Travis High School

Daily Lesson Planning Template

Department: English Language Arts Course: English I Pre-AP Date: 3/20/17 Unit Title: Poetry

TEKS/SEs/ELPS:

(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.

Student Learning Objective: Students will be able to…

● Read and analyze poetry capturing the main ideas and them
● Make inferences using context clues, figurative language, and background knowledge

Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their
understanding.

1 2 3 4 5

Students Student accurately Student can form a reasonable Student determine symbolic or The student can create an
identifies the describes the hypothesis meaning of a metaphorical meaning of a poem. Analyses of the poem using
literal meaning dominant elements poem. AND The student can AND The student can explain how quotes or examples to back up
of a poem. and poetic devices explain how the poetic devices the poetic devices reinforce the the interpretation that critically
used by the poet. reinforce the theme, meaning, theme, meaning, mood, or feeling examines the author’s purpose,
mood, or feeling of a poem. of a poem. style, effect of the poem on the
AND The student is able to find reader
support using textual evidence.
Approx. Instructional Strategy Activity/Advice for Instruction Questions Resource(s)/ Assessment/ Grouping
Time (Include Teacher and Student Actions) Technology Bloom’s
Taxonomy
10 mins Warm Up Students will spend 5 minutes While students are Projector Mentor will Individual
going over their grammar passage working, teacher will grade their
Computer
while attempting to find the errors circulate the room participation and
in the passage. and will ask students Connected their correct
if they need help. Whiteboard answers after
After 5 minutes, teacher will ask the packet is
for a volunteer to identify the Students have Mentor
provided completely
errors on the projected passage completed this type finished.
and will ask the whole group to of warm up exercise grammar
identity any additional errors. before, so there worksheet Bloom’s
shouldn’t be any Taxonomy:
confusion with Knowledge/
achieving this task. Repetition
(they’ve done
this before) and
applying

15 mins Independent Reading Students will be given a poem that While they are Teacher Reading will be Individual
will determine which small group reading, teacher will provided: recorded in
they will work with later in class. walk around the students journal
The poems will have a number at room to answer any printed (Reading Log) -
the top based on the groups they questions about the poems graded by
will work with. poems. Highlighters mentor later in
the six week’s
The poems are (see poems below): Teacher will write Writing
Still I Rise - Maya Angelou Bloom’s
 This Is Just To Say - William Carlos examples of what utensils Taxonomy:
Williams kind of figurative
Knowledge and
Good Hotdogs - Sandra Cisneros language to look for
Mother to Son - Langston Hughes in the poems, Applying
Oranges - Gary Soto inferencing skills that
they’ve covered
Once teacher passes out the before, and general
poems, students will silently read poetry reading
the poems twice, and quietly aloud strategies on the
once. board during their
first read.
The first time they read the poem,
it will be silently and without any
annotation. The second time they
read it will be silently again, but
this time they will highlight
figurative language and take notes
on the main ideas. The third time
will be quietly aloud to themselves
so they can hear the possible
rhymes of each poem.
40 mins Group Work / Think-Pair- Teacher will go through the Teacher will monitor Teacher Student work Group Work
Share powerpoint whole group for progress and clarify provided: will be assessed
students to fill in their notes. (15 any questions the by teacher for
printed
minutes) students may have. depth of analysis
Handouts as opposed to
Teacher will go through the Teacher will write right or wrong
powerpoint whole group for Printed
down possible powerpoint answers.
students to fill in their notes (15 talking points or notes
their inferencing
minutes) strategies to use Tape (to tape Bloom’s
when analyzing powerpoints Taxonomy:
Students will get into their
poetry if the to the board)
assigned groups and sit together in students are stuck Comprehension
groups of three (one-two groups of on a question. & Analyzing
four...headcount is 17...this
grouping allows for absences or Writing
the full class) utensils

Once this part of the lesson is

done, students will get into their
groups (based on their poems -
same poem, same group)

Students will share their comments

and notes they took during SSR
and will brainstorm any additional
thoughts. (10 minutes)

Next, students will read their

poems aloud to the class. One
student in each group will
volunteer their poem to read to
the class. Teacher will go through
ways to read poetry and why that
is a good idea for understanding
the text. Once this part of the
lesson is done, students will get
into their groups (based on their
poems; same poem; same group)
_(3-5 min)Students will share their
 comments and notes they took
during SSR and will brainstorm any
additional thoughts. (10 minutes)

Next, students will read their

poems aloud to the class. One
student in each group will
volunteer to read their poem to
the class. Teacher will go through
ways to read poetry and why that
is a good idea for understanding
the text. After all the poems are
read aloud, students will answer
the questions on their handouts
together based on the poem of
their group.

