SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas

Essential
Questions

PA/Common
Core/Standards

Objective
Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)

Formative &
Summative
Assessment

DETAILS
Caitlyn Yohn
English
10th
11/4/15 40 min (Activity about 15 min)
Determine the audience of Do Not Go Gentle Into That
Good Night.
Do Not Go Gentle Into That Good Night is about a son
asking his father to fight and keep living. Do not just
succumb to death.
Thomas uses poetic devices such as extended
metaphor to create meaning.
What is the meaning of Do Not Go Gentle Into That
Good Night?
Who is the audience of Do Not Go Gentle Into That
Good Night?
What poetic devices are used in Do Not Go Gentle Into
That Good Night?
CC.1.3.9-10.A: Determine a theme or central idea of a
text and analyze in detail its development over the
course of the text, including how it emerges and is
shaped and refined by specific details; provide an
objective summary of the text.
CC.1.3.9-10.F: Analyze how words and phrases shape
meaning and tone in texts.
CC.1.5.9-10.A: Initiate and participate effectively in a
range of collaborative discussions on grades level
topics, texts, and issues, building on others ideas and
expressing their own clearly and persuasively.
CC.1.5.9-10.D: Present information, findings, and
supporting evidence clearly, concisely, and logically
such that listeners can follow the line of reasoning;
ensure that the presentation is appropriate to purpose,
audience, and task.
While reading Do Not Go Gentle Into That Good Night,
students, in pairs, will identify present poetic devices in
the poem on the Skitch app 1/1.
While working in pairs, students will discuss and explain
the meaning of Do Not Go Gentle Into That Good
Night 1/1 on the Skitch app.
Reading Do Not Go Gentle Into That Good Night,
students will identify the audience of the poem 1/1 on
the Skitch app.

Formative:
o Exit Slips
o Q&A

CK

Evidence

ISTE Standards
for Students
Framework for
21st Century
Learning
Accommodation
s, Modifications

o Observation
Summative:
o There is no summative assessment for this lesson
Creativity and Innovation
Communication and Collaboration
Critical Thinking, Problem Solving, and Decision Making

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan
Introduction

Explicit
Instructions

CK
Activating Prior Knowledge
Hook/Lead-In/Anticipatory Set
Survey what the students are finding easier with poetry
and still having difficulty with when analyzing poetry.
o Weve been working with poetry for a week now,
what are we still struggling with? Students may
answer with concepts such as interpreting the
poem, extended metaphors
o What are finding easier since working with some
poems? Students may answer identifying
speaker, identifying audience, simile.
Today we will be working in pairs/small groups to work
through a poem we have not read in class.
Big Idea Statement
Determine the audience of Do Not Go Gentle Into That
Good Night.
Do Not Go Gentle Into That Good Night is about a son
asking his father to fight and keep living. Do not just
succumb to death.
Thomas uses poetic devices such as extended metaphor
to create meaning.
Essential Questions Statement
What is the meaning of Do Not Go Gentle Into That
Good Night?

Lesson
Procedure

Who is the audience of Do Not Go Gentle Into That

Good Night?
What poetic devices are used in Do Not Go Gentle Into
That Good Night?
Objective Statement
Read Do Not Go Gentle Into That Good Night. After
completing the reading, apply the poetic devices
covered in the unit to the poem to help determine the
meaning and audience.
Transition
After groups are done working on the poem, groups will
share with the class different devices and ideas they
found in the poem.
Key Vocabulary
PreAssessment of Students
Students will name and briefly explain concepts that
have been covered in the unit. Including:
o Metaphor/extended metaphor
o Enjambment
o Audience
o Rhyme scheme
o Simile
Modeling of the Concept
Guiding the Practice
We will work through a poem together as a class using
the app
I will show the students how to use the Skitch app
o How to capture the webpage
o How to annotate and make notes
Providing the Independent Practice
Students will get into pairs or groups of three
(Depending on the size of the class)
The groups will read Do Not Go Gentle Into That Good
Night by Dylan Thomas
Groups will work together to
o Discover the meaning of the poem
o Determine the audience
o Identify possible devices they find in the poem; for
example:
Metaphor/extended metaphor
Audience
Groups:
o Group 1: Sam B., Sara
o Group 2: Sam V., Maggie
o Group 3: Caroline, Anthony, Rachel
Seating Arrangement:
o Desks will be in pairs
Transition

Reading
Link to poem (http://bit.ly/1kzvZ8J)
Materials
Skitch App
Technology
Exit Slip
Equipment
Supplies
Evaluation of
Formal Evaluation
the
Exit Slip
Learning/Master Informal Evaluation
y of the
Observations
Concept
Q&A
Closure
Summary & Review of the Learning
Reconvening as a class, each group will share one piece
of what they found
Students will save their notes on the app and email me
the picture.
Homework/Assignments
Read and analyze Because I Could Not Stop for Death
similar to the in class activity.
Teacher

Self-reflection