Creating with Rhetoric

Unit Context

This is Lesson 4 of 4 in the unit "Explorando Figuras Retóricas," designed for Spanish 3-4 grade students. Students will demonstrate their understanding of rhetorical figures in Spanish by composing original poems incorporating at least three different figures of speech. The lesson integrates speaking, writing, reading, and listening aligned with Common Core literacy expectations for English Language Learners (ELLs), focusing on foundational literacy in a second language.

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Learning Objectives

By the end of this 60-minute lesson, students will be able to:

• Produce an original short poem in Spanish that incorporates at least three different figures of speech (metaphor, simile, personification, hyperbole, etc.).
• Use previously learned rhetorical figures correctly and creatively within their writing.
• Apply editing and revising strategies to improve clarity and style of their Spanish poems.
• Engage in oral reading fluently, with expression and comprehension, to share their creative work.
• Listen and provide constructive feedback to peers during the reading circle.

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Relevant Common Core Standards

Reading: Foundational Skills & Informational Text

• CCSS.ELA-LITERACY.RL.3.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
• CCSS.ELA-LITERACY.RL.4.4: Determine the meaning of figurative language, including similes and metaphors, in context.

Writing

• CCSS.ELA-LITERACY.W.3.3: Write narratives to develop real or imagined experiences using descriptive details, temporal words, and clear event sequences.
• CCSS.ELA-LITERACY.W.4.3: Write narratives with coherent sequences, including descriptive details and clear event transitions.
• CCSS.ELA-LITERACY.W.3.5 & W.4.5: With guidance and support, develop and strengthen writing as needed by planning, revising, and editing.

Speaking & Listening

• CCSS.ELA-LITERACY.SL.3.4: Report on a topic with appropriate facts and descriptive details, speaking clearly at an understandable pace.
• CCSS.ELA-LITERACY.SL.4.4: Present information clearly with descriptive details, adding voice inflections and eye contact as appropriate.

Language

• CCSS.ELA-LITERACY.L.3.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
• CCSS.ELA-LITERACY.L.4.5: Explain the meaning of similes and metaphors in context.

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Materials Needed

• Student notebooks or writing journals
• Whiteboard/blackboard and markers or chalk
• Printed reference sheets with examples of rhetorical figures in Spanish
• Colored pencils or markers for illustration (optional)
• Timer or clock
• “Poetry Circle” floor space or designated sharing area

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Lesson Activities Breakdown (60 Minutes)

1. Introduction & Review (10 minutes)

• Objective: Refresh rhetorical figures and their meanings. Create excitement for poem creation.
• Activity:
  • Begin with a brief oral review: Prompt students to recall figures like metaphor, simile, personification, and hyperbole.
  • Use quick teacher-led examples in Spanish and have students identify the figure involved. For example:
    • “Tus ojos son estrellas que iluminan la noche.” (Metaphor)
  • Display the reference sheet of figures for quick student access during writing.
  • Set the goal: "Today, you'll use what you’ve learned to create a poem using at least three different figures."

2. Guided Writing Workshop (25 minutes)

• Objective: Compose a poem using rhetorical figures; plan, draft, and revise.
• Activity:
  • Step 1 (5 min): Brainstorming
    • Prompt students to choose a topic (e.g., nature, friendship, family).
    • In pairs, quickly brainstorm words/images related to topic.
  • Step 2 (10 min): Writing First Draft
    • Students individually write a poem in Spanish containing at least three figures of speech.
    • Encourage incorporation of figurative language from the reference sheet.
  • Step 3 (10 min): Revising and Editing
    • Peer Review: Students exchange poems in pairs to identify rhetorical figures and suggest one improvement.
    • Teacher circulates offering feedback on language use, clarity, and rhetorical accuracy.
  • Optional: Allow use of colored pencils to underline or highlight figures in their poems.

3. Poetry Sharing Circle (20 minutes)

• Objective: Develop speaking & listening skills while encouraging supportive peer interaction.
• Activity:
  • Arrange students in a circle.
  • Each student reads their poem aloud in Spanish, focusing on clear pronunciation and expression.
  • After each poem, one or two peers give positive, specific feedback related to the figures of speech or creativity.
  • The teacher models constructive, kind feedback and monitors engagement and fluency.
  • Celebrate diversity of ideas and creativity, emphasizing that each poem is unique.

4. Closing Reflection & Assessment (5 minutes)

• Objective: Self-assess understanding and express lesson highlights.
• Activity:
  • Have students complete a quick exit ticket:
    • Write one figure of speech they enjoyed using and why.
    • Write one thing they want to improve for next time.
  • Optional: Share a few reflections aloud (if time allows).

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Assessment & Evaluation

• Formative:

  • Observation during brainstorming and writing workshop to check understanding of rhetorical figures.
  • Peer review feedback to ensure left-right understanding and correct identification of figures.
  • Teacher notes on students’ revisions and language use.

• Summative:

  • Final poem submitted demonstrates use of at least three rhetorical figures correctly.
  • Oral reading fluency and expression during the poetry circle.
  • Exit ticket reflections provide insight into metacognitive growth.

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Differentiation & Supports

• For Emerging Spanish Learners:

  • Provide bilingual glossaries of rhetorical figure terms.
  • Pair with stronger language partners during brainstorming and peer review.
  • Allow use of sentence starters or templates for poems.

• For Advanced Students:

  • Challenge to include more complex figures (e.g., synecdoche, alliteration).
  • Encourage illustrations or additional stanzas with varied meter or rhyme.

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Extensions & Cross-Curricular Connections

• Art Integration: Create illustrated poetry books with colorful pages for a classroom display.
• Social Studies: Link poems to cultural themes from Spanish-speaking countries (e.g., nature, folklore).
• Technology: Record poem readings using classroom tablets or computers for digital portfolio.

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This detailed lesson plan ensures students synthesize their knowledge of rhetorical figures in Spanish through creative writing and oral presentations, all while aligning rigorously with the Common Core standards for literacy and language development.