lesson will explore theme and resistance in the poem.

Differentiation Strategies

For Struggling Readers/Dyslexic Learners:
- Use dyslexia-friendly font handouts and audio recordings of the poem (multi-sensory approach).
- Provide graphic organizers with sentence starters and word banks.
- Allow additional think time during discussions and activities.
For English Language Learners (ELLs):
- Pair with bilingual peers or scaffold vocabulary with visuals.
- Pre-teach sound device terminology using simple explanations and examples.
For Advanced Learners:
- Challenge to write their own stanza imitating the sound devices and structure from The Highwayman.
- Facilitate peer teaching by having them assist with group discussions or create a brief mini-presentation on the role of sound devices.

Extension Activities

Creative Writing: Students create a T-chart and poem stanza comparing a modern character to roles in The Highwayman, emphasizing structure and sound devices.
Performance: Organize a dramatic reading or "poetry slam" where students experiment with rhythm and voice to convey emotions.
Research Connection: Investigate the historical background of highwaymen and discuss how this context influences the poem’s meaning and structure.

Assessment

Review completed T-charts for understanding of character analysis and structural elements.
Evaluate participation and contributions in discussions for comprehension and collaboration.
Use quick-write reflections to check individual grasp of sound devices and their impact.
Informally observe student ability to cite textual evidence during activities.

This lesson builds skills in literary analysis and critical thinking while providing multiple entry points for diverse learners, preparing students for deeper explorations in the unit "Rhythm, Resistance, and Voice."

Teaching Instructions