STEPP Lesson Plan Form Teacher: Miss Gerkin School: Poudre High School Grade Level: MYP 10th

Grade Date: 10/24/2013

Content Area: English Lesson: Poetry Explication

Title: Fun with Poetry-Judgment of the Infants

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard) GR10_S2_GLE2 The development of new ideas and concepts within informational and persuasive manuscripts. a. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text d. Compare the development of an idea or concept in multiple texts supported by text-based evidence e. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone Understandings: (Big Ideas) Students will understand specified literary devices and practice how to annotate a text, discovering where these devices are at within a text and how they contribute to the piece as a whole. Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard) 1. How do readers organize thoughts as they read? Articulate how these thoughts are stored for future use (for example, connecting clues from Lincolns early life to his leadership and honesty during his presidency) 2. What is the difference between old information and old knowledge? Evidence Outcomes: (Knowledge/ Skills, Lesson Objectives) The goal for this lesson is that students will be able to explicate poetry based on finding literary devices within the text, understanding the theme of the text, and knowing the context of a text.

Assessment of Evidence Outcomes: (How will you assess the selected lesson objectives (general explanation, you will go into more detail at the end of the lesson plan) I will be assessing students based on the explication they provide during class and during different discussion sessions held throughout the class period.

Colorado State University College of Applied Human Sciences

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STEPP Lesson Plan Form

Planned Lesson Activities

Activity Name Fun with Poetry

Approx. Time Anticipatory Set

80 min Hook: http://www.youtube.com/watch?v=ZKLnhuzh9uY Have students determine where ethos, logos, and pathos are used. (3min)

Teaching/ Presentation: (Direct Instruction) (Select the most appropriate teaching model; see attached teaching model description form for multiple options.)

Teaching Strategy: (Guided Practice)

1. Why are ethos, logos, and pathos useful to use in text/video? How does it persuade an audience one way or another? (10 min) 2. Then I will ask them about rhetorical questions and how to use them. I will ask for a couple examples of rhetorical questions. They will take notes in their writers notebooks. (4 min) a. Questions asked for some other point other than to receive an answer b. Examples: Why are you so stupid? used to make it clear that someone is stupid or what was just said is stupid but dont want an actual answer. Why me, God?! more likely to be an accusation rather than an informational request 3. Next I will pass out the poem Judgment of the Infants to everyone. (1 min) 4. I will read the poem aloud to the class while they follow along (3-5 min) 5. I will have them work with a partner to go through the poem and find everything they can. (20-30min) a. Things they need to look for: i. Ideas they will need to move throughout the poem looking at idea by idea ii. Theme they need to discover the point of the poem. iii. Literary Devices pick out other literary devices that are used to enhance the piece 6. We will come back together as a class and I will ask for students to share out what they found beginning with the ideas that were apparent in the poem. (7-10 min) 7. We will move on to discussing rhetorical argument and counterargument. I will ask students to tell me what they believe a rhetorical argument is and what a counterargument is. (4 min) a. After asking students what they believe it is, point out that for every argument that the Infants present, God has a counterargument and that is why he wins. b. Ask students to point out where the poem shifts to Gods counterargument from the Infants argument to transition into the next step Page 2

Colorado State University College of Applied Human Sciences

STEPP Lesson Plan Form

Teaching Strategy: (Independent Practice)

8. After discussing rhetorical argument and counterargument, I will divide the room in half. One half of the room will focus on Gods counterargument and the other half of the room will focus on Infants argument. (15 min begin to share out if they finish early)

Closure

Materials

9. For the remainder of the class period, we will discuss what each of the groups found. We will add to our outlines of the arguments if something was missed and take notes in our writers notebooks (9 min) 10. Questions/Wrap Up (2 min) 11. If there is extra time, quiz students about what they just learned or give them reading/work time for the last 5-7 min Ethos, Logos, Pathos handout, writers notebook, copy of Judgment of the Infants, doc cam, youtube video

Differentiation

Assessment

1. For students who need to be challenged more than what they already are, I will ask them to find more literary devices than were initially discussed. This will allow them to further analyze the piece and come up with more meaning if possible. 2. For students who need help, I will provide one-on-one conversation to walk them through/aid them with the difficulties of explication. I will start by aiding them, being there as a resource, someone who can help. If this doesnt help them, then I will take a more direct instructional approach. (to take place during work with partner if needed) Because this will be the second time working on poetry explication, assessment will be based on discussion after each step and then at the end of the class period. Explication takes time to understand and we are just beginning to scratch the surface. Thus, assessment will be done through discussion and further questions.

Colorado State University College of Applied Human Sciences

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