Lesson Plan Template

EDIS 5882: English Education

Name: Katy Greiner
Context:

Date and time for which lesson will be taught: Tuesday, December 6th, 2016
Course name: Honors English 11
Grade level: 11
Length of lesson: 80 mins
Description of setting, students, and curriculum and any other important contextual characteristics: Weve been
working on a mini-unit about American families. They had to interview a family member and we are working on
turning pieces of those interviews into poems using 3 poems about families as models. We will be sharing these
poems out on my last day at the end of this week (Friday). We are also in the process of preparing for our midterm,
which is next week. To that end, today we are going to prep a quick term review in groups

Objectives:
Number each objective to reference in the Assessment section
SWBAT:
Cognitive (know/understand):
1) Students will understand that we can use other authors works as models for our own.
2) Students will know the meanings of common literary terms on the 11th grade reading SOL.

Performance (do):
3) Students will use interviews with a famous person to create a model poem as a class, recalling the techniques we
considered that made effective poetry last class.
4) Students will workshop their poems about family using dialogue from the interviews they conducted with family
members.
5) Students will teach their peers two terms using song lyrics from the musical Hamilton

Standards:
VSOL 11.4f The student will read, comprehend, and analyze relationships among American

literature, history, and culture. F) Explain how the sound of a poem (rhyme, rhythm,

onomatopoeia, repetition, alliteration, assonance, and parallelism) supports the subject, mood,
and theme.
CCSs: CCSS.ELA-LITERACY.W.11-12.3
Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences.

Assessments: Methods for evaluating each of the specific objectives listed above.
Please use the sentence stems to describe your assessments. In brackets after each assessment note the number of the
objective(s) from above being assessed
Diagnostic: Students will demonstrate what they already know about poetic techniques by listing the things they
remember working in the poems we looked at last class.

Formative: Students will show their progress towards completion of their individual family poems by coming up
with a stanza for a poem as a class and then in groups.

Summative: Students will ultimately be assessed on their comprehension of the literary terms by their presentations
next class on the lyrics and definitions theyve developed.

Materials Needed:
This is just a list of the materials you will need for this lesson to occur. In the Materials Appendix below, you will include the
actual materials or links to what you will be using.

Projector with sound

Students need their laptops
Shared PowerPoint for class presentations
BeginningRoomArrangement:studentssitinassignedgroups.WhenweswitchtoworkingontheHamilton
lyrics,studentswillmoveintodifferentassignedgroups.

Instructional Steps (Procedures): Detail student and teacher actions, discourse, and behaviors.
[Note:Anywordsthatrepresentwhatyouwillsaydirectlytostudentsappearinitalics.Whenstudentsarespeaking,indicate
yourtargetresponseaswellasanypossiblestudentmisconceptionsand/oroffthetargetresponsesandhowyouwill
respondtothem.]

1.

10 mins News: This will be a quick news check-in today, as we have a lot to get through and get done. I
will be collecting the latest round of news as the group works on their news for today.
2. 10 mins: class-wide feedback from mini-projects and check in with students who havent turned theirs
in.
a. Need to hand back last units assessment and provide a quick overview on the kinds of
feedback I gave them. For various reasons (absences, illness, or just laziness), I havent received
a project from about half the class. They know that they are supposed to turn it in by this class at
the latest. We do take late work, but I am leaving soon, so I really need their projects!
3. 5 mins: Reminder of techniques that make poems tick.
a. On the board: Remind the class elements of structure that we went over last time, like refrains
or imagery, and allow them to suggest a few more things that theyve found make effective
poems in the past.
4. 20 mins: sample writing with a model text: turning interviews into poetry.
a. Allow the students to pick from 3 different interviews of famous people. Read a portion of the
interview aloud as a class, and pick which bits we would like to include in our stanza of poetry.
b. Then, in groups, challenge the class to create a stanza of poetry. Remind them of the formats that
weve looked at and let them know we can copy those structures (see powerpoint).
c. Share out each groups stanza of poetry.
d. To finish, show them my rough example of the poem Ive made for my brother, based loosely on
the interview I did with him that I showed them last class. **Ive been trying to do this
assignment along with them as a model text**
e. Check for understanding ask if they can apply this skill to their own writing with their own
interview.
Break for lunch
5. 10 mins: Introduce Hamilton and lead them through an example with my song.
a. Use the song Alexander Hamilton to introduce the musical as a concept and set the scene for
the remainder of class. Then, explain that we will be using the lyrics of the musical as review to
teach our peers a handful of the terms that will show up on the practice SOL portion of the
midterm. Today, we will just be doing the prep work, but next time, we will give presentations
where each group teaches the class two terms based on the song they have been assigned.
6. 20 mins: Groupwork for lit terms in Hamilton songs:
a. Tell students to look up the full definition of their literary terms.
b. Then, tell students that they should listen to their songs for context and examine the lyrics to find
the examples of their terms in the song.

