Parent plan · Week 5 · Figurative Language & Imagery · Poetry: Speaker, Tone & Shifts — English 7: Reading, Evidence & Expression

Parent teaching plan · 36 weeks

Units to teach or revisit

Chapter 2 · Poetry, Drama & Comparison

Assigned readings

This is the parent timetable. Student navigation follows chapters and units. A week can finish one chapter and begin the next; follow the named lessons in order and retain drafts and reading notes.

This week’s goals

For the class sessions, read the named selections linked in the individual unit lessons: Three Poems: Openings, Between Lines, and The Borrowed Map.

Five class sessions of about 40–45 minutes, plus 15–20 minutes of independent reading most days; the complete novel is assigned during that separate reading time. Adjust and extend for comprehension. The midterm uses two 45-minute sessions and the final three 40-minute sessions within their stated totals.

Session 1 · Figurative Language & Imagery · Read and distinguish

First establish the literal action or object. Figurative language invites a comparison or gives a nonhuman object a human quality. If you skip the literal situation, you may invent a meaning that the passage cannot support. A door can creak; it cannot literally reply to a question. A simile makes a comparison using like or as; a metaphor presents one thing through another without that comparison marker. Personification gives a nonhuman thing a human action or quality. These categories describe the wording, but analysis must also explain what the wording contributes.

Your task

For Figurative Language & Imagery, read the assigned selection and study Parts 1–2. Write two located notes and answer both checkpoints before opening their guidance.

  1. Prepare (5 minutes): recall the relevant distinction and state the task.
  2. Read or examine (10 minutes): use the named passage, source label, or sentence.
  3. Apply (20–25 minutes): complete the task independently and record references.
  4. Reflect (5 minutes): compare with criteria, revise one choice, and save the work.
Hint and response guidance

Begin with an accurate short detail. Explain its job before extending the claim.

Giving a nonhuman thing qualities associated with human action or feeling. First establish the literal action or object. Figurative language invites a comparison or gives a nonhuman object a human quality. If you skip the literal situation, you may invent a meaning that the passage cannot support. A door can creak; it cannot literally reply to a question. The door’s reply personifies an object: a difficult opening is presented as a partial sigh. The image makes resistance to entering audible and connects a physical threshold with the poem’s concern about practical welcome. It does not prove that the door thinks or that every door has the same symbolic meaning.

  • Accurately complete the assigned task using the supplied reading or sentence.
  • Explain a relevant detail or grammatical/craft relationship.
  • Preserve a significant qualification and use a traceable reference when needed.

Session 2 · Figurative Language & Imagery · Develop and apply

Imagery can evoke sound, touch, movement, smell, taste, or sight. The phrase “half a sigh” makes the door’s resistance seem audible and incomplete. Examine the surrounding action before assigning an emotional effect. An image can allow more than one interpretation without allowing every interpretation. Connect the image with the poem’s developing idea. The door, chair, and waiting pencil concern an opening that needs practical work. Explain how one choice contributes to that pattern. Do not use a symbol dictionary to claim that every door means opportunity or that every pencil means education.

Your task

For Figurative Language & Imagery, study Parts 3–4, then explain the door image and its effect without treating it as literal speech.

  1. Prepare (5 minutes): recall the relevant distinction and state the task.
  2. Read or examine (10 minutes): use the named passage, source label, or sentence.
  3. Apply (20–25 minutes): complete the task independently and record references.
  4. Reflect (5 minutes): compare with criteria, revise one choice, and save the work.
Hint and response guidance

Begin with an accurate short detail. Explain its job before extending the claim.

The door’s reply personifies an object: a difficult opening is presented as a partial sigh. The image makes resistance to entering audible and connects a physical threshold with the poem’s concern about practical welcome. It does not prove that the door thinks or that every door has the same symbolic meaning.

  • Accurately complete the assigned task using the supplied reading or sentence.
  • Explain a relevant detail or grammatical/craft relationship.
  • Preserve a significant qualification and use a traceable reference when needed.

Session 3 · Figurative Language & Imagery · Practice and revise

Retrieve the distinction rather than memorize model wording. Discuss one missed question, then answer the exit ticket independently.

