Casey at the Bat Lesson Plan

Instructor: Sharon Linde

Sharon has a Masters of Science in Mathematics

Use this lesson plan to summarize the popular American poem Casey at the Bat. Analyze and infer meaning, and determine mood and figurative language.

Learning Objectives

After this lesson, students will be able to:

  • summarize the plot of Casey at the Bat
  • apply inferring skills to determine meaning
  • determine mood in poem's stanzas
  • identify figurative language


45 minutes to 1 hour


  • Copies of the poem, one for each student or grouping
  • Sticky notes and highlighters
  • Chart paper
  • Song 'The Sound of Silence'

Key Vocabulary

  • mood
  • inference
  • figurative language
  • stanza
  • ballad
  • alliteration
  • hyperbole
  • onomatopoeia
  • personification
  • simile

Curriculum Standards

  • CCSS.ELA-Literacy.RL.6.1

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

  • CCSS.ELA-Literacy.RL.6.4

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone

  • CCSS.ELA-Literacy.RL.6.5

Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.


  • Tell students they will be working on analyzing an American poem, 'Casey at the Bat'. Begin by playing the song 'The Sound of Silence' by Simon and Garfunkel. Ask students to write reactions.
  • Afterwards, have students share how the song made them feel. Introduce the topic of mood in songs and poetry. Write the definition on the board.
  • Write the first four lines of the song on the board. With students, analyze the structure (AABB) of the song. Notice that the next lines follow the same format but with a different rhyming scheme.
  • Transition to the lesson Casey at the Bat: Summary, Poem Analysis & Author. While students are watching hand out the copies of the poem.
  • Discuss:
    • What was Mighty Casey's fatal flaw?
    • Why was the audience so into the game?
    • What topics did the author use to make the poem relatable?
    • Why did the author choose the AABB rhyming style?
  • Introduce the topic of figurative language. Define or review alliteration, hyperbole, onomatopoeia, personification, and simile.
  • Together with students, analyze the first stanza of the poem. Find examples of figurative language.
  • Next, determine the mood of the stanza.
  • Use highlighters to outline samples of figurative language. Label.
  • Use sticky notes to record theme and cite evidence.


  • Depending on your students' needs, allow students to work in partners, small groups, or individually.
  • Assign each grouping a stanza. Have them do a close reading to identify examples of figurative language and determine mood as you explained.
  • Have the students rewrite the stanza on chart paper, allowing students to show creativity with their work.
  • Circulate the room to ensure understanding and scaffold students.
  • Share work. Encourage students to evaluate and critique one another.
  • Discuss:
    • What is the overall meaning of the poem based on individual stanzas?
    • What is the general mood? How does it change? Stay the same?
    • How does figurative language enhance the poem?


  • Have students write a sequel or alternative ending to the poem in the same rhyming pattern.
  • Explore the sound device of repetition and rhyme. Analyze how it is used in the poem.
  • Ask students to find a song with the same AABB rhyming sequence. Bring to class and share.

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