c. Finally, students should add the 3 things for each term to the class powerpoint: the actual
definition, a definition in our language that we can use/remember for the SOL, and an example
from the song lyrics theyve listened to.
d. I will be circling providing assistance and guidance to help students as they work. All students
need to contribute to the groupwork portion of the assignment. If they cant contribute, I will ask
them to work independently in the hall to find examples for each of the songs.
7. 3 mins: Reminders and wrap-up:
a. Remind students that their poems are due on Dec. 9th and we will be having a share-out on that
day. Remind them that next class, they will complete their Hamilton presentations and teach their
terms to their peers, which will be a small 10 point grade.

Attention to Individual Student Needs: (Differentiation):

Detail specific actions/materials you will use to differentiate instruction in this lesson. Use specific student names when
appropriate

For the Hamilton activity, I will be putting students into groups based lightly on ability. Although all
groups are doing the same thing, some terms are easier to define and find than others. I will place
students who I think will struggle with the activity, based on past encounters with terms, in like groups
and I will put those who can handle the challenge in groups with slightly tougher words. I say I will do
this lightly because some groups will be edited for productivity; some students simply have lost the
privilege of working together.
When it comes to their poems, students have the choice to write a poem based on their own structure or
based on the structure of the poems that Ive shown them. Ive told students that they can literally copy
the verbage, epistle, or conditional style of their poems if that helps them get started. However, students
also have the choice of making a style all their own, which is a little more challenging. I will help them
scaffold this experience by floating during workshop time.
Technology Use:
Detail specific technology being used in the lesson with explanation for why it is being used.

Students need their laptops and the room needs a projector with sound. Students will be using YouTube
and lyric sites to look up Hamilton lyrics, as well as the web to access a communal PowerPoint and a
link to the definitions of the lit terms that I want them to examine.
Materials Appendix:
Include the actual materials or links to what you will be using. If you are using a handout or a PowerPoint, or giving a quiz,
etc., these documents (or links to them) must be included. (see the list above)

American Family PowerPoint for the interview assignment at the first half of class:
https://docs.google.com/presentation/d/1hlir-NJarkcLn7oNuaHbhcH4-7jbMzn-5pjx7u_oBoo/edit?
usp=sharing
Instructions for the Hamilton project with song assignments and lit terms:
https://docs.google.com/a/k12albemarle.org/document/d/1IGEiH1h4WiG45h48GL_Qxlo4g22EXuykXI
nFnJE6SMo/edit?usp=sharing
Hamilton PowerPoint for sharing and editing with the class:
https://docs.google.com/a/k12albemarle.org/presentation/d/1gs8heqIuVNMIW9RC_MVF7SwFOqcAO
uzBIHxPYTwEOCs/edit?usp=sharing
In Retrospect (to be completed after the lesson has been taught):
Reflect on the lesson after you taught it. Was there anything that surprised you? Discuss your students reactions and
behaviors to the activities you planned. Is there anything that you would do differently if you were to teach this again? What
would you do?