Concept Unit

Unit Working Title: The Poet in Me

Unit Big Idea (Concept/Theme): Emotional Expressions

Unit Primary Skill focus:

Week 2 of 3; Plan # 5 of 9; [90 mins.]

Plan type: Full-Detail

Content Requirement Satisfied:

(Note: Refer to the list in the document called Concept Unit Lesson Plans)

SWBAT:
Cognitive (know/understand):
a) Students will understand that poetry as a writing style can be used to convey and
emotional response.
b) Students will know the importance of giving voice to a poem in reading it.

Affective (feel/value) and/or Non-Cognitive:

c) Students will see the importance of expressing oneself through the restricted and
unrestricted conventions of poetry.
Performance (do):
d) Students will be able to write original poems having acquired knowledge of different
types of poems

SOLs:

6.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative
nonfiction, and poetry
b. Make, confirm, and revise predictions.
c. Describe how word choice and imagery contribute to the meaning of a text.

CCSs:

CCSS.ELA-LITERACY.RL.6.5
Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a
text and contributes to the development of the theme, setting, or plot.

Methods of Assessment:
 Diagnostic
Students completed a plot
map for a new reading in the
previous week. Using their
knowledge of a plot map,
they will apply it to their
understanding of narrative
poems today. They all did
exceptionally well with a
short story so I feel
comfortable introducing
narrative poems today.
Formative
Students will complete a
guided reading assignment in
small groups. We will go over
the answers as a whole class
to further their comprehension
of the reading and new
vocabulary.
Summative
Students will complete a post
reading activity. It will be a
journal entry asking them to
summarize their guided notes
reading, as well as discuss the
relevance of writing Annabel
Lee as a narrative poem. They
will be submitting their
responses at the end of class.

a, b, c a, b, c, d A, b, c, d

Procedures/Instructional Strategies
[Note: Any words that represent what I would say directly to students appear in italics.]

Beginning Room Arrangement:

As students come to class, they will sit in their assigned seat. The class is set up in a double U
shape with one inner U and an outer U. In this arrangement, students have do a lot of work with
elbow partners and the person or people sitting behind them for group work.

[10 mins.] Bridge/Hook/Opening to lesson:

Good Morning everyone! Its so nice to see all of you today. I hope everyone had a good evening
yesterday. Are you guys ready to get started? The Do Now said to take out your writing journals.
Can everyone please take out their writing journals if you dont already have it out? I want you
all to spend a few minutes and think about something unique that happened to you this week or
last week [Wait as students think] Now I want you to write down that experience, either in one
short sentence or a phrase. Now I am going to give you a few minutes to write down how you felt
when that experience was happening, or after it happened.

What questions are there about my instructions?

I will give students about 3 to 4 minutes to write and them we will have a class discussion.
Students will have the opportunity to share what their experience and what they wrote about it.

[ 10 mins.] What is a Narrative Poem

Thanks everyone for sharing your experiences. Yesterday we talked about how poetry can be
used to express ourselves. Today we are going to talk about a type of poetry that you may or may
not be familiar with. We are going to talk about narrative poems. Who can tell me what a
narrative is?

Students will provide a response based on past experiences.

I am going to hand out a notes page on Narrative Poems.

At this point, we would go over what a narrative poem is, and what it includes.
- Plot: beginning, middle, and end, characters, problem and solution, and a setting.

Pre-Reading
[8 mins.]

Today we are going to read a poem called Annabel Lee by Edgar Allan Poe. Has anyone ever
read this poem before?

On the board, I put a picture up that represents the poem. The poem is called Annabel Lee. In
your writing journals, I want you all to use the picture and the title of the poem, and write down
what you think this poem is about. As you are doing this, think about the following guiding
questions.

1. Who is Annabel Lee?

2. What is she doing?
3. What does the picture tell you about the
setting of the poem?
4. What else do you observe about the
picture?

I will give students about 3 minutes to answer the

questions.

Okay guys, I want you to turn to your elbow partner

and talk about what you wrote down. Share your
predictions and also write down if you had any
similar predictions.

After the time has passed, students will be directed to

draw their attention back to the teacher.

Teacher: When I say good student you say me!

Good student!
Students: Me!
Class: Go Me!

Once I have all of their attention we will move on to the during-reading activity.
During-Reading
[25 mins.]

1. We will read the poem as a class.

Okay everyone, you should have in front of you the poem by Poe. I am going to read it
with you guys the first time, and then you will be working un understanding the poem.

[I will read the poem with a solemn voice.]

Based on my voice, what do you think the tone of the poem was? Does everyone
remember what tone is from your poetry unit from last year?

