Hyperbole and Juxtaposition

Unit: Rhythm, Resistance, and Voice

Lesson 6 of 10
Grade: 7
Duration: 60 minutes
Class Size: 30 students

Learning Objectives (I can statements)

I can identify hyperbole and juxtaposition in poetry.
I can analyze how hyperbole and juxtaposition contribute to the poem’s meaning and theme.
I can compare how Langston Hughes and Gwendolyn Brooks use these devices to express ideas about identity and resistance.

Common Core State Standards (CCSS)

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.RL.7.5: Analyze how a drama’s or poem’s form or structure (e.g., sonnet, stanza, internal rhyme) contributes to its meaning.
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.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.

Materials Needed

Copies of “The Weary Blues” by Langston Hughes (dyslexia-friendly font version: OpenDyslexic, larger print)
Copies of “We Real Cool” by Gwendolyn Brooks (dyslexia-friendly version)
Chart paper or whiteboard and markers
Graphic organizer for hyperbole and juxtaposition analysis
Sticky notes or index cards
Audio recording of "The Weary Blues" read aloud by a skilled performer (optional but recommended)

Success Criteria

I can correctly identify examples of hyperbole and juxtaposition in both poems.
I can explain how these literary devices influence the poems’ themes about struggle and self-expression.
I can participate in discussion by sharing insights and responding thoughtfully to classmates’ ideas.

Lesson Activities Breakdown

1. Hook & Review (10 minutes)

Begin with a brief revisit of last lesson (Lesson 5 on metaphor and imagery).
Introduce new vocabulary: hyperbole (extreme exaggeration for effect) and juxtaposition (placing two ideas side-by-side to highlight contrast). Provide clear, simple definitions with everyday examples (e.g., “I am so hungry I could eat a horse” for hyperbole, and “darkness and light” for juxtaposition).
Use a quick think-pair-share: students discuss an example of either device from a song or movie they know.

2. Modeling & Guided Practice (15 minutes)

Distribute "The Weary Blues." Read the poem aloud twice (once by teacher with dramatic expression; once by the audio recording if available).
On chart paper, highlight passages that contain hyperbole (e.g., “I heard that Negro sing, that old piano moan...”) and juxtaposition (e.g., the blending of sadness and resilience).
Model “think aloud” annotation focusing on how these devices deepen the mood and theme of weariness and artistic voice.
Students annotate their copies with colored pencils: underline hyperbole in red, circle juxtaposition in blue.

3. Collaborative Analysis (15 minutes)

Split class into small groups of 4-5 students. Assign half groups “The Weary Blues” and half groups “We Real Cool.”
Provide graphic organizer prompting them to:
- Identify examples of hyperbole and juxtaposition.
- Discuss what each device communicates about the speaker’s identity and resistance.
Encourage groups to use textual evidence and write brief explanations on sticky notes.
Teacher circulates to support, prompt deeper thinking, and scaffold as needed.

4. Class Discussion & Synthesis (10 minutes)

Groups share their findings aloud.
Create a two-column chart on the board: “Hyperbole in Poems” and “Juxtaposition in Poems.”
Discuss similarities and differences in how Hughes and Brooks use these devices.
Prompt: How do these devices add power or emotion to voices of resistance in each poem?

5. Individual Reflection & Exit Ticket (10 minutes)

Students respond in writing to this prompt:
Choose one example of hyperbole or juxtaposition from either poem. Explain how it helps you understand the speaker’s feelings or message better.
Collect exit tickets as formative assessment.

Differentiation Strategies

Struggling Readers/Dyslexia: Provide dyslexia-friendly versions with OpenDyslexic font and increased line spacing. Use read-aloud supports and allow audio copies. Allow students to annotate directly on printed copies.
English Language Learners: Provide vocabulary visuals and sentence starter cards (“Hyperbole means…” / “This shows juxtaposition because…”). Pair ELLs with supportive peers.
Advanced Learners: Challenge students to write their own two-line poem using both hyperbole and juxtaposition about identity or resistance. Invite to share with class or submit for optional publication in class anthology.

Extension Activities

Host a poetry slam session where students perform either Hughes, Brooks, or their own poems, focusing on conveying emotion connected to hyperbole and juxtaposition.
Research project: Students investigate other poets from the Harlem Renaissance or Black Arts Movement who use hyperbole and juxtaposition, then present findings in groups.

Assessment

Informal: Observation during group discussions and class participation.
Formal: Exit ticket explaining the function of hyperbole or juxtaposition in the poem.
Optional writing extension scanned for depth of analysis and creative use of devices.

Reflection for Teachers

Did students make connections between poetic devices and themes of resistance?
Were students able to use textual evidence to support their analysis?
Which differentiation strategies were most effective in engaging all learners?
How can the poetry slam or extension support sustained engagement with these literary devices?

This lesson plan empowers 7th graders to engage deeply with poetry through vivid literary devices, fostering critical thinking aligned with Common Core ELA standards and honoring diverse learner needs.

Teaching Instructions