Day 1: Monday- Introduction to PoetrySubject & Grade: English 9 “b”Essential Question (s):

What constitutes a work as poetry? What are literary devices? How do literary devices and poetic style help convey a poems purpose? How does the author’s tone and mood within the poem affect the reader?

NCTE/IRA Standard(s):3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and

appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning enjoyment, persuasion, and the exchange of information).

ENGL-9.4- The student will read, comprehend, and analyze a variety of literary texts including narratives, narrative nonfiction, poetry, and drama.

c) Identify the characteristics that distinguish literary forms. d) Use literary terms in describing and analyzing selections. e) Explain the relationships between and among elements of literature: characters, plot,

setting, tone, point of view, and theme. f) Compare and contrast the use of rhyme, rhythm, sound, imagery, and other literary devices

to convey a message and elicit the reader’s emotion. h) Explain the relationship between the author’s style and literary effect.

RTLThe teacher will. . .

show a sample of slam poetry. The teacher will provide students with lyrics to follow along.

Students will be able to. . . engage with the lyrics of the slam poetry.

Anticipatory SetThe teacher will. . .

Ask students: “How does this video remind you of music? “Narrow discussion in on what characteristics of slam poetry reminds students of music. (Likely beat/rhythm, rhyme.)

Students will be able to. . . state ways in which poetry relates to their

lives through music.

Main Lesson ActivitiesThe teacher will. . .1. facilitate discussion of similar

characteristics such as beat/rhythm and rhyme in poetry and music. Ask students “How do these characteristics make you feel about the work?”

2. Show a short PowerPoint on poetry and the basic structures of common styles of poetry (such as lyric poems).The teacher will pause to check for student understanding and comprehension before moving on to activity then hand out poetry packets for the students to read along.

3. will read “egg horror poem” by Laurel Winter to the class.

4. facilitate discussion on traits and characteristics within the poem such as rhyme, rhythm and theme.

5. introduce group assignment to students, explaining choices of drawing a comic strip, writing a response to the eggs, or writing a letter from the perspective of either an egg or an egg-eater. The teacher should instruct students to focus on portraying the mood and tone of the poem in their work.

6. The teacher will facilitate student and group productivity and creativity by interacting with each group and discussing their progress.

Students will be able to. . .1. describe characteristics of slam poetry such

as beat, rhythm and rhyme that reminds them of music. Will be able to identify how these features affect them as listener/reader.

2.

3. appreciate the poem’s tone and mood and its effect on the reader as the teacher reads “egg horror poem” by Laurel Winters.

4. identify characteristics and traits within the poem such as rhythm, rhyme, and theme.

5. Students will identify similarity and differences between “egg horror poem” and slam poetry video.

6. display an understanding of the text’s mood, tone, and theme through their comics or written works.

ClosureThe teacher will. . .

1. facilitate review of the literary devices learned such as rhyme scheme, onomatopoeia, assonance, consonance, etc. and collect information on what best helped the class understand each

Students will be able to. . .

1. reflect on how the literary devices enhanced the mood and tone of “egg horror poem” and describe how it made them feel.

competency.2. assign students to read “O What Is

That Sound” by W.H. Auden and write the rhyme scheme at the ends of each line as well as underlining any examples of literary devices.

Assignments:Read “O What Is That Sound” by W.H. Auden and write the rhyme scheme at the ends of each line as well as underlining any examples of literary devices.Assessments:Students will be assessed based on their participation and evidence of mastery of targeted SOL competencies by their finished recreations/retellings of “egg horror story” followed by their participation in class discussion in the conclusion, connecting the activity to their analysis of the poem’s mood, tone, and theme and identifying existing literary devices. Students will identify how these characteristics affected them as readers and influenced their works which will be collected by the teacher. Students should display 100% mastery of content through their projects and class discussion. Students will be assigned a poem to analyze as homework as a form of further assessment in which 90% of students should be able to display 100% mastery.Extenders/Back-up Activities:Students will present their group work to the class, granted there is extra time at the end. As partners, they will describe and explain their recreations of their projects and how it relates to the poem.Materials:

Digital projector A mounted white board, marker and eraser at the front of the classroom Poetry packets for each student Art paper for each student group Colored pencils, markers, crayons

Sources Used:Auden, W. H. "Oh What Is That Sound?" Holt McDougal Literature. TE ed. Orlando, FL: Holt

McDougal/Houghton Mifflin Harcourt, 2013. 788-90. Print."Grand Slam Poetry Champion | Harry Baker | TEDxExeter." YouTube. YouTube, 29 Apr. 2014.

Web. 19 Nov. 2015.Winter, Laurel. "Egg Horror Poem." Holt McDougal Literature. TE ed. Orlando, FL: Holt

McDougal/Houghton Mifflin Harcourt, 2013. 782-83. Print.

