West Virginia State University

College of Professional Studies: Department of Education

LESSON PLAN FORMAT GUIDE
Teacher Candidate Jacqueline Lockard Date April 10,2015
School Scott High School Grade Subject English Language Arts
Lesson Topic Figurative Language: Imagery
INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES

Determine the meaning of words and phrases in the form of imagery in the poem I
wondered Lonely as A Cloud
Use Imagery in a poem or short story
Determine the impact of their word choices on the tone of their writing.

ELA.9.R.C2.1: determine the meaning of words and phrases as they are used in the literary
text, including figurative and connotative meanings; analyze the cumulative impact of
specific word choices on meaning and tone.
NATIONAL STANDARDS
NCTE Standard 12: Students use spoken, written, and visual language to accomplish their own purposes

MANAGEMENT FRAMEWORK
Describes how time is set to accommodate the lesson. Just give time and not details. For
example:
Overall Time 90 minutes
Time Frame
10 min. Introduction
10 min. Pre-test
10 min. Define/Explain Imagery
20 min. Identifying imagery in poem
25 min. Think Aloud Activity
15 min. - Regroup for assessment and closure
STRATEGIES
Guided instruction, teacher modeling/demonstration/simulations
DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS
To differentiate instruction I will allow more time for the student activities. I will change the
time frame from 20 minutes on identifying imagery in poems to 30 minutes and I will change
the think aloud activity from 25 minutes to 30 minutes. This will also be helpful for students
who have behavioral issues and like to talk discuss and interact with the lesson.
PROCEDURES
Introduction/ Lesson Set
To introduce the lesson I will give students a definition of imagery and ask them to give me
examples from their past experience. Next I will give them a pre-test.
Body & Transitions

Open book to poem

Identify and label the type of imagery in the poem
Write a poem or short story with Imagery (Think Aloud Activity)
Share and discuss poems or stories

Closure
We will review and summarize what we have learned in class. I will give students a post-test
to check their knowledge after the lesson.
ASSESSMENT
Diagnostic:
I will give students a pre-test that will ask what imagery is and ask them to identify the
meaning of phrases in short passages.
Formative:
I will ask students questions during our poem activities to determine their level of
engagement and understanding of the content.
I will walk around each student to check their work as they are writing to make sure they
are following along and understanding.
Students will discuss their poems/stories with the class to assess the impact of word choices.
Summative:
I will collect students poems or short stories to access their overall level of understanding.
I will give students a posttest similar to the pretest to determine the success of the lesson.
MATERIALS
Textbook, paper, pencil, chalk board, chalk, copies of pre-test and post-test.
EXTENTED ACTIVITIES
If Student Finishes Early
If a student finishes early I will ask them to use the internet to select a poem they can read
to the class that includes imagery and analyze the impact of imagery on the meaning and
tone of the poem.
If Lesson Finishes Early
If the lesson finishes early I will ask the whole class to find a poem on the internet or their
textbook to read to the class. I will ask them to read it out loud and analyze the impact of
imagery on the meaning and tone of the poem.
If Technology Fails
If technology fails we will locate a poem to analyze from their textbook instead of the
internet.