Lesson Plan~The Academy for Technology & the Classics~Cultivating Fearless Learners

Instructors name:
Ayers

Course/Grade:
Grade 10 Pre-AP World Literature

Week of:

Unit Name:

02/16 02/19

Poetry

(1A)*Essential

Question(s):
(1A/1B) Connections (prior/future learning):
What are the essential elements of fiction? What must
Students will connect with prior experience analyzing
be present in a story in order to consider it a complete
works of literature.
narrative?
(1A) Common Core/State Standards:
W.9-10; RL.9-10; SL.9-10
(1E) Other considerations (modifications,
(1D) Resources/Materials:
accommodations, acceleration, ELL, etc.
An Introduction to Poetry
All accommodations and modifications indicated in
student IEPs will be followed. Any needs of ELL
students (modification of assignment length,
modification of assignment complexity, modification of
source reading, etc.) will be implemented.
(1F) Assessment (How will you monitor progress and know students have successfully met outcomes? What happens
when students understand and when they dont understand?
Daily: direct observation
This Week: direct observation/oral discussion/written poetry

MONDAY
Presidents Day
TUESDAY
Wednesday: One-three poems emulating an existing poem
due.
Friday: Ten pages of original poetry due.
Learning Target: Students will show understanding
of poetry through small and large group discussion.
(1C) Do Now: What is poetry? What is it good for?
(1C)

In pairs, students will read at least four selections of

poetry. They will discuss each piece as they read it. Near
the end of class, they will share with the entire class,
describing the poems they read. What did the poems
accomplish? Did they have literal meaning? What did
they enjoy about them?

(1F)Embedded Formative Assessment: oral discussion

(1B)Closing Activity: As a whole class, we will discuss what
we learned today and how we will use these skills in the
future.

WEDNESDAY
(1C) Learning Target: Students will show understanding
of poetry by writing a poem that mimics the style of an
existing poem.
(1C) Do Now: Describe something you like about the
poems you have read so far.
Students will choose one-three poems from the book and
write their own poem(s) that mimic the style, content,
language, etc. of the poem(s). These poems will be
turned in at the end of the class period.
THURSDAY
(1C) Learning Target: Students will show understanding
of poetry by writing their own original poetry.
(1C) Do Now: What makes a piece of writing sound good?
In class, students will write their own original poetry.
They will write a few long poems or many short poems
the goal is to fill ten pages with poetry by the end of class
Friday. At the beginning of each poem, students should
write the subject of that poem. This might be love,
nature, loss, travel, etc. It can be a somewhat general
topic, but the topic should be present.

FRIDAY
(1C) Learning Target: Students will show understanding
of poetry by writing their own original poetry.
(1C) Do Now: How are songs related to poetry? How are
they different?

(1F)Embedded Formative Assessment: written poem

(1B)Closing Activity: As a whole class, we will discuss what
we learned today and how we will use these skills in the
future.

(1F)Embedded Formative Assessment: original poems

(1B)Closing Activity: As a whole class, we will discuss what
we learned today and how we will use these skills in the
future.

(1F)Embedded Formative Assessment: original poems

(1B)Closing Activity: As a whole class, we will discuss what
we learned today and how we will use these skills in the
future.

In class, students will write their own original poetry.

They will write a few long poems or many short poems
the goal is to fill ten pages with poetry by the end of class
Friday. At the beginning of each poem, students should
write the subject of that poem. This might be love,
nature, loss, travel, etc. It can be a somewhat general
topic, but the topic should be present.

*Refers to NMTEACH Rubric:

1A-Demonstrating knowledge of content
1B-Designing coherent instruction
1C-Setting Instructional outcomes
1D-Demonstrating knowledge of resources
1E-Demonstrating knowledge of students
1F-Designing student assessment

Formative Assessment includes, but is not limited to:

Exit tickets, white board response, consensagrams, red/green cards, formal or
informal student conferences, sticky note assessment.