Daily Lesson Plan

Topic/Learning Goal: Poetry as Anticipatory set for the novel Bad Boy
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Learning Target: 1) Students will be able to define prominent poetry techniques. 2) Students will be able to
implement poetry techniques to compose their own
poetry.____________________________________________________________________________________________
1. Opening (Warm-Up)

What will I do to remind students about todays instructional goals and how todays class fits said goals
What will I do to hook students for a bell ringer today?

Bell Ringer: Why does the past matter? What kinds of things do we take from it? Should we
leave things behind in it? (Note A: 1 min think time and then 7 mins to write seven sentences
using timer to make sure we are on task) (Note B: TTYPS and then take two volunteers. Next, I
will explain that the bell ringer ties in with our theme: Powerful nurturing can make the quality
of our lives better.)
2. Activities/Methods of instruction to present content to students (I do, we do, you do)

What type(s) of instruction s will I use in todays class

Teacher-led, student-led, independent, collaborative, etc.
What activities will I use to ensure high engagement

Poetry Terms: I will use direct instruction to teach poetry terms/techniques with a gradual
release of responsibility Power Point. Show slides that give definitions/discuss and give examples
for word usage, repetition and alliteration. Then have the students get with a partner and write
their own string of alliteration and read them out loud informally. Show Power Point slides that
give definitions and examples for simile, metaphor, onomatopoeia and personification. Again, I
will have pairs come up with examples of the first two and then release onomatopoeia and
personification to individuals as they create their own examples. After these, I will show slides
and give a quick talk about rhyme (how it doesnt need to and if it does it should utilize internal
rhyme), rhythm and style (how all poems have these) and free verse and spoken word.

3. How will I asses students during the class period?

Instructional feedback at the whole class level

Assessments of individual students

Graphic Organizer: The brainstorming sheet for the student poems will be the first thing I use
as an indication that they are picking up the poetry terms. I will demonstrate how I use a
metaphor and personification as an example/model on the first everyday item in your home
space: My family table: When I come home, my mahogany table waits in greeting like the most
faithful of friends (Lame on purpose. I explain what I did and then challenge them to do better)
They are responsible for two descriptive ideas before I stop bothering them). As I observe that
the class is getting good work done, I pull them back and explain the prompts for the poem (my
roots run deep or I am from) and pass out examples of each then let them get back to it.
Final Drafts: As they get done, I will give them quick feedback on their first drafts and have
them re-write with attention to my notes and their handwriting.

4. Are there any students that in class to whom I should pay particular attention and what actions will I take with
those students?

Remind them of purpose (interacting with their past

Give alternatives to assignment (Go out of my way to interact with reluctant students)
Remind them of expectations.

Alternative Writings: Ultimately, there will always be students who are not the biggest fan of
the assignment. In this case, I would like them to do one of the two prompts because they are
related to the first two chapters of our novel. However, for students who are struggling or are
resisting the assignment, I will start by helping them brainstorm on the graphic organizer and if
they still cant get inspired I will tell them that they also have the option to write whatever is on
their heart. All I need, is that they implement at least three of the techniques we discussed. If we
are still having trouble, I will start some lines for them and then move to reminding them of
expectations and moving along the disciplinary timeline.

This artifact is an example of assessment in two ways. While students work on their graphic organizers I will
circulate and discuss their work with them. I keep a notepad with me on days like these so that I am able to jot
initials and checks, pluses and minuses. More than anything, the initial judgement is whether or not students have
given an attempt to at least two of the poetry techniques that we have discussed. If they have, we talk about how to
better deal with content in the example or, in rare cases, I give them positive feedback and send them to fly away.
The next part of the assessment comes when the students let me read their rough draft. At this point, I have already
seen their work on the graphic organizer, so the read of the draft is looking for coherence, implementation and flow.
This time around, I give specific feedback about what is working well and then ways I think that they could enhance
the work. The difficulty with assignments like these is also their beauty. The fact is, as students are pouring out their
expression and experiences to you, you cant do more than recommend changes. My general rule for these
situations is that the older a student is times how dedicated they are to poetry as a craft determines how much you
can ask them to modify their poetry. This allows for greater feedback for younger students that really want to
improve their writing and a bit less, respectively, for older students who arent as intense. For my freshman, I
generally gave light feedback for changes and a lot of praise for what the effort they have put in.