TEACHER NOTES

Instructional Notes/Questions:

Students should draw connections to popular MUSIC with the slam poetry video.- Discuss the rhythm and how it relates to music. Students will likely identify slam poetry with rap, so be sure

to tie discussion of “Beat” and “Rhythm” in with other forms of music as well to account for various student interests.

Discuss and relate the purpose of poetry as an expression of an idea or emotion.-Can relate back again to music and the emotions expressed through lyrics.

Discuss the benefits of literary devices- How it enhances the work: Figurative language example- I was angry vs. I burned with anger.

PowerPoint:

Be sure to use essential questions:

“What did the video on slam poetry remind you of?” ““What do you think literary devices are used for in poetry?” What examples of Onomatopoeia can you think of that you have encountered in reading

before?”

“How did you respond/feel after reading ‘egg horror poem’?” “What literary devices did you notice that were used in the poem?” “How did the literary devices affect your reading experience?” “What is the rhyme scheme of ‘egg horror poem’?” “Do you feel that you could put yourself in the eggs’ place?” “How would you tell this story if you were the egg?” “How would this poem be different if it were from the perspective of the consumer?”

Directions for class activity:The teacher should pair partners together to account for classroom diversity and behavior management.Students will choose to create a short comic strip, write a response to the eggs, or write a letter from the perspective of either an egg or an egg-eater. Students will display an understanding of the poem’s theme through their adaptations and even be able to display literary devices in their illustrations or letters.

Instructional Materials:

Digital projector A mounted white board, marker and eraser at the front of the classroom Poetry packets for each student Art paper for each student group Colored pencils, markers, crayons

Assessments: Sample of Student Project:

Homework:W. H. Auden

O What Is That Sound

O what is that sound which so thrills the ear Down in the valley drumming, drumming?Only the scarlet soldiers, dear, The soldiers coming.

O what is that light I see flashing so clear Over the distance brightly, brightly ?Only the sun on their weapons, dear, As they step lightly.

O what are they doing with all that gear What are they doing this morning, this morning?Only the usual maneuvers, dear, Or perhaps a warning.

O why have they left the road down there Why are they suddenly wheeling, wheeling?Perhaps a change in the orders, dear, Why are you kneeling ?

O haven't they stopped for the doctor's care Haven't they reined their horses, their horses ?Why, they are none of them wounded, dear, None of these forces.

O is it the parson they want with white hair; Is it the parson, is it, is it ?No, they are passing his gateway, dear, Without a visit.

O it must be the farmer who lives so near It must be the farmer so cunning, so cunning?They have passed the farm already, dear, And now they are running.

O where are you going? stay with me here! Were the vows you swore me deceiving, deceiving?No, I promised to love you, dear, But I must be leaving.

O it's broken the lock and splintered the door, O it's the gate where they're turning, turningTheir feet are heavy on the floor And their eyes are burning.

Checklist for Model LessonsScoring for each factor: 1. Unacceptable 2. Acceptable

3. Target

CAEP/2012 NCTE

Standards

Points

Instructional Effectiveness of Lesson Plans Plans exhibit the characteristics of instruction, effectively teaching

—not just testing—a specific identified skill using modeling and scaffolding.

Plans are designed to develop specific skills and understandings. SOL and essential skills are written out & relevant to each specific

lesson. Products and activities are appropriate for stated state and

national standards. What the teacher will do is clearly explained, including discussion

questions, prompts, etc. Objectives for students are clearly explained using verbs from

Bloom’s taxonomy—on all levels not just knowledge and lower levels.

Plans include effective introduction/anticipatory set, main lesson, and closure.

Plans include titles & authors of appropriate texts. Plans describe effective, specific formative, summative, and self-

and peer assessments. Instruction is appropriate to stated SOL and other objectives. Entire document demonstrates an understanding of the teaching

and learning concepts covered in class readings and experiences.

II.3; III; IV; V, VI

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Materials 2 lesson plans are Included. All materials needed to teach the lessons are pasted into or linked

from the lesson plan. Materials are appropriate in format and reading level for the grade

level. Materials are instructionally appropriate and effective for the

objectives and part of your larger TWS. Materials are labeled and organized in a reader-friendly manner. Borrowed or adapted handouts/sources are given credit in MLA or

APA format.

II.1, II.2, II.3; III; IV; V; VI.2; VII.1

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Total /51Comments: Josh, I am very concerned about this lesson. One, I have not seen a revised

version. I love the basic idea of the lesson, but it has some serious flaws.1. You clearly have no idea of what an essential question is.2. You do not demonstrate any understanding of how specific learning objectives work,

what observable Bloom verbs are, or how the objectives connect to the procedures that occur in a lesson. I am going to send you some files to look at.

3. You must include everything: PPT, actual discussion questions, etc.4. Even if you include the actual discussion questions and they are effective, having a

discussion is not the same as teaching. How are you actually teaching the skills?