UMF Unit-Wide Lesson Plan Template

Name: Chelsea Wallace Program: Elementary Education Course: EDU 450

Lesson Topic / Title: Visualizing Imagery in Poetry

Lesson Date: March 9, 2018 Lesson Length: 35 min Grade/Age: 7th Grade

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals
based on content standards.
Learning Objective(s) Instructional Decisions / Reasoning

Students can identify examples imagery in a poem.

- Because my students enjoy
Students can use examples of imagery to create either a artistic assignments I realized
mental picture or a real picture to help them understand that using illustrations for
the meaning of the poem. teaching imagery is perfect. I
want my students to be able to
Students can identify examples of figurative language in a identify imagery in a poem or
poem. text, and this lesson allows
them to both work on
picturing the images in their
mind and also illustrating
those images.

Content Standard(s) Instructional Decisions / Reasoning

CCSS.ELA-LITERACY.RL.7.4 - These are the EEMS 7th Grade

Determine the meaning of words and phrases as they are Power Standards that I am
used in a text, including figurative and connotative focusing on throughout the
meanings; analyze the impact of rhymes and other TWS.
repetitions of sounds (e.g., alliteration) on a specific verse
or stanza of a poem or section of a story or drama.

CCSS.ELA-LITERACY.RL.7.5
Analyze how a drama's or poem's form or structure (e.g.,
soliloquy, sonnet) contributes to its meaning
Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance
and determines best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning

Formative - Students should underline

every example of imagery that
Imagery Illustration they use in their illustration
- Students must use details and
color in order to meet the
learning goal

Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner
needs.
Materials, Resources, and / or Technology Instructional Decisions / Reasoning

Projector/Laptop - In order to be environmentally

Blank Paper conscious (also because the
Colored Pencils/Markers poem “Drum Dream Girl” is 21
stanzas long) the students
were given their assignment
on Google Classroom which
includes the link to the poem.

Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks
by using a variety of instructional approaches, strategies, and technologies that make learning
Rev 8/17
accessible to all learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions / Reasoning
Activity Length of Time Explanation
Introduction 2 min Introduce lesson - Vocab
and put vocab - “crag”, “ringed”, “azure”,
on the board. “wrinkled”
Read “The 7 min Discuss need to - “What is the rhyme scheme of
Eagle” know vocab. The Eagle”
Read The Eagle - Go line by line talking about
twice; visualize imagery
imagery in mind - “What do you notice at first
and discuss as a about this poem?” (Drum
class. Use Dream Girl)
projector. - Vocab for DDG: “conga drums”,
Read “Drum 20 min Read Drum “bongo drums”, “timbales”
Dream Girl” Dream Girl, tell
students that
they can choose
a stanza to
illustrate (can
be in comic
form); they
must highlight
the specific
 imagery that
they are
choosing to add
in their
illustration.
Wrap Up 2 min Students will
have the
weekend to
finish their
illustrations.

Meeting students’ needs (differentiation, extensions, Instructional Decisions / Reasoning

modifications, accommodations)

Differentiation: Students have access to their laptops so

they can follow along while the teacher reads the poem.
Students can choose how they would like to illustrate their
poem.

Modification: Students who cannot choose a stanza to

illustrate in a timely fashion will be assigned a stanza
(possibly IH, BM, SK, JW, OR, and/or JB)

Extension: Students can create multiple illustrations

focusing on many stanzas or the entire poem.

Field Courses Only – Post lesson

Reflection

I think this lesson went well. Students enjoyed the first part reading “The Eagle” and
visualizing what they read. Students also enjoyed drawing the illustration. I think
this was a way to get students thinking creatively about imagery.
Some students didn’t take the time I wanted them to take so I had a few complaints
about how much detail I asked from them. I would not accept anything that was not
detailed or not colored.

Teaching Standards and Rationale

Standard #8 Instructional Strategies

8c, 8h
I knew that a majority of my students were strong artists so I wanted them to be
able to showcase their talent while still working on ELA concepts. I also used
laptops/smartboard, class reading, one-on-one instruction and group instruction to
ensure that this lesson would be accessible to all students.

Standard #11 Facilitate and inspire student learning and creativity

1a
I allowed my students to be as inventive as possible when creating their
illustrations. I allowed LH to create a story board instead of an illustration and MC to
type her paragraph out and print it instead of hand writing it.