ED 215 LESSON PLAN Organizer/Cover Sheet

Outcomes: (WI Teacher Standards #1, 2)

Student Learning Goal/Outcome:

RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL.11-12.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. RL.11-12.9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

Instructional objective(s): Students will read a series of poems and analyze the metaphorical meaning in the poems and draw inferences on what the poem means. This will be done through discussion and written analysis. Students will explain the connection of the poems to our class theme a nation divided Students will annotate the poetry and describe the literary elements in the poems.

Assessment of Learning: (WI Teacher Standard #8) Annotated poems/ worksheets and written assessment on the connection to the class theme

Materials: (WI Teacher Standard #3)

List all of the materials you will need to teach this lesson. Include and attach those you designed. A Work of Artifice by Marge Piercy To the Pay Toilet by Marge Piercy An Abandoned Factory, Detroit by Philip Levine

Write Source text book Worksheets for group discussion.

Total Time Required ___1 hour and 10 minutes Procedures: (WI Teacher Standard #7)
(Specify time allotments on lines) 20 minutes Introduction: Greet the class/ Go over itinerary for the day and SWBAT (Students will be able to) Assign journal: Write a reflection on one of the poems you read for homework OR write about why you like or dislike poetry. Grammar assignment: Pronoun-antecedent agreement (text book) Vocabulary assignment (text book) Go over grammar/ vocabulary work.

40 minutes Steps for instruction: 5 minutes: Review the elements of poetry 10 minutes: Assign groups to discuss metaphors in selected poems/ interpretation of poem 20 minutes: Group presentations and class analysis of the poems 5 minutes: Discuss background information and history of poems/ poet

Questioning (Create 3-5 higher order thinking questions): Make an inference about what the poem means. How do the poems connect to our theme, a nation divided? Can you compare these poems on a nation divided to our previous theme, the American dream?

Strategies for students requiring additional assistance: (WI Teacher Standard #3) Worksheets for students to write down elements and inferences while discussing the poems. Class discussion and conclusion on the elements of poetry and meaning of poems.

20 minutes Closure: Discuss how the poems are connected to the class theme a nation divided Write an analysis on one of the poems, including specific examples of metaphor and your interpretation of them. Include a conclusion on the meaning of the poem and how it connects to the class theme. Name: Melissa Mills Literature Date: November 11, 2011 Grade Level: 11th grade Content Area: English: American