Lesson #2 (Thirteen Reasons Why novel study): Types of Poetry

Morgan Deacon

Lesson
Components
Identification of the
Class
Virginia Standards of
Learning & National
Educational
Technology
Standards (Students)

Description
Subject: English
Grade: 9
Number of Students: 27
Virginia SOL:
9.2
The student will produce, analyze, and evaluate
auditory, visual, and written media messages.
a) Analyze and interpret special effects used in
media messages including television, film, and
Internet. b) Determine the purpose of the
media message and its effect on the audience.
9.4 e) Explain the relationships between and
among elements of literature: characters, plot,
setting, tone, point of view, and theme.
l) Make predictions, inferences, draw
conclusions, and connect prior knowledge to
support reading comprehension.
NETS-S:
Students demonstrate creative thinking,
construct knowledge, and develop
innovative products and processes using
technology.
a) Apply existing knowledge to generate
new ideas, products, or processes
c) Use models and simulations to explore
complex systems and issues
Students apply digital tools to gather,
evaluate, and use information.
a) Plan strategies to guide inquiry
b)Locate, organize, analyze, evaluate,
synthesize, and ethically use information
from a variety of sources and media

Lesson Objectives
(KUDs)

Materials
Procedures

Assessment &
Evaluation
Formative(F)
Summative (S)

c)Evaluate and select information sources

and digital tools based on the
appropriateness to specific tasks
d) Process data and report results
The students will know the elements of
literature, specifically characterization.
The students will understand that .
The students will create an aura to make .
Computers/laptops/or tablets
1. Prior to this lesson students will be
introduced to poetry and specific forms of
poetry (elegy, portrait, and ode)
2. Once the students are seated with their
computers running, the teacher will explain
the directions. The students will produce a
research-based portfolio of examples of
elegies, portrait poems, and odes (using
Facebook as their medium for their
presentation).
3. The students should be required to provide
at least 3 examples of each poem along with
a brief justification of why they think that
specific poem fits into that specific category.
4. Explain to the students that they can find the
teacher model by using the QR Code.
5. This lesson would take up the entire 90
minute class and would need to be finished
for homework.
F. The teacher will circulate as the students are conducting
their research.
S. The students will produce a research-based portfolio with
examples of the three forms. Along with the poems the
students will provide a brief justification why they believe
fit into the specific form.

https://docs.google.com/presentation/d/1g_AFfjwE7sw4AOsbBungCoXElZYxpNZykNt2zekNZo/edit?usp=sharing
Reflection:
First and foremost I learned how to create a GoogleDocs Facebook
page. I realized that this is a time-consuming process. Therefore, I
would take that into account when presenting this lesson. This lesson
was originally created for students to produce a traditional print- based
portfolio. However, with some reflection, I realized a medium such as
Facebook would be much more engaging by relating to students'
interest. I created a QR Code for the model page. However, this would
not be an acceptable use of technology if the school policy was against
cell-phone use. (However, it provides students quick access, which is
highly beneficial.)