CEP Lesson Plan

Week 8, Session 24
Teachers: Kaitlin Griswold & Mallory Massie
Level: A4
Date/Time: November 13, 2014, 7 9 PM
Goal: Continue working with poetry writing unit and with the passive modal construction
Objectives (SWBAT):
Students Will Be Able To
1. Review how to use terms that express contrast and concession by responding to quotes about poetry.
2. Review poetic devices and practice using some of them through the gallery walk activity.
3. Discuss the use of rhyme in poems and follow the aabb rhyme scheme in order to create 3 class poems.
4. Read a passage about personal space and discuss the importance of personal space in communication in their own
cultures.
Theme: Beyond Words
Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction

Time

Warm-Up:
Review of Serial

Ss will discuss the listening HW in pairs.

S-S

3 min

WC will talk about the listening HW and how it fits with the part of the story
that they know. Who is Mr. S? Why is he important?

WC

5 min

Pairs will be given a piece of evidence (cell tower map and map of the crime
scene) and will discuss what their significance is. What do these maps show?
Do you think they are credible? How could they help or harm Adnans case?
Pairs share their piece of evidence with the class.

S-S
WC

7 min

Pairs will be given 2 minutes to predict what will happen in the rest of the
episode.

S-S

2 min

S-S
WC

10 min

WC

5 min

S-S

10 min

Linking & Transitioning to rest of lesson: Now its time to start working with
the poetic devices we learned at the end of last class!

Activity 1:
Poetic Devices

Pre-Stage:
1.1.1 (Time permitting) Ss look at quotes about poetry and discuss what the
quotes mean and whether or not they agree using expressions of contrast and
concession. Ss share sentences/opinions with the WC.
-Poetry is the universal language which the heart holds with nature itself
(William Hazlitt)
-Poetry makes nothing happen. (Maxine Kumin)
-Poets have been mysteriously silent on the subject of cheese. (G.K.
Chesterton)
1.1.2 T asks Ss about the poetic devices began looking at in the last class. T
elicits the names and definitions of the terms from the Ss. T puts chart on board
and gives Ss time to look at the definitions and ask Qs about these devices.
During Stage:
1.2.1 T tells Ss that they will practice creating sentences using these poetic
devices to describe gestures and body language. Each S will begin at 1 poster
(examples on each poster). T will choose a gesture from a grab bag at
random. The Ss will get 2 minutes to write a sentence about that gesture based

on whatever poetic device poster they are at. Each Ss will write 1 sentence at
each poster.
1.2.2 Ss rotate around posters

Transition to #2:
Now that we have
worked with some
devices that are
commonly used in
poetry, lets start
writing our own
poems!

Activity 3:
Collaborative
Poem(s) writing

1.2.3 Ss go with partners around the room to correct the sentences. Each group
will correct at least 2 posters.

S-S

10 min

1.2.4 WC revisits the posters and the edits to make sure that they are correct.

WC

5-10
min

S-S

7 min

S-S

5 min

Post-Stage:
1.3.1 T tells Ss that they will finish the activity by working on a rhyming
activity. T will say some words (joy, happy, tears, love, neat, sad, proud), and
the Ss will write them down and will have 1 min to list as many words as they
can that rhyme with that word.
1.3.2 Ss will share the words they came up with in pairs. Check rhymes as a
WC.
Tangible Outcome/T. feedback/peer feedback:
S-S interaction, posters, sentence corrections, T corrections on sentences, T
notes on overheard errors, lists of words that rhyme

Pre-Stage:
2.1.1 T focuses Ss attention to a short poem about a frown. T asks Ss to tell her T-S
the rhyme pattern (hopefully eliciting aabb). T tells Ss that they will be creating
poems that follow this rhyming pattern.
During Stage:
2.2.1 T passes out envelopes and paper to the Ss. Ss are paired up and are told
to write a poem about a smile, using 5 of the vocabulary words from the
envelopes. They are only allowed to choose 5 blindly.

T-S

2 min

2.2.2 Pairs are given 2 minutes to write 2 lines that rhyme encouraged to use
the rhyming words they came up with in the previous activity. After the two
minutes is up, they will pass their sheet to the next group. We will continue
passing until each group has contributed to each poem twice.

S-S

12 min

2.2.3 WC looks at one poem on the doc cam. Corrects for errors.

WC

5 min

T-S

2 min

Post-Stage:
2.3.1 T reminds Ss that poems do not have to follow specific rules (such as
rhyme) they are very open-ended. T encourages Ss to work with poetry more
and to practice writing theme to improve their ability to use and manipulate the
language.
Transition to #3:
Lets move on to
working with the
passive modals before
we hear Sungos
presentation!

Activity 4:
Space Speaks
Reading

2 min

2.3.2 Ss share their favorite poems with the class (read them from the doc cam). WC
Ss respond to the poem and suggest what they think it means.

10 min

Tangible Outcome & T. feedback/peer feedback:

Collaborative poems, S-S interaction, T notes on errors, corrections to poem(s)

Pre-Stage:
4.1.1 T poses question to students: Whats personal space? T elicits S
responses.

T-Ss

10 min

4.1.2 In pairs, Ss should discuss the question: When you are talking to someone
in your culture, how important is personal space?

S-S

During Stage:
4.2.1 T tells Ss that today we are going to read a passage about personal space T-Ss
on p. 51 in the textbook. T tells Ss that they will have time to read the passage
on their own for 10 minutes. If they finish early, they can do the vocabulary
check (Activity 4).
4.2.2 Ss read the passage Space Speaks on their own.

10 min

4.2.3 In pairs, Ss discuss the comprehension questions (Activity 3) on p. 52

S-S

5 min

4.2.4 Ss complete the vocabulary check in pairs when they finish discussing.

S-S

5 min

4.2.5 Class reviews the answers to the questions.

WC

5 min

S-S

5-7
min

WC

5 min

Sunghos presentation

10 min

Ss given the chance to ask up to 3 Qs.

WC

5 min

Post-Stage:
4.3.1 T asks Ss to look at the question on p. 53: What is a comfortable distance
for you to have a conversation with a close friend? How about with a stranger?
Is it ever acceptable to touch the person youre speaking with? If so, when?
Where? (on the arm, on the head, etc.)
Transition to WrapUp: Now we will
move one of our last
cultural presentations
of the semester!

Wrap-up
Cultural Presentation

2 min

4.3.2 Whole class discussion

Tangible Outcome & T. feedback/peer feedback: Answers to comprehension
activity, S-S interaction, T. notes on overheard errors

Materials: PPT, posters, paper, Ss poems, quotes about poems

Anticipated Problems & Suggested Solutions: Ss may struggle with coming up with sentences using the poetic devices.
Examples are on the posters so that they Ss have something to follow/copy.
Ss may have difficulty understanding the vocabulary words they pull from the envelopes. Each vocabulary term comes with
sentences that define them in context; however, if the Ss still struggle understanding the words, they are allowed to pick other
ones from the envelope.
Contingency Plans (what you will do if you finish early, etc.): If we finish early, we will go over the requirements for the
writing portfolio in order to clear up any of the Ss questions.