After all the poems are read aloud,

students will answer the questions
on their handouts together based
on the poem of their group.

Students are going to be analyzing

their poems, they are thinking, and
will be sharing their analysis with
their group making it a think-pair-
share activity (more or less).
20 mins Independent Students will each be given a dark If a student finishes Newspaper - This activity will Individual
Projects/Quick Write colored marker and a piece of their work quickly, 17 precut not be assessed
newspaper. The students will teacher will have newspaper by the content of
 create a Blackout Poem by them read it aloud to clips their poems, but
covering every word on the paper their class. Should rather
Black/dark
with the exception of a select few the student object to participation and
words that make up the poem. reading their poem permanent the fact that
aloud, teacher will marker OR they complete
Some strategies for this activity give them the magic the task. Teacher
include: chance to recreate a marker will read
● Circle interesting words in poem and take their students poems
pencil or pen before Blank paper
time on it. for drafted after class is
blackening the poem dismissed.
● Write out the poem on a poems
blank sheet of paper Bloom’s
before blackening the Taxonomy:
poem
● Read their poem aloud to Creating
themselves

If there is time, students will read

their poems aloud or alternatively
with a partner.
5-10 mins Exit Ticket/Quick Write Students will be given a sheet of Teacher will write Printed Exit Exit tickets will Individual
paper with questions and blank the sentence Ticket be assessed for
lines for them to answers requirement on the handouts the teacher to
questions relating to the lesson board for the review student’s
they just learned about. students to keep progress &
their exit ticket understanding of
Teacher will write additional responses brief. poetry
questions on the whiteboard if
students finish before the end of Bloom’s:
the class. Evaluate
 Travis High School
Daily Lesson Planning Template
Instructional Strategies: Modifications/ Accommodations: Teacher feedback/reflection on lesson plan
Card Sort Students who need accommodations will be assigned
Choral Response certain questions on the handout that will let the
Cooperative Learning teacher assess their understanding of the assignment.
Cornell Notes There will be an answer key for the Powerpoint notes in
Exit Slips case students have trouble completing the handout.
Four Corners Teacher will have an example of a Blackout Poem
Gallery Walk created for the students to look at if they are having
Groups trouble completing the poem.
Independent Problem Solving
Independent Projects
Interactive Manipulatives Remember 4 Questions: Non Negotiables
Journals
1) What do we want students to learn? What should * Incorporate reading and writing strategies in each
Lab Studio
each student know and be able to do after each unit? lesson plan
Learning Logs or Walks
2) How will we consistently know if the students have * Objectives need to be posted and able to be read by
Lineups
learned the standard? students and staff
Philosophical Sticks/Random
3) What will we do if the students are not proficient in * Limit direct teach
Pictionary
the standards? What process is in place to provide * Varied instructional strategies
Quick Writes
additional time and support for students who are * Higher level questions
Role Play
experiencing difficulty? * Bell-to-bell instruction
Scavenger Hunt
4) What will we do if they already mastered the
Skits
standard?
Socratic Seminar
Stations
Think Alouds
Think-Pair-Share
Warm up
White Board Check-ins
 Other

Links for Poems:

Oranges by Gary Soto:

http://collegewritinglatelunchf2014.qwriting.qc.cuny.edu/files/2014/09/oranges-by-gary-soto.pdf

Mother to Son by Langston Hughes:

https://www.poetryfoundation.org/poems-and-poets/poems/detail/47559

Still I Rise by Maya Angelou:

https://www.poets.org/poetsorg/poem/still-i-rise

Dreams by Langston Hughes:

https://www.poets.org/poetsorg/poem/dreams

This Is Just To Say by William Carlos Williams

https://www.poets.org/poetsorg/poem/just-say

Good Hot Dogs by Sandra Cisneros

https://www.poemhunter.com/poem/good-hotdogs/

Additional Lesson Resources:

Poetry Powerpoint Link:

https://docs.google.com/presentation/d/1PojOYL8R9w3PupwGTVrM-WBzPFPogTHFlJHyQg8K-
Z8/edit?usp=sharing

Link to Teach 1 Handouts:

https://docs.google.com/document/d/1qznAYPLoIhswAZYkWZBSmAts1moSZT2dc0RXggUXYCQ/edit?usp=sharing