TEACHER: Cassandra Moreno and Catalina

DATE: 10/12/15
Sandoval
OBJECTIVE: 110.31 Eng.1
GRADE LEVEL: Freshman (English I)
Objective/Purpose: (The student expectations must be clearly defined and in line with the district/state standards.
For the students benefit, explain what students will be able to do by the end of the lesson and why these objectives
are important to accomplish

Students will be able to analyze the use of Imagery within a poem

(3) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions
about the structure and elements of poetry and provide evidence from text to support their understanding. Students are
expected to analyze the effects of diction and imagery (e.g., controlling images, figurative language, understatement,
overstatement, irony, paradox) in poetry.
Materials/Resources/Equipment Needed:

BYOD, Kahoot.it, Poster Board, Magazines/Pictures/Paper Cut-Outs, Glue, Markers, Copy of Selected Poems for
Each Group of Emily Dickinson, Youtube Video and Self-Made Video, (Possible) Rating Sheet as Exit Ticket
Instructional delivery (What information is essential for the student to know before beginning and how will this
skill be communicated to students? This is the section where you explicitly delineate how you will present the
lesson. Direct instruction? Small group? Centers? The instruction could include a variety of instructional
delivery methods.)

Students are required to know the basis of imagery and looking at a picture for what is made important through the
use of certain imagesthis will be demonstrated to be seen via guided demonstration of the teachers collage and
looking at one poem together as a class. During this time, students will be in some groups that will collectively analyze
and create their own collage from an assigned poem with the same theme of Death.
Cassie
Anticipatory Set (ENGAGE): (Before you dig into the meat of your lessons instruction, set the stage for
your students by tapping into their prior knowledge and giving the objectives a context. What activities will
you use to focus students on the lesson for the day?)

Students will be asked to use their BYOD to log onto an established Kahoot for a small Formative Assessment
game over popular Death pop culture references.
Cassie
(EXPLORE): students encounter hands-on experiences in which they explore the concept further. They
receive little explanation and few terms at this point, because they are to define the problem or
phenomenon in their own words.

Students will be shown a small video to establish the cross-curriculum connections of Death through
visual/artistic depictions of Death that will be followed with a few bits of information dealing with imagery of
the images that will Segway into the main assignment of Poetry and Imagery.
Catalina
Model (EXPLAIN): (If you will be demonstrating the skill or competence, how will this be done and Guided
Practice: (Under your supervision, students are given the chance to practice and apply the skills you
taught them through the instructional delivery)

Students are to hear a recital of Emily Dickinsons poem Because I could not stop for Death. We will
present a collage that portrays our interpretation of this poem to the class. Students are to compare and analyze
how the recital and collage of the poem help them make connections and understand the poem though imagery.
Class discussion 2-3 minutes discussing their thoughts, interpretations and understandings about the poem and
Modified Madelyn Hunter/5-E Lesson Planning Template (2-15/RLA)

portrayals of the poem shown.

Catalina
Independent Practice (ELABORATE): (List the assignment(s) that will be given to the students to ensure
they have mastered the skill without teacher guidance.)

Students are to remain in their groups. Each group will be assigned a poem, and each group will construct a
small collage evoking their interpretations, emotions, thoughts, etc. of their assigned poem. Students will also
have opportunity to practice and recite each poem as part of this assignment. When finished each group will
present their finished portrayals of their assigned poem. This assignment gives students opportunity to see how
imagery paints pictures in poetry.
Both
Check for Understanding (EVALUATE): (Identify strategies to be used to determine if students have
learned the objective FORMATIVE.)

Formative Assessments will include the following strategies/assignments done throughout the lesson prior as:
Rating of Recital Poem and Imagery Collage used to see if the students could recreate what imagery they
viewed within the poem by teaching it to the class as well as having a Class Discussion with Guided Questions
of Imagery of Death in Starting Poem (Because I Could Not Stop for Death).

Collage
Recital
Class Discussion
Rating

Both
Closure: (What method of review and evaluation will be used to complete the lesson? How will you wrap
up the lesson by giving the lesson concepts further meaning for your students?)

Students will rate each others collages and performances. Students are to be rated in how they made their
poem clear and used part of the poems imagery for others to understand. Ratings are to be added at the end of
each presentation.

Modified Madelyn Hunter/5-E Lesson Planning Template (2-15/RLA)