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Ms. Glysdi Catanes 20 Century War Poetry 30 min
Grade 9

Lesson: Relating Ceasefire to the Time Period

Unit Overview
Main Idea (Claim) Summative Assessment
Contemporary writers are able to draw The one sentence reflections.
their works from old literature and relate
it to their current situation.

Guiding Questions Objectives (know/understand/do/value)

What was really happening in Longleys
hometown that drove him to write this?
How was Iliad related to the poem?
The student will complete reading and
analyzing Ceasefire.
The student will be able to compare and
contrast Ceasefire to Homers Iliad.
The student will be able to
summarize The Northern Ireland
conflict in relation to Ceasefire.

Time Instructional Procedures and Strategies

Beginning the Lesson

5 min The teacher will open with a classroom mingle which includes strips of
paper with questions of the last lesson. Each student will then find a partner
and ask each other their assigned question for a minute before switching
partners.
2 min
The teacher will ask the students to sit down and ask for a one sentence
reflection of what they have learned
8 min Developing the Lesson
Each student will pull out their copies of the poem and discuss the highlighted
5 min phrases to their seatmates.
After discussion, the teacher will play a clip of the North Ireland conflict.
5 min
The teacher will explain the background of the North Ireland conflict and
relate it with Michael Longley.
Closing the Lesson
5 min
The teacher will go back to their highlighted poems and tell them to prepare a
report for next time about their highlighted phrases and how it relates to
either The Iliad or North Ireland conflict.

Formative Assessment Differentiation

Listen to the conversations being made.

Resources
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[Class/Grade]

Glossary

Term Definition Resources

Unit Overview Main Idea and Summative Assessment
copied from the unit plan in order to keep
the goal in mind during the writing and
implementation of the lesson plan.
Guiding Questions these questions guide the inquiry for
the lesson, leading students toward a
rich understanding of the objectives for
the lesson and ultimately, the unit.
Factual- knowledge or fact-based
questions
Conceptual- questions that enable
exploration of big ideas that connect
facts and topics
Debatable- questions that expose areas
of ambiguity, disagreement, or tension
within the unit of study
Objectives The specific aims of the lesson. As a
result of the instruction, this is what the
students are expected to know,
understand, and be able to do. These
should align with and lead to the unit
understandings, knowledge and skills.
Time - Marks the amount of time needed for
each stage of the lesson. Enables
effective time-management for the
teacher.
Beginning the The opening or warm-up that will
Lesson engage the learner, producing creative
tension. May include review and/or
activation of prior knowledge.
Developing the The content learned and the strategies
Lesson employed towards that end
Closing the Lesson A conclusion or review of what was
learned, providing closure to the lesson.
Formative Assessment throughout the lesson that
Assessment provides feedback that can be used to plan
or alter instruction. Should prepare
students for the summative assessment.
Differentiation ways of modifying instruction to meet
the needs of diverse learners
Resources any texts, materials, technology,
people, places or other resources that
have informed the unit and learning
experiences