Englis Teache

h
r
10
J, T, W

Poetry
Unit

Date:
10/16/1
7

Lesson Plan: Day One

Goals and Objectives: The main goal of this lesson is for students to
be introduced to the Poetry Unit and relate poetry to their everyday
lives.
Students will:
9-10.W.6.2B: Demonstrate command of English grammar and usage,
focusing on: Punctuation.
9-10. RL.4.2: Analyze and evaluate how works of literary or cultural
significance draw on themes, patterns of events, or character types.

Bellringer:

Students will complete a Semi-Colon Bellringer.

Lesson:

Students will be introduced to the Poetry Unit via PowerPoint

presentation. Once the PowerPoint is complete students will be
listening to music to relate poetry and music together. Students
will then participate in an in-class activity and be assigned
homework at the end of class.

Activity/Assignment:

Students will listen to the Fresh Prince of Bel-Air theme song and
watch Teacher Rap Shakespeares Sonnet 18. Once this is
complete, students will create and write their own rap about an
aspect of school and how it makes them feel.

Closing:

Student volunteers will recite their rap for the remainder of the
class.

Differentiation:

Students who require differentiation will be able to take their in-class

activity home so they have extra time to complete their work. Student
will also receive assistance in the classroom as students are working
on creating their rap.

Materials:

Grammar PowerPoint
Introductory PowerPoint
Rap Activity Worksheet
Access to YouTube

English Teacher Poetry

10
J, T, W
Unit

Date:
10/17/1
7

Lesson Plan: Day Two

Goals and Objectives: The main goal of this lesson is for students to
learn how to compare and contrast poetry through a close reading.
Students will:
9-10.RL.2.1: Cite strong and thorough textual evidence to support
analysis of what a text says explicitly as well as inferences and
interpretations drawn from the text.
9-10.RL.2.2: Analyze in detail the development of two or more themes
or central ideas over the course of a work of literature, including how
they emerge and are shaped and refined by specific details.
9-10.W.1: Write routinely over a variety of time frames for a range of
tasks, purposes, and audiences; apply reading standards to support
analysis, reflection, and research by drawing evidence from literature
and nonfiction texts.

Bellringer:

Students will complete a Tense Bellringer.

Lesson:

Students will listen and participate in a close reading instruction

that teaches students how to do a close reading of a Robert Frost
poem to reveal themes. Students will then review The Story of
an Hour and participating in an activity.

Activity/Assignment:

Students will participate in a Prose to Poetry Activity in-class

using The Story of an Hour to help them with their close
reading assignment.

Closing:

Students will be assigned a Compare and Contrast essay that

focuses of the close reading of Robert Frosts Fire and Ice and
The Mending Wall.

Differentiation:

Students who require differentiation will be able to take their in-class

activity home so they have extra time to complete their work, as well
as leaving the classroom for additional reading help. Students will have
an extended due date on their Compare and Contrast essay.

Materials:

Grammar PowerPoint
Close Reading PowerPoint
Prose to Poetry Worksheet

English Teacher Poetry

10
J, T, W
Unit

Date:
10/18/1
7

Comp
are
and

Contrast Paper Prompt

Lesson Plan: Day Three

Goals and Objectives: The main goal of this lesson is for students to
learn about rhyming, sonnets, and free verse.
Students will:
9-10.W.6.1: Demonstrate command of English grammar and usage.
9-10.RN.4.2 Analyze various accounts of a subject told in different
mediums (e.g., a persons life story in both print and multimedia),
determining which details are emphasized in each account.
9-10.W.1: Write routinely over a variety of time frames for a range of
tasks, purposes, and audiences; apply reading standards to support
analysis, reflection, and research by drawing evidence from literature
and nonfiction texts.

Bellringer:

Students will complete a Sentence Fragment Bellringer.

Lesson:

Students will listen to a PowerPoint instruction that covers

rhyming, sonnets, and free verse and participate in an in-class
discussion over those concepts. Students will complete a Found
Poem activity.

Activity/Assignment:

Students will participate in a Found Poem in-class activity.

Students will be assigned a People watching assignment. This

assignment asks students to create their own poem based on
events in their lives and what they see around them.

Closing:

Differentiation:

Students who require differentiation will be able to take their inclass activity home so they have extra time to complete their
work, as well as an extended due date on the People Watching
Prompt.

Materials:

Grammar PowerPoint
Poetry Forms PowerPoint
People Watching Activity Prompt
People Watching Poem Prompt
Access to Internet

English Teacher Poetry

10
J, T, W
Unit

Date:
10/19/1
7

Lesson Plan: Day Four

Goals and Objectives: The main goal of this lesson is for students to
grasp the concept of perspective while using a cultural lens to
establish themes in poetry.
Students will:
9-10.W.6.1: Demonstrate command of English grammar and usage.
9-10.RL.4.2: Analyze and evaluate how works of literary or cultural
significance (American, English, or world) draw on themes, patterns of
events, or character types from myths, traditional stories, or religious
works, including describing how the material is rendered new.
9-10.RN.3.3: Determine an authors perspective or purpose in a text,
and analyze how an author uses rhetoric to advance that perspective
or purpose.

Bellringer:

Students will complete a Voice and Tone Bellringer.

Lesson:

Students begin by looking at optical illusions as an introduction

to perspective. They will then move on to a cultural lens activity
to show how people see things from different perspectives.
Students will read Where Im From George Ella Lyon and
complete an in-class activity.

Activity/Assignment:

Students will participate in an optical illusion activity, a cultural

lens activity, and a Where Were From activity.

Closing:

Students will be assigned a Where Im From poem to write.

Students who require differentiation will have the option to opt

out of the Where Were From activity so they can begin on their
Where Im From poem outside of class with the help of another
instructor.

Differentiation:

Materials:

Grammar PowerPoint
Perspective PowerPoint
Cultural Lens Worksheet
Where Were From Activity and Worksheet
Where Im From Poem Prompt

English Teacher Poetry

10
J, T, W
Unit

Date:
10/19/1
7

Lesson Plan: Day Five

Goals and Objectives: The main goal of this lesson is for students to
grasp the concept of themes, perspective, and structure using the
symbol of the bird in various poems.
Students will:
9-10.RL.2.2: Analyze in detail the development of two or more themes
or central ideas over the course of a work of literature, including how
they emerge and are shaped and refined by specific details.
9-10.RL.3.1: Analyze and evaluate how an authors choices concerning
how to structure a work of literature, order events within it (e.g.,
parallel episodes), and manipulate time (e.g., pacing, flashbacks)
create such effects as mystery, tension, or surprise
9-10.RL.4.2: Analyze and evaluate how works of literary or cultural
significance (American, English, or world) draw on themes, patterns of
events, or character types from myths, traditional stories, or religious
works, including describing how the material is rendered new.

Bellringer:

Students will read the days agenda and quietly and respectfully
move to one of the three group tables.

Lesson/Activity:

Students will begin by getting settled into their groups. Students

will be introduced to one of the three poets being discussed in
the lesson. Students will then annotate the group poem and
discuss aspects such as theme, perspective, and structure.
Students will rotate until they have annotated all three poems.

Closing:

Students will come together as a class to answer discussion

questions regarding each of the three poems and what they
discovered through the activity. If there is time remaining,
students will complete a journal asking which of the poems they
connected or related to the most.

Differentiation:

Since we are conducting both peer and instructor based learning,

differentiation is automatically implemented into the lesson and
should not be necessary. However, accommodations will be
made accordingly.

Materials:
Introduction/Closing PowerPoint
Group Poem Posters