Lesson Plan Title: Wordsworth Day #2

Date: March 21, 2018

Subject: ELA B30
Grade: 12
Topic: Joy and Inspiration
Essential Question: How do poetic devices create meaning in a poem? How can poetic devices
be represented? How is joy and inspiration represented in each poem?

Materials:

 Build-an-Instagram assignment sheet

 Jeopardy game

 Instagram examples

Stage 1- Desired Results – you may use student friendly language

What do they need to understand, know, and/or able to do?

This lesson plan will allow students to know how to represent poetic devices through drawings. By
completing the build-an-Instagram assignment. Students know how to identify and analyze the poetic
devices found in the poem in order to determine how the Instagram page of the poem’s speaker
would look like. Students will also know that there are different ways that poetic devices found in the
poems can be represented differently.

Students will understand that the way they may choose to represent the poem in the Instagram using
the poetic devices may be different from the way their peer may choose to represent the poem using
the poetic devices since students may interpret the poem or poetic devices differently. Students must
understand how to respect and appreciate the diverse ways that a poem can be represented. Students
will further understand and appreciate diversity in the classroom during the jeopardy activity as well.
Students will understand that students contribute during group activities differently and students
must understand and support the diverse ways students may choose to participate.

By the end of this lesson, students should be able to learn, communicate, and work as a team to find
success, especially during the jeopardy activity. Students will be able to find inspiration for the
Instagram assignment by viewing Instagram page examples that the teacher will show to the class.
Students will be able to communicate their learning and understanding of the poems by creating a
visual representation of the poem and its poetic devices. Students will be able to explore the different
ways in which poetic devices can be represented through drawing. Lastly, the activity at the end of the
lesson will help students gain an ability to quickly summarize the poems and the lesson using 10
adjectives in order to showcase their understanding of the two poems the students studied by
Wordsworth over the two day lesson.
Broad Areas of Learning:

Sense of Self, Community, and Place: This lesson will help students come to appreciate diverse
perceptions of the two poems the students studied during the jeopardy game. Some of the questions
ask students to explain the meaning, and students’ perception of the poem’s meaning may differ from
the meanings that were discussed in class the previous day, but students will understand that there
can be multiple meanings of a poem depending on a student’s cultural background, experiences, and
knowledge. This will help students come to respect the ideas of others and show empathy towards
their peers and differing ideas.

Lifelong Leaders: This lesson includes an assignment that will help students explore the possibilities of
what the Instagram of a poem’s speaker would look like through examining the poetic devices in the
poem. This assignment will allow students to become not only observant of the poetic devices and its
effect on the poem’s meaning, but also become curious of how an Instagram page for that speaker
would look like. This lesson, particularly the Instagram assignment, will allow students to use the
information found in the poem to construct their knowledge about how the Instagram page would
look like.

Engaged Citizens: The classroom will act as a learning community for a number of students, and each
student maintains a special membership in the classroom. Each student will have a responsibility to
respect, appreciate, and support their peers and their contributions during the jeopardy activity.
Students will be split into groups for the jeopardy activity, so that means students hold the
responsibility to work as a team in order to experience success. This will help students understand
that every member in the group and the knowledge they possess is beneficial for group success, and if
one person is not on board than they will face failure. Ultimately, the jeopardy activity in the lesson
will help students recognize the membership and responsibility they hold in a group activity.

Cross-Curricular Competencies:

Developing Thinking: Students will be asked to create an Instagram page for a speaker of either two
poems. Students will have to read the poems and analyze the meaning of the poem and its poetic
devices in order to create the speaker’s Instagram. This assignment will help students think
contextually because they will have to apply prior knowledge of Instagram, the poems, and the ideas
about the speaker from the poem to new contexts. This assignment will also help students think and
learn creatively since they will have to create and design the Instagram page of the poem’s speaker
using the information they have gathered from the poem. In order to successfully create an Instagram
page for the poem’s speakers, students must analyze and critique the poem’s meaning and its poetic
devices in order to determine how the poem can be represented through an Instagram page. So that
means, the assignment at the end of the lesson helps students think and learn critically as well.

Developing Identity and Interdependence: The jeopardy activity at the start of the lesson will help
students understand, value, and care for others in the class. Students will contribute during this
activity by raising their hand if they know the answer and answering the question. Students’ answer
can be wrong or right and even reflect a different stance than other students. However, students must
work in teams, and the members of the team must ensure that they are appreciative and supportive
towards a team member if that team member gets an answer wrong. Some students may answer
questions that reveal differing opinions and ideas from other students. This situation will help
students understand that others will have differing thoughts than their own, and that they have to
demonstrate openmindedness during this activity so that all students feel safe during this activity.

Developing Literacies: This lesson accesses and uses technology in order to help students investigate
and deepen their understanding of the poem’s meaning, quotes, and poetic devices by using a
jeopardy game created online. Students will be able to understand that they can receive knowledge
and deepen their understanding through technological resources rather than strictly relying on books.
The Instagram assignment assigned at the end of the lesson also helps students deepen their
understanding of the poems by representing the poems through an Instagram page. This will allow
students to be able to communicate and express their understanding of the poem by developing their
representing literacy.

Developing Social Responsibility: This lesson requires students to engage in communitarian thinking
and dialogue. Students will be split into four groups for the jeopardy activity. Students will have to
discuss the question as a group and work through possible answers to the questions during the
jeopardy activity. Students will have to model a balance in speaking and listening to ensure that they
are contributing but also listening to the ideas of all team members. This activity will help students not
only ensure that all team members have an opportunity to contribute ideas, but also help students
develop a sense of respect to the contributions of their peers.

