Alyssa Supple

Professor Suk
Educational Field Experience EDUC 230-13
Spring 2015
Unit Plan Lesson Two: High School
Grade Level: 12
Subject: English
Unit: Poetry
Topic: Poetry Meter
Essential Questions:
- How can we use the different types of meter to vary our own writing?
- How do different types of meter define certain poems and affect our understanding of
them?
Objectives:
Students will be able to apply the introduced types of meter to their writing. Also students
will be able to further identify meter and understand how meter affects poetry meaning.
Standards Addressed:
Common Core State Standards (CCSS, 2010):
CCSS.ELA-LITERACY.RL.11-12.4
Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including words with multiple meanings or language that is
particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
CCSS.ELA-LITERACY.RL.11-12.7
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live
production of a play or recorded novel or poetry), evaluating how each version interprets
the source text. (Include at least one play by Shakespeare and one play by an American
dramatist.)
CCSS.ELA-LITERACY.L.11-12.5
Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
CCSS.ELA-LITERACY.W.11-12.2.E
Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.

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Materials:
Notebook, pencil, poem handouts
Teaching Process:
Prerequisite Skills/Knowledge:
Students have completed an introductory lesson on meter, in addition to the three
lessons on figurative language. This knowledge will be applied to their own
writing, and to the interpretation of different poetry forms.
Anticipatory Set:
- The class will come in and the desks will be arranged in groups of four or five
desks. Students will then be expected to seat themselves in these groups, which
they will be in for the composition of their short poem.
- Each group will be assigned a type of meter (Iambic, Trochaic, Spondaic,
Anapestic, Dactylic), and will be asked to compose a short poem in that type of
meter. Students will be prepared to read these poems aloud.
Input and Modeling:
- New poems/poem segments will be handed out for students to look over. The
first few poems will be read as a class and will be marked accordingly to identify
the meter (ex. using the stressed and unstressed symbols, auditory recognition,
movement recognition).
- Students will then be asked to identify how the meter is affecting, not only how
the poem is read, but also how the poem is interpreted. To illustrate the effect of
meter, an excerpt will be read with an improper meter, and then with the proper,
and the differences will be noted as a class.
Student Practice and Checking for Understanding
Student Practice:
- Students have written their poems and will read these aloud in the proper meter.
The class will then correct any discrepancies in their classmates work and will
provide feedback and questions.
- Students will continue to work on the poem handout on their own, the first few
examples which we have completed as a group, asking questions as needed.

way

Lesson Wrap Up:

- Students will be handed a poem and will be asked to identify the meter and to
mark stressed and unstressed syllables. This will be handed in to me on the
out, and I will look them over and correct them for the next day.
Assessment:

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- Formative: monitoring the class and observing class and homework activities to
make sure that the material is being properly applied.
- Summative: Upcoming, cumulative quiz
Learning Styles:
The exercises I have designed are to appeal to a variety of learners including those
who learn best through listening, writing, and speaking. Individual and group
work time will also be balanced throughout the unit so as to ensure student
understanding and comfort.
Multiple Intelligences:
- Visual: drawing out the stressed and unstressed marks. Seeing these patterns
applied to different types of meter
- Linguistic: noticing how the structure of words relates to the meter and rhythm
- Musical: listening to the different sounds of meter
- Bodily-Kinesthetic: tapping out/physically displaying the rhythm and flow of
meter
- Interpersonal: understanding how the meter affects the meaning of the words
- Logical/Mathematical: visual and auditory patterns in meter
- Intrapersonal: understanding how you as an individual identify and understand
meter and the effect this has on the meaning of the poem to yourself
Accommodations:
- Additional worksheets and practice will be provided for those students who are
struggling significantly with the material to be completed with the aid of a teacher
or student aid.
- For those with vision/hearing impairment, all handouts will be available on the
computer so that the font and volume can be properly adjusted.
References
Association, National Governors (NGA) and Officers, Council of Chief State School
(CCSSO). (2010) Common Core State Standards Initiative. Retrieved from
http://www.corestandards.org/the-standards/english-language-arts-standards.