LESSON PLAN- EDU3216

Aligned with the Minnesota Standards of Effective Practice on Planni

and the Minnesota Teacher Performance Assessment Package

School and District: Battle Creek Middle School, Grade: 8

St. Paul
Unit/Subject: Annotating, Analyzing, and Appreciating Poetry
Lesson Title/Lesson Focus: The First Poem
Estimated Length of Lesson: 60 minutes

PRE-INSTRUCTIONAL PLANNING
Context for Learning/Provisions for Diverse Learners
1) Identify the strengths, needs, and interests of individuals needing
accommodations, including students with IEPs and/or 504 plans.
Within the class, two students are labeled with EBD and one has ADD. The students with EBD are
oftentimes accompanied to class with a para; all three students with IEPs are able to access the
resource room whenever deemed necessary by the student and teacher. These students need a
class that stays on schedule and keeps them engaged.
2) Identify the strengths, needs, and interests of individual students in your
classroom whose first language is not English, who represent cultural
differences, who may struggle to learn, or who may be highly motivated to
learn.
Within the class, one student is ESL. Struggling with language, these students benefit from the
assistance of notes and peer-help, particularly. Many of the students come from the St. Paul area
and culture, but some come from more traditional homes; here we have to be sensitive about
cultural differences. While some students are highly motivated, others are not and need to be
encouraged with extrinsic motivators and verbal praise.
3) Identify prior learning experience, and language, physical, cognitive, or
social/emotional development you will need to consider as you plan instruction
for this group of students.
The class period prior, students were introduced to the mechanics and definitions associated with
poetry. They are also familiar with theme, having come from a literature unit that highlighted it.
With a topic as frustrating as poetry, I will need to provide plenty of positive encouragement and
simple guidelines to support their learning.
4) Identify data (such as students progress in previous lessons, assessment
results from previous lessons, or a prepared pre-assessment related to the
lessons you will teach) that you have collected (or will collect) to inform your
planning (in order to address students strengths, needs, and interests).
Prior to the introduction to poetry, I will have asked students to write down as much as they can
tell me about poetrythis 5 minute exercise should give good background understanding as to
where my students are approaching the lesson from.
5) Based on your answers to prompts 1-4 above, what specific supports have you
planned (or will you plan) for students to help them reach the lesson objective?
For this lesson, I will be modeling how to complete the assignment so that I can guide students to
the right process for analyzing. By taking these simple, participatory steps, students will have the
scaffolding to continue themselves.
Central Focus and Alignment:

What is the learning goal you have identified for your students?
Students will be able to engage in analyzing poems by participating in literary discussion.
What state adopted academic or content standard(s) are you addressing? (Provide
the name of the
standards document, the grade level, the correct numerical citation, and the text
of the standard(s) you select.)
Minnesota Academic Standards English Language Arts: 8.4.4.4 Determine the meaning of words
and phrases as they are used in a text, including figurative and connotative meanings; analyze
the impact of specific word choices on meaning and tone, including analogies or allusions to
other texts.
What is your objective(s) for this lesson? Identify what the students will be able to
do following instruction. Include an action verb (observable behavior), and criteria for
success.
Within group conversation, students will be able to identify one or more possible themes within a
work, detailing how it shapes and effects the piece with three or more supporting details.
Continuity of Lessons:
Describe your lesson sequence. How do the prior and subsequent lessons affect
what you will be teaching and what you will be expecting students to do? How will
you build on what students have learned in previous lessons and use what they know
to support them in meeting expectations of the next lesson? How have you made use
of student assessment from previous lessons to make and or adjust these plans?
In a previous lesson, students were introduced to the vocabulary and definitions necessary for
the discussion of poetry. Todays lesson will guide them through how to use these devices as
support in analyzing the theme and intentions of a poem. The following few class periods will
push students to work more independently in identifying what they need to. Students were not
taught how to engage in these words until they had proven their understanding of them.
Academic Language and Support:
What are the academic language demands? Identify:
Students will need to be familiar with the definitions of narrative, epic, ballad, dramatic, lyric,
haiku, sonnet, figurative language, personification, hyperbole, metaphor, simile, onomatopoeia,
rhythm, rhyme, rhyme scheme, meter, allusion, alliteration, assonance, and consonance that
they were introduced to previously. Since students will need these words in their analyzing of
poetry, they will need to know what analyzing is.
How have you planned to support students in meeting the academic language
demands for this lesson?
(Identify specific strategies, visuals, models, and or demonstrations you plan to
use.)
Analyzing will be a word that they continue to work with from previous lessons. The contentspecific language will be available to them visually in their notes. I plan to scaffold my speaking
in a manner that allows them to create new connections in regards to the vocabulary.
Assessment: Attach to your lesson plan any rubrics, checklists or other assessment
tools that you will use.
Describe the tools/procedures that will be used throughout this lesson to monitor
and measure students learning of the lesson objective(s). (Multiple and varied
assessments should be used in the lesson.)
Throughout the demonstration, I will be calling on students to define words or provide examples.
Students will be asked to mark-up their printed copy of the poem any way they see fit, circling
interesting adjectives or marking alliteration. The students will also be asked to work in pairs to
organize the literary devices and their supports onto a document, which I will check for
completion before they leave the classroom.
Identify the performance criteria or benchmark to be achieved.
Students will have a chart detailing the quote, literary element, and supporting reason for its
importance.
Feedback:

