Date: 3/12/2018 Subject(s): AP English Literature & Composition Grade: 12th

Teacher(s): Hess School: LHS

LESSON ELEMENT
1. Arkansas ELA Standard(s) Addressed:
RL.11-12.2 Examine a grade-appropriate literary text.
RL.11-12.5 Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of
where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and
meaning as well as its aesthetic impact.

2. Learning Target(s):
SWBAT understand and apply academic vocabulary
SWBAT analyze and imitate elements of poetry
3. Relevance/Rationale:
Students need to have a fundamental understanding of poetry as a separate literary form. We will construct that
understanding through definition and practice; students will be able to identify which definition makes the most
sense to them before they read and write poems on their own. Although students will be reading poetry every day to
increase their exposure to the form, they will also gain a deeper insight through regular writing (exit poems).

4. Formative Assessment Criteria for Success:

Monday – vocabulary notes, line breaks, exit poem

5. Activities/Tasks:
Bell Ringer: Vocabulary Practice (students will record new words in their binders: hapless, ignominious, lionize,
nefarious) / QOTD
Lesson Sequence: The class will discuss the definition: “poetry is the best words in the best order.” Teacher will ask
students to think-pair-share this question. The class will then revisit the poem “Desiderata” and learn the key process
for reading a poem (understand what it is saying, locate specific elements to analyze). The teacher will then explain that
one reliable element to always look at is line breaks (showing the “best order”). Students will analyze how the author
uses line breaks in “Desiderata.” Afterward, the teacher will give students a poem written as a paragraph and tell
students to create their own line breaks.
Exit Ticket/Homework: As a haiku/quatrain/couple of couplets, explain how you chose the line breaks for this poem.

Next Week’s words: cajole, mundane, malleable, resilient

6. Resources/Materials:
Smartboard, markers, vocabulary method, class binders, “Desiderata” by Ehrmann

7. Access for All: (Consider all aspects of student diversity.)

Students will work in groups and engage with the material through hands-on close-reading strategies to ensure
comprehension.

8. Modifications/Accommodations:
Using the Word Wall and grouping by reading level will benefit students through visual aids and collaborative practices.