ISTC 301/501 Practical Teaching Lesson Plan Template

Teachers Name: Victor K. Thompson Date: November 28, 2017

Grade Level: 11th Subject Area: English Language Arts

Learning Objective(s):
Students will be able to analyze the use of imagery in a variety of poems in order to
describe the impact that this literary device has on poetry.
Students will be able to employ imagery in order to compose a poem.
Students will be able to evaluate a piece of media in order to support the use of imagery
in their poem.

Standards: Include Common Core and ISTE.NETS for Students

Common Core Standards:
o RL11-12.4 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.
o W11-12.3d: Use precise words and phrases, telling details, and sensory language
to convey a vivid picture of the experiences, events, setting, and/or characters.

ISTE Standards:
o 6 Creative Communicator: Students communicate clearly and express themselves
creatively for a variety of purposes using the platforms, tools, styles, formats and
digital media appropriate to their goals.
o 2 Digital Citizen: Students recognize the rights, responsibilities and opportunities
of living, learning and working in an interconnected digital world, and they act
and model in ways that are safe, legal and ethical.

Formative Assessments/Plans for Differentiation (Describe how you will be assessing the
progression of the lesson as its being delivered):

Formative assessment: Students will collaborate with instructor to develop working

classroom definition of imagery.
Formative assessment: Students will identify use of imagery in a poem. Poems will be
available on the lessons Wiki page and students will comment on a shared Google Slides
presentation.
Summative assessment: Students will compose a poem of their own and present it along
with a piece of media to support the use of imagery in their poem.
Teaching Materials:
Materials:
o Individual devices with access to the Internet
o Potentially an interactive whiteboard
o What materials do you need in order to teach this lesson

Specific technologies:
o Wikispaces
o Padlet
o Options for creating poem presentation:
Powerpoint
Poster-building websites like Canva or Glogster
Youtube

Anticipatory Set:
Drill question: What is the difference between the following sentences?
o It was cold out. vs. The icy wind bit through my jacket and cut to my bones.
o That tree is pretty spooky. vs. Bare branches billowed in the breeze, the
skeletal fingers clawing at the stars and moon.
o This is a good peach. vs. I bit into the fruit and from it erupted every sweet,
sticky smell of summer.
o Expected response: The first sentences are brief and declarative, while the others
appeal to sensory experiences.
Objectives:
o Students will be able to analyze the use of imagery in a variety of poems in order
to describe the impact that the literary device has on poetry.
o Students will be able to employ imagery in order to compose a poem.
o Students will be able to evaluate a piece of media in order to support the use of
imagery in their poem.
Explanation: Imagery isnt appropriate in all writing, but it is useful for
engaging readers in both artistic and informative works. It pulls off a
seemