Daily Lesson Plan Format

Name: Christa Ewing Date(s) of Lesson: Day 5

Student Learning Objective(s) and Related Assessment(s):

1. Students will demonstrate mastery of New Criticism Theory by applying it to

select poems. (Learning Objective)
2. Students will perform a close read of select poems. (Language Objective)

I will take the data from both assessment and use it to determine how the next day’s
lesson will go: What did students understand? What did they not understand? What do I
need to change/teach differently?

Standard(s):
Standard 9.2.1.a, c, e.
These standard and sub-standards require students to find a text’s theme, analyze the
structure, and identify the characteristics that distinguish literary forms and genres.
Students will be performing this during their poetry analysis.

Materials/Resources: (can be read before class, but it is not required)

“Because I could Not Stop For Death” – Emily Dickinson

“Those Winter Sundays” – Robert Hayden
“Words are Birds” – Francisco X. Alarcon
“a girl named jack” – Jacqueline Woodson
“Sympathy” – Paul Lawrence Dunbar
“Spanglish” – Tato Laviera

Learning Activities:

Initiation: Students will journal for 10 minutes answering the prompt, “Write
something (a story, poem, conversation, or what you did this weekend) that
conveys an excited tone.”

--The learning targets and objectives for the class will always be written on the
board, and I will reference them before, during, and after the lessons.
--The journal prompt gives students an opportunity to formulate their thoughts
before the topic is discussed in class, in a non-confrontational and easy way.
Journals are not graded based on the content, just the work.
 Lesson Development:

-- Remind students of Day 3: when I modeled how to close read a poem. Check
for student understanding by show of hands. Quick review by modeling if
necessary. (5-10 minutes)
--Instruct students to group up based on their poetry selection. There will be 6
groups of 4-6. (45 minutes)
--I will engage in “Think Alouds” to help students who do not or can’t express
their questions/concerns.
--When checking for understanding, I will adjust the method depending on the
students. I can have students close their eyes and raise hands/thumbs, or do a
quick “exit” ticket that I would check before beginning.
--Circle the room during group work, checking for understand, misconceptions,
ect.

Closure:
-- Groups will share their annotations with the class on the projector
OR
--Students can share out their journal entries (Closure 10-15 minutes)

Individuals Needing Differentiated Instruction:

ELL: Handouts will be clear and explicit, and read out loud to the class. Handouts will
also include sentence frames I will use Think Alouds during the lesson and
understanding checks can be modified. A review of a New Criticism close-reading will be
prepared- modeling it will be done with visuals. Poetry analysis can be done
individually, or in a smaller group

Special needs: Understanding checks can be modified. A review of a New Criticism

close-reading will be prepared- modeling it will be done with visuals. Poetry analysis
can be done individually, or in a smaller group. A simpler poem can be used, and the
student/s can work individually, with me, in a smaller group. Journal entries can be
written by hand, typed, or dictated.