Alyssa Supple

Professor Suk
Educational Field Experience EDUC 230-13
Spring 2015
Unit Plan Lesson Three: High School
Grade Level: 12
Subject: English
Unit: Poetry
Topic: Poetry Meter/Form
Essential Questions:
- Are we comfortable identifying meter and applying it to our reading and understanding?
- Can we identify the meter by reading aloud and by reading on paper?
Objectives:
Students will be able to confidently identify meter and to apply their additional
knowledge of poetry to reading and to analyzing poems. We will then be able to address
the different forms of poetry (sonnets, triolets, etc.), and analyze these efficiently as a
class and individually.
Standards Addressed:
Common Core State Standards (CCSS, 2010):
CCSS.ELA-LITERACY.RL.11-12.4
Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including words with multiple meanings or language that is
particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
CCSS.ELA-LITERACY.L.11-12.5
Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
Materials:
Quiz, handouts on poetry form
Teaching Process:
Prerequisite Skills/Knowledge:

Supple
2
Students will have completed the lessons on meter and will be transitioning into
the poetry form unit. They will then apply their knowledge on figurative
language, vocabulary, and meter to their further study of poetry.
Anticipatory Set:
- Students will come into the class where a few poem excerpts will be posted on
the board to review before the quiz. This will be done as a class. Handouts from
the previous day will be returned with corrections.
Input and Modeling:
- After the quiz the students will be handed a packet on the poetry form unit. The
packet will be prepared with a brief history and definition of the form which
includes when this form was made, who is noted for using this form, and when
this form was most used and then appropriate examples of this form will be
addressed in class.
- Poetry form will be discussed as a class and then, on the projector board, we will
analyze one poetry form in detail taking into account figurative language and
meter, and the role these play on the interpretation and meaning of the poem.
Student Practice and Checking for Understanding
Student Practice:
- The quiz will consist of poem excerpts that require the student to draw the
stressed and unstressed symbols and write down what type of meter is being used.
There will then be one short poem that will be read and analyzed for meaning.
Students will write how their interpretation of the poem was affected by the meter
(as well as by other figurative language, connotations, and denotations).
Lesson Wrap Up:
- The lesson will conclude with the assigning of homework and a short discussion
of how students feelings towards poetry have or have not changed, and we will
address any concerns and questions they have.
Assessment:
- Formative: classroom monitoring
- Summative: A graded quiz will be given at the beginning of class to test
understanding of the subject material, and that of previous lessons.
Learning Styles:
The exercises I have designed are to appeal to a variety of learners including those
who learn best through listening, writing, and speaking. Individual and group
work time will also be balanced throughout the unit so as to ensure student
understanding and comfort.
Multiple Intelligences:

Supple
3
- Visual: drawing out the stressed and unstressed marks. Seeing these patterns
applied to different types of meter
- Linguistic: noticing how the structure of words relates to the meter and rhythm
- Interpersonal: understanding how the meter affects the meaning of the words
- Logical/Mathematical: visual and auditory patterns in meter and poetry
structure
Accommodations:
- Additional worksheets and practice will be provided for those students who are
struggling significantly with the material to completed with an aid or with the
teacher.
- For those with vision/hearing impairment, all handouts will be available on the
computer so that the font and/or volume can be properly adjusted.
- Students who need to speak the poems aloud to understand the meter,
students will be allowed to move into the hallway or into a neighboring, empty
classroom to complete the quiz, with adult supervision.
- Additional quiz time will be provided for those who need it, but during a lunch
or study-hall hour, so that students do not miss the lesson on poetry form.
References
Association, National Governors (NGA) and Officers, Council of Chief State School
(CCSSO). (2010) Common Core State Standards Initiative. Retrieved from
http://www.corestandards.org/the-standards/english-language-arts-standards.