Your task

For Figurative Language & Imagery, attempt practice questions 1–6 without models, then answer: What does the borrowed map’s margin suggest beyond a blank area? Save a correction explaining one change.

  1. Prepare (5 minutes): recall the relevant distinction and state the task.
  2. Read or examine (10 minutes): use the named passage, source label, or sentence.
  3. Apply (20–25 minutes): complete the task independently and record references.
  4. Reflect (5 minutes): compare with criteria, revise one choice, and save the work.
Hint and response guidance

Begin with an accurate short detail. Explain its job before extending the claim.

The margin provides room for later observations and revision. The meaning depends on the map’s changed condition and returned pencil, not a universal rule that all margins symbolize the same thing.

  • Accurately complete the assigned task using the supplied reading or sentence.
  • Explain a relevant detail or grammatical/craft relationship.
  • Preserve a significant qualification and use a traceable reference when needed.

Session 4 · Poetry: Speaker, Tone & Shifts · Read and distinguish

A poem may invent a voice with a particular situation, limited knowledge, or attitude. Identify what that voice actually says. Calling it the speaker avoids treating a fictional first person as evidence about the writer’s personal life. A biography would require a different source. Tone is conveyed through diction, images, rhythm, and sentence choices. Identify a cluster of details rather than labeling the whole poem from one adjective. A quiet voice can still express conflict; loudness and confidence are not the same thing.

Your task

For Poetry: Speaker, Tone & Shifts, read the assigned selection and study Parts 1–2. Write two located notes and answer both checkpoints before opening their guidance.

  1. Prepare (5 minutes): recall the relevant distinction and state the task.
  2. Read or examine (10 minutes): use the named passage, source label, or sentence.
  3. Apply (20–25 minutes): complete the task independently and record references.
  4. Reflect (5 minutes): compare with criteria, revise one choice, and save the work.
Hint and response guidance

Begin with an accurate short detail. Explain its job before extending the claim.

The created voice speaking in a poem. A poem may invent a voice with a particular situation, limited knowledge, or attitude. Identify what that voice actually says. Calling it the speaker avoids treating a fictional first person as evidence about the writer’s personal life. A biography would require a different source. The opening associates a straight border with trust, suggesting confidence in a controlled arrangement. The crossing question and persistent mark complicate that confidence. Putting down the ruler at lines 9–10 suggests greater openness to what the arrangement excluded. The poem does not supply the course author’s personal biography.

  • Accurately complete the assigned task using the supplied reading or sentence.
  • Explain a relevant detail or grammatical/craft relationship.
  • Preserve a significant qualification and use a traceable reference when needed.

Session 5 · Poetry: Speaker, Tone & Shifts · Develop and apply

A shift changes an attitude, focus, or expectation. Compare the opening trust in a straight border with the question that crosses it and the mark that remains. The change develops across those actions, not through an announced moral at the end. Test your interpretation with a line that could complicate it. The final listening might suggest openness rather than defeat, because the speaker puts the ruler down without destroying it. Explain why your reading fits the action and acknowledge what the poem does not settle.

Your task

For Poetry: Speaker, Tone & Shifts, study Parts 3–4, then explain how the speaker’s attitude changes, referring to two line groups.

  1. Prepare (5 minutes): recall the relevant distinction and state the task.
  2. Read or examine (10 minutes): use the named passage, source label, or sentence.
  3. Apply (20–25 minutes): complete the task independently and record references.
  4. Reflect (5 minutes): compare with criteria, revise one choice, and save the work.
Hint and response guidance

Begin with an accurate short detail. Explain its job before extending the claim.

The opening associates a straight border with trust, suggesting confidence in a controlled arrangement. The crossing question and persistent mark complicate that confidence. Putting down the ruler at lines 9–10 suggests greater openness to what the arrangement excluded. The poem does not supply the course author’s personal biography.

  • Accurately complete the assigned task using the supplied reading or sentence.
  • Explain a relevant detail or grammatical/craft relationship.
  • Preserve a significant qualification and use a traceable reference when needed.

Submit this week

Parent / teacher weekly conference

Discuss one accurate inference, one source or language distinction, and one revision. Keep oral feedback about meaning separate from accent or family background. Check the actual chapter reading log rather than assuming a completed screen proves comprehension.

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