Name of class:

Young Adult Literature 1

Secondary Lesson Plan

Length of class: 50 minutes (11:20-12:04)

LEARNING GOALS to be addressed in this lesson (What standards or umbrella learning

goals will I address?):
-The students will create a poem using a template and all of their literary devices before
typing their final draft
Iowa State Standards:
W.910.4
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Gradespecific expectations for writing types
are defined in standards 13 above.)
W.910.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying
a new approach, focusing on addressing what is most significant for a specific purpose and
audience. (Editing for conventions should demonstrate command of Language standards 13
up to and including grades 910.)

LEARNING OBJECTIVES (in ABCD format using verbs from Blooms Taxonomy):
The students will demonstrate their knowledge on writing poetry lines containing,
personification, allusion, simile, metaphor, and imagery and integrating them using
poetic form.
RESOURCES/MATERIALS NEEDED (What materials and resources will I use?):
-Poetry template
-computers
-pencil
-Checklist
ASSESSMENT (How will I know if students achieve the learning goals/objectives?):
WRITTEN RESPONSE? PERFORMANCE ASSESSMENT? PERSONAL
COMMUNICATION? TEST/QUIZ?

The students will be assessed on their written work. Their poems will be graded based off a
rubric they all received at the start of their assignment. Part of their assessment will also be a
performance assessment where they will share their poem in a poetry slam setting for the rest
of the class.
LEARNING PLAN (How will you organize student learning? What instructional strategies
will you use? How will you scaffold for student learning?):
1. 11:20-11:30 Introduce assignment and model how to write a poem using this
template. Focus on letting the students know that they do not have to go in order of
the template- that they have the freedom to do the lines that are easier for them to
write first before moving to the more challenging lines.
2. 11:30-11:35: Pass out templates and split the ELL students into the group with the
ELL teacher at desks near a computer for assistance.
3. 11:35-12:00: have students individually brainstorm poem topics as well as begin the
writing of their poems. I will be moving about the room helping students form poetic
sentences and organizing their lines to create a cohesive piece.
4. Next class: The next class period should consist of finishing drafts, peer editing as
well as typing of their poems into a word document that they will consider their final
drafts.
5. The following class: Presentations and poetry slam
LESSON PLAN CHECKLIST:

Did I hook my students by getting them excited about the topic?

Did I introduce my learning objectives to the students (even if I just posted them
in the room)?
Are my learning objectives aligned with my state standards?
Did I choose an instructional strategy/activity appropriate to the purpose(s) of
the lesson?
Did I organize my lesson clearly?
Did I account for any downtime and/or transitions?
Did I model or provide guided practice (if necessary)?
Did I scaffold student learning (if necessary)?
Did I assess my students learning (formative or summative)?
Did I successfully bring the lesson to a close within the allotted time?
Did I provide a bridge to the next lesson in my unit sequence?
Did I provide anchor/enrichment activities for students who complete the
lesson early (if necessary)?
Did I differentiate for my individual students needs?