How will you plan to provide specific feedback to students on their progress
toward reaching the lesson objective?
By demonstrating the first steps of analyzing the poem and engaging my students in
conversation about how it is being done, students will start to realize where they are at regarding
the task. While students work in pairs, I can conference briefly with each of them to better gauge
their individual understanding.
How will students use the feedback to improve their competencies and knowledge?
(Describe the specific opportunity for their application of the feedback.)
Students will immediately be able to apply the feedback to filling out their self-constructed chart
in their pairs. The more students work with the definitions, the more aptly they will be able to
recognize them in the assignments to follow.
Materials and Special Arrangements:
Teacher Materials:
Doc-cam, printed poem
Student Materials:
Printed poem, class notes, notebook
Theories and or Research-Based Best Practices:
Identify relevant research/theory to justify why learning tasks (or their application)
are appropriate.
How have you intentionally linked this to your instructional planning?
Educational theory points to the importance of social interaction in learning and the importance
of learning through modeling in these situations. By guiding students through their learning and
then directing them to work with peers, students should be integrating and generating
knowledge optimally.
References (APA) and Acknowledgments:
Collins, B. (1996). Introduction to Poetry from The Apple that Astonished Paris. Retrieved from
http://www.poetryfoundation.org/poem/176056 on December 17, 2015.
Expectations for Student Behavior:
Describe how your students will be intellectually engaged. How will you
communicate expectations for them? How will you follow up on behavior expectations
and how well you are engaging learners?
Students will be intellectually engaged by reading silently to themselves, participating in
answering questions and offering examples, and by working in pairs to organize their findings. It
will be directly communicated to students that they should work respectfully and quietly.
Students that struggle with this may be asked to work with the teacher instead of in pairs. It will
be important to observe the class to make sure they stay on task.
Teacher Skill Focus for This Lesson: (Also note how you plan to collect feedback.)
For this lesson, I will be focusing on my ability to slowly and thoroughly communicate my
thoughts. When discussing the elements of poetry and how they affect a poem, clear articulation
can make all the difference with my students. After each point, I will stop to ask the class for
understanding and, if confused, will clarify until students are clear.

Standard Lesson Plan Form

LESSON PLAN

INSTRUCTIONAL SEQUENCE
Time
1 min

What will the teacher do?

Introduction/Motivation:
Activate prior knowledge, communicate the
learning objective, introduce academic
language

What will students do?

Taking a copy of the poem, students should
report to their assigned seats. Once class starts,
students are expected to be silent in their seats,
awaiting instruction.

As students enter the classroom, I will greet

them and hand them a copy of the poem.
Now that we are more familiar with the terms
regarding poetry, we will start to note their
importance in poems. Today, we will get our
first look at analyzing poetry.

Lesson Tasks (Including Assessment):

13
min
30
min
15
min

1 min

Observe students, directing them to silently

read the poem and mark-up the piece as
much as possible, noting literary elements or
enjoyed elements.
Model how to work through analyzing a poem,
going line from line and calling on students for
examples
Direct students to move into pairs. While
students work together, check in with pairs and
keep close proximity

Closure:
Summarize the lesson with students, provide
further opportunities for learning, and build a
bridge to the next lesson
Today we took our first steps in analyzing
works of poetry. Tomorrow, we will continue the
process with new poems of varying forms.
Walking around the classroom, I will make a
note of each students chart and marked up
poem for daily participation.

Students will be expected to silently read the

poem to themselves. Students should mark-up
their poem with annotations as much as
possible. When I am modeling how to work
through analyzing a poem, students should
actively be adding my notes to their sheet and
offering insight of their own. When directed to
move into pairs, students should turn to their
semester seat-mate. Together, they should
construct a chart in their notebooks to organize
their poem findings; there should be evidence of
the quote, literary element, and two supports of
how it influences the piece. Pairs only need to
make one chart, but it is recommended they
each make their own. If students are not on task,
they will be asked to work individually.
Quietly packing up, students should have their
chart of literary devices available for my rounds.
As they exit, chairs are expected to be pushed
in, as they found it previously.