Outcome(s):

CC B30.2 – Create a visual or multimedia presentation that suits the topic, purpose, and audience;
teaches others about a global social issue; and persuades them to act on the issue in a responsible
manner.

PGP Goals:

2.4 – The ability to use technologies readily, strategically, and appropriately

4.3 – the capacity to engage in program planning to shape “lived curriculum” that brings learner
needs, subject matter, and contextual variable together in developmentally appropriate, culturally
responsive and meaningful ways

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next
steps.

The students’ answers during the jeopardy game will not be marked as incorrect or correct, but rather
used to determine if the students are able to identify and explain certain sections of the poems. The
jeopardy game will act as a small refresher for students while also showing the teacher their level of
understanding before the main procedures of the lesson commence. The students’ answers will help
the teacher notice which sections, quotes, and poetic devices students struggle with the most. This
will help the teacher determine how to help students understand areas of struggle prior to beginning
the main procedures of the lesson. The exit slips will not be marked, but rather used to help the
teacher determine if students can successfully summarize the two lessons and the key points or not.

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have
learned.

The build-an-Instagram will be used as summative assessment. Students will hand in their build-an-
Instagram assignment to the teacher in order for the teacher to determine what the students have
learned from the two lessons on the poems and their overall understanding of the poetic devices
within the poems.

Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students)

Activity 2.1 – Jeopardy

Students will be spilt up into 4 learning teams and will be instructed to sit down in four different areas
of the classroom. The teams will be asked to pick and draw a piece of fruit on a scrap piece of paper.
This will be their “buzzer.” Students will be told that they will need to raise their fruit drawing if they
know the answer to the jeopardy question. The teacher will also inform the students that they will win
the question amount if they get the question right, but the question amount will also be taken away
from their team’s total amount if they get the question wrong. The teacher will discuss the purpose of
this activity, which is to assess if the students understand the poems and jog their memory from the
previous class.

https://www.playfactile.com/williamwordsworthpoems

Duration: 15 minutes

Main Procedures/Strategies:

Activity 2.2 – Instagram example

Students will be expected to create an Instagram account for one of the poem’s speakers by using the
Instagram Maker worksheet. The teacher will show Bruno’s, from the Boy in the Stripped Pajamas,
Instagram account as an example before they are asked to complete this assignment. The teacher will
discuss why Bruno may have decided to “insta” a couple images.

Duration: 5 minutes

Activity 2.3 – Instagram worksheet

Students will use the remaining class time to work on their Instagram account.

Duration: 20 minutes

Adaptations/Differentiation:

 The groups for Jeopardy will be decided by the teacher to ensure that both sides are mixed of
both academically strong and academically weak students in order to make the teams fair

 The students who are struggling with the assignment will be shown more visual examples of
Instagram pages to help these students better understand the task

 The teacher will hold “conferences” (teacher working one-on-one with a student) for any
student struggling. The purpose of these conferences is to further discuss and explain the
assignment so students understand better

Closing of lesson:

Activity 2.4 – Exit Slips

Students will be told that they must complete and hand in their exit slip to the teacher before they
leave the class. The teacher will instruct students to take out a scrap piece of paper and write 10
adjectives (5 adjectives for “I Wondered Lonely as Cloud” and 5 adjectives for “She Dwelt Among the
Untrodden Ways”) that summarize the two poems by Wordsworth that were studied in class over the
past two days. The teacher will provide students with 2 examples for each poem to highlight what is
expected of the students and to help inspire the students. Example – students could words like, lonely
and appreciation for “I Wondered Lonely as a Cloud” or isolated and reflection for “She Dwelt Among
the Untrodden Ways”

Duration: 5 minutes

Personal Reflection: I feel as though I accomplished both my PGP goals in this lesson, specifically
with PGP goal 2.4. Using jeopardy as a tool to help refresh students’ memory about the poems
was a great way to get students re-interested in the content. The element of competition that
the game creates also sparks engagement and motivation in students, and that was totally
evident just in the way students were participating during the activity. However, my co-op
teacher highlighted an issue that sometimes arises when competition is added to a lesson. My
co-op spoke from experience and told me that sometimes students do not understand the lines
that can be crossed during activities that are competitive. She advised me to outline the level of
competiveness prior to the beginning of the game. She said this could be as simple as discussing
the purpose of the game (i.e. it’s for fun, for review, for marks, etc.). This is something that I
must ensure I do prior to activities like the one I used in my lesson.
 Posts Followers Following

Edit Profile

BUILD – AN -

Profile:
 Pick either
the speaker
from “I
 Wandered Lonely as a Cloud” or the speaker from “She Dwelt
among the Untrodden Ways” to make an Instagram account for.
 Create a unique username for your speaker.
 Write a small bio for your speaker.
 Decide how many people the speaker follows and how many
followers your speaker has.
 Draw the profile picture that your speaker would have.

Search:
 Identify and investigate the poetic devices in your poem.

 Construct the images your speaker would “post” on Instagram using

the poetic devices found in the poem.

Upload:
 Draw six different images in the small white boxes.

 The speaker from “I Wandered Lonely as a Cloud” must upload an

image of personification, simile, light imagery, symbolism, a
joy/inspiration, and an image of choice.

 The speaker from “She Dwelt among the Untrodden Ways” must
upload an image of a metaphor, simile, symbolism, a joy/inspiration,
and an image of choice.