Professional Documents
Culture Documents
Unit: 4 Lesson: of
Objectives: Close read the poem and compare thematic information to the core text from this unit. Evaluate and
see intertextuality.
(Learning Target) I can close read a poem and synthesis meaning in relation to our core text Antigone.
Standards:
CCSS.ELA-LITERACY.L.11-12.3
Apply knowledge of language to understand how language functions in different contexts, to make effective
choices for meaning or style, and to comprehend more fully when reading or listening.
Materials:
- 30 copies of the poem Ozymandias by Percy Shelley: Each hand out will have two copies of the poem
on it. (Will be put in inquirers notebook)
- White board or SmartBoard to display the phrases All great empires must fall. The world as you know it
is never guaranteed.- Note: these phrases can also be changed for the classroom specifically. It could
be the most discussed statements from the anticipation guide.
- Anticipation Guide (Will be put in inquirers notebook).
- Reflection Questions
- PowerPoint to guide the class- could also be done on the white board. Just have something concrete to
assist in facilitating transitions.
Duration: This will be one full class period. 90 Minutes. The lesson will be constructed with 7-10 minutes that
are unplanned. This will be for announcements, attendance, and transitions.
Anticipatory Set:
For this lesson the anticipatory set will be an anticipation guide in question form. Students will be presented
with a list of questions. They will answer the questions to the best of their ability or ask an inquiry question to
better understand the question or to help them make an opinion. This will activate their prior knowledge and get
them engaged in the lesson to come. The questions will also strategically help them connect their reading of the
poem to the work that we have been doing as a class with Antigone. I think that it is imperative that students are
guided to make these connections, but that the questions are leading and not telling. *These questions can and
should be adjusted to take classroom culture and students into consideration (differentiate). Adjust with varying
levels of difficulty, intertextuality, connectivity, and inquiry. They will do this with the poem in hand. (7-10
minutes)
Teacher Student
1. Administer the anticipation guide. Give each 1. Fill out the anticipation guide individually. (7-
of the students. They should have the hand 10 minutes).
out of the poem as well as the anticipation
guide. They should work through these
silently and individually. It is imperative that
they are honest and do their best to answer
each question. (7-10 minutes to fill out the
guide)
2. Gather the students back together, circle up (2 2. Circle up desks (2 minutes).
minutes).
3. Have students discuss the guide with their 3. Talk with shoulder partners about the guide
peers in small groups/shoulder partners. *It and how you answered. (5-7 minutes).
might be a good idea to let students sit
with/work with their friends for this portion.
They might be more comfortable talking to
people they know before the class.*
4. Transition from small groups to a class 4. Discuss the guide as a whole class (this is
discussion. Level of depth and discussion is something that could go for the entire class if
based on the culture of the classroom. (10 the discussion was good enough. The teacher
minutes). could connect this discussion back to the text.
It is up to the teacher to play the field and
facilitate the discussion accordingly. (10
5. Modeling: Move into the poetry part of the minutes)
lesson. Ozymandias is a sonnet and I think 5. Follow along as the poem is read aloud. As
it is important to read aloud. Read it twice- they read take notes in the margins (as
two different students or once the teacher. practiced in the beginning of the year during
One of the readers should be confident and close reading instruction). Students have close
clear. This way they will get the rhythm of the read poems before so they are familiar with
poem. Model that the note-taking and the process. (7 minutes).
annotation will look like on the doc cam as
students read. (7 minutes). 6. Close reading discussion- reminder to use
6. Guided Practice: Students will close read the textual evidence. (10 minutes)
poem as the two readings occur. Briefly lead a
discussion about the meaning of the poem-
what is being said and what happened. This
should mostly be student led because they
have done close reading activities like this
before. (10 minutes) 7. Work in small groups to review the notes that
7. Check for Understanding: Yarn discussion you have from previous lessons, the poem,
activity: This activity is meant to visually and the annotations from the play. (10
represent the connections between the poem minutes)
and the play. Give the following instructions
first
Closure: After the yarn activity I want them to do a reflection. The skills that we practiced in this lesson are
ones that we have learned before, but this was a lot of guided practice and monitoring their practice. Therefore,
it is important to assess what the students are thinking both about the texts we discussed and the skills they are
practicing. Since this lesson is interactive I want this to be worked in informally at the end of class during out
discussion of the connections made. (10 minutes)
Independent Practice: For homework they will have the weekend to find another text that they could connect
to the themes and discussion that we had in class. I want to highlight how literature (text) feeds into itself.
Intertextuality and popular culture are good ways to show students that the things they read in class (not matter
how old they are in the case of Antigone) can be relevant and inform their daily lives. They will have to bring in
the name, author/creator and genre of the text on Monday. Explain this in the last (5-10 minutes)