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Ms. Glysdi Catanes 20 War Century Poetry 30 min
Grade 9

Lesson: Poetry in Relation to their Time.

Unit Overview
Main Idea (Claim) Summative Assessment
Poetry is related to their corresponding Grading of Reports.
time period and poetry can be related and
drawn form an older period.

Guiding Questions Objectives (know/understand/do/value)

Where in the poem is the conflict in North The student will be able to interpret lines of
Ireland being described? Ceasefire in relation to the North Ireland
Where in the poem is Iliad being Conflict.
described? The student will be able to evaluate and
What is the main theme of the poem? understand the two time periods Ceasefire is
The student will be able to engage
into key concepts of the poem
structure such as genre, lyric, and

Time Instructional Procedures and Strategies

Beginning the Lesson

5 min The teacher will ask the students, What is the weather of your life today?
Students will respond with different weathers as they share why in one
The teacher will relate this by explaining that different weathers in your life
will affect your mood and the same goes for poets. The poets work is a
product of his mind as well as his current situation.

2 min Developing the Lesson

The teacher will give students 2 minutes of their report. The teacher will
select the reporter by having all the students name written in a big ball. The
15 teacher will toss is around the room 3 times and when it is thrown back to the
min teacher, the first name that appears will give the report.
The reports will then begin.
5 min
The teacher will summarize that Iliad and the North Ireland conflict had both
influenced the poem Ceasefire
Closing the Lesson
5 min .
The teacher will create a division on the board with the titles Iliad and North
3 min Ireland conflict. The students will then come up and write down phrases from
the poem that fits its designed category.
The students will be given homework to mark their poems by its rhythm and
Ms. Glysdi Catanes 20 War Century Poetry 30 min
Grade 9

Formative Assessment Differentiation

The writings done on the board.

[Teacher Name] [Unit Title] [Unit Length]


Term Definition Resources

Unit Overview Main Idea and Summative Assessment
copied from the unit plan in order to keep
the goal in mind during the writing and
implementation of the lesson plan.
Guiding Questions these questions guide the inquiry for
the lesson, leading students toward a
rich understanding of the objectives for
the lesson and ultimately, the unit.
Factual- knowledge or fact-based
Conceptual- questions that enable
exploration of big ideas that connect
facts and topics
Debatable- questions that expose areas
of ambiguity, disagreement, or tension
within the unit of study
Objectives The specific aims of the lesson. As a
result of the instruction, this is what the
students are expected to know,
understand, and be able to do. These
should align with and lead to the unit
understandings, knowledge and skills.
Time - Marks the amount of time needed for
each stage of the lesson. Enables
effective time-management for the
Beginning the The opening or warm-up that will
Lesson engage the learner, producing creative
tension. May include review and/or
activation of prior knowledge.
Developing the The content learned and the strategies
Lesson employed towards that end
Closing the Lesson A conclusion or review of what was
learned, providing closure to the lesson.
Formative Assessment throughout the lesson that
Assessment provides feedback that can be used to plan
or alter instruction. Should prepare
students for the summative assessment.
Differentiation ways of modifying instruction to meet
the needs of diverse learners
Resources any texts, materials, technology,
people, places or other resources that
have informed the unit and learning