Apostrophe and Voice

Lesson Overview

Unit: Rhythm, Resistance, and Voice (Lesson 8 of 10)
Duration: 60 minutes
Grade: 7th Grade
Class Size: 30 students
Subject: English Language Arts (ELA)

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Learning Objectives (Aligned with Common Core State Standards)

• 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 story.

• CCSS.ELA-LITERACY.RL.7.2
  Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

• CCSS.ELA-LITERACY.W.7.1.A
  Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

• CCSS.ELA-LITERACY.W.7.9
  Draw evidence from literary or informational texts to support analysis, reflection, and research.

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I Can Statements

• I can identify and explain the literary device apostrophe in poetry.
• I can analyze how poets use apostrophe to express themes of hardship and resistance.
• I can draft a clear thesis statement comparing themes of hardship in "The Highwayman" and poems by Black poets.
• I can use textual evidence to support my analytical claims.

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Success Criteria

• Accurately define apostrophe and recognize its use in poetry excerpts.
• Identify themes of hardship and resistance in two different poems.
• Write a well-structured thesis statement comparing these themes across two texts.
• Support ideas with specific examples and quotations from the texts.

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Materials Needed

• Copies of the excerpt from "The Highwayman" by Alfred Noyes
• Selected poems by Black poets addressing hardship and resistance (e.g., Langston Hughes’ Mother to Son or Gwendolyn Brooks’ We Real Cool)
• Whiteboard or Smartboard for direct instruction
• Graphic organizers for thesis statement planning
• Dyslexia-friendly copies (colored paper background, larger font, sans-serif font like Open Dyslexic or Arial)
• Individual student notebooks or digital device for writing
• Highlighters or colored pencils for text annotation

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Lesson Breakdown

1. Introduction & Warm-up (10 minutes)

• Engage: Project this question on the board: What do you think apostrophe means in poetry?
• Students briefly discuss in pairs (turn and talk).
• Teacher defines apostrophe as a literary device where the speaker addresses an absent person, an abstract idea, or an inanimate object as if it were present and capable of response.
• Teacher reads an example from "The Highwayman" aloud, highlighting apostrophe.
• Discuss briefly how this device gives the poem an emotional voice and helps express hardship or longing.

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2. Guided Practice: Identifying Apostrophe and Themes (15 minutes)

• Distribute dyslexia-friendly copies of the excerpt from "The Highwayman" and the selected Black poetry poem.
• In small groups (4-5 students), have students annotate the poems, focusing on:
  • Where apostrophe appears.
  • Words or phrases indicating hardship or resistance.
• Teacher circulates to provide support and scaffold challenging vocabulary or concepts.
• Groups share their findings; teacher records key phrases on the board.

Differentiation:

• Provide a glossary of difficult words with simple definitions and images.
• For students needing more support, use paired reading with adult or peer.
• Advanced groups challenge themselves to identify how apostrophe shifts the speaker’s tone.

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3. Mini-Lesson: Drafting Thesis Statements (15 minutes)

• Teacher models drafting a thesis statement comparing themes of hardship in the two poems, using a graphic organizer projected on the board.
  • Example: "Both 'The Highwayman' and Mother to Son depict hardship through vivid apostrophes, highlighting the resilience of the speakers in the face of struggle."
• Students use graphic organizers to draft their own comparative thesis statements, working independently or with a partner.
• Teacher conferences with several students to give individual feedback.

Success Tip: Remind students thesis statements should include: topic, texts being compared, and the big idea or theme.

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4. Independent Writing and Sharing (15 minutes)

• Students write a short paragraph (5-7 sentences) expanding on their thesis, using at least one example from each poem to support their claim.
• Encourage use of quotes or paraphrases with citations (line numbers if possible).
• Students who finish early can work on an extension activity (see below).
• Selected volunteers share their thesis statements and supporting points. Class gives supportive feedback using “I notice…” or “I wonder…” prompts.

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5. Wrap-up and Reflection (5 minutes)

• Exit ticket: On a sticky note or digital form, students write one sentence explaining how apostrophe helps express voice and hardship in poetry.
• Teacher collects and uses as formative assessment data.

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Differentiation Strategies

• For Diverse Learners:

  • Dyslexia-friendly texts with font and spacing adjustments.
  • Visual aids and anchor charts defining apostrophe and theme.
  • Use of graphic organizers for structuring thoughts.
  • Pair students who may need language support with proficient peers.

• For Advanced Learners:

  • Challenge to analyze multiple apostrophes and their emotional effects.
  • Extension writing: Compose a brief original poem using apostrophe to express hardship or resistance.
  • Research an additional Black poet and bring one poem to share next class.

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Extension Activities

• Create a small-group multimedia presentation comparing use of voice and apostrophe in poems beyond today's texts — include audio recordings or dramatic readings.
• Write a personal narrative poem addressing a hardship using apostrophe, submit for peer review.
• Investigate the historical contexts of the poems and discuss how time and social environment shape voice.

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Assessment

• Formative: Observation during group discussions and annotation activity.
• Formative: Thesis statement drafts and paragraph writing evaluated with a rubric focusing on clarity, textual evidence, and understanding of apostrophe/theme.
• Exit ticket response assessed for conceptual understanding.

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Reflection Notes for Teacher (Post-lesson)

• Which students struggled with the concept of apostrophe? Would more visual or kinesthetic strategies help?
• Did thesis statements reflect an accurate comparison and thematic understanding?
• Was pacing appropriate for discussion, drafting, and writing?
• How well did students use textual evidence? What scaffolds might be added next lesson?

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This highly structured, interactive, and scaffolded lesson will deepen students’ literary analysis skills while honoring diverse learning needs and encouraging authentic student voice within CCSS-aligned goals.