The tone of a poem is the attitude you feel when you read it. Depending on what the
writer is talking about, they have to set a tone for their poem. If youre talking about
something funny, youll want to have a humorous tone, if youre talking about something
like death, youll want to have sad tone. So, what is the tone of this poem?

[Students will most likely say sad. I will ask them to provide textual evidence with their
answer]

Students will do the reading guide in groups.

The next thing were going to do is the reading guide. I am going to put you in groups of
3 to work on the reading guide. Before I put you in your groups, listen to directions. In
your groups, you will reread the poem as a group. As you read, go over the vocabulary I
have provided you. If you have questions please let me know. You will also be answering
the guided reading questions as group. If you have any questions, please let me know. I
will be walking around the room to make sure everyone is doing alright.

I am going to count you off by 6. When you have your group number, hold it up with your
hands so that it will be easy for you to find each other.

When everyone is in their groups, I will give students time to settle in and get started. I
will not only be walking around the room, but I will also be checking in on the different
groups to go over one of the questions with them.

2. We will discuss the answers of the reading guide as a class.

Post-Reading
[10 mins.]

Good job working in your groups today! I am very proud on how well you guys worked
together. The last thing I want you to do is to take out your writing journals. I have
written the directions on the board, but this is what you are going to do. Summarize your
answers to the guided reading in your writing journal. Try to include one main idea from
each question. Your summary should be at least one paragraph long. Then I want you to
 think of why Poe wrote this poem as a Narrative poem. Based on our conversation today,
think of why it was written as a narrative poem. Would any other form be acceptable?
Tell me why. When you are finished, turn in your writing journal in the bin.

[ 2 mins] Closure:

Thank you for your participation everyone. When you are finished with your journal, please turn
it in and pack up. When you are finished, please push in your chair and get ready for the bell.

Differentiated Instruction to accommodate one or more of my profiled students:

(This is where you identify specific aspects of this lesson which have been differentiated in order
to address the needs of one or more of your profiled studentsidentify them by name)

I will be putting students in homogenous groups. Natalie and Charnee will be in the same group,
and so will Samuel and Louis. These groups are based on Lexile levels. This will make it easier
for me to target certain groups for which I have to provide more scaffolding during the guided
reading assignment.

Materials Needed (list):

Handouts (appendices)

Materials Appendix:
Appendix A
Appendix B

Appendix A
 Narrative Poems
It is a story told in verse
What is verse:

Narrative Poems Have A Plot

Beginning, Middle,
and End

Characters

Setting

Problem and
Solution

Appendix B
Reading Guide
Annabel Lee by Edgar Alan Poe
It was many and many a year ago, Who are the main characters:
In a kingdom by the sea,
That a maiden there lived whom
you may know
By the name of Annabel Lee;
And this maiden she lived with no
other thought
Than to love and be loved by me.
What is the Setting?

Maiden: girl or young woman, especially an unmarried one

I was a child and she was a child, What is going on in the poem?
In this kingdom by the sea,
But we loved with a love that was
more than love
I and my Annabel Lee
With a love that the wingd
seraphs of Heaven Wingd Seraphs: are angels in heaven who are jealous of the lo
Coveted her and me. the author shares with Annabel Lee
And this was the reason that, long
ago,
In this kingdom by the sea,
A wind blew out of a cloud,
chilling
My beautiful Annabel Lee;
So that her highborn kinsmen
came Coveted: desire or crave something someone else has
And bore her away from me, Kinsmen: man who is one of a person's blood relations.
To shut her up in a sepulchre Sepulchre: a small room or monument, in which a dead person
In this kingdom by the sea. or buried.

The angels, not half so happy in How did Annabel Lee Die?
Heaven,
Went envying her and me
Yes!that was the reason (as all
men know,
In this kingdom by the sea)
That the wind came out of the
cloud by night, Envying: jealous
Chilling and killing my Annabel
Lee.
But our love it was stronger by far Is their love over? Why or why not?
than the love
Of those who were older than we

Of many far wiser than we

And neither the angels in Heaven
above
Nor the demons down under the
sea
Can ever dissever my soul from
the soul
Dissever: divide something
Of the beautiful Annabel Lee;
For the moon never beams, Describe the Setting:
without bringing me dreams
Of the beautiful Annabel Lee;
And the stars never rise, but I feel
the bright eyes
Of the beautiful Annabel Lee;
And so, all the night-tide, I lie
down by the side
Of my darlingmy darlingmy
life and my bride,
In her sepulchre there by the sea
Tomb: large vault for burying the dead
In her tomb by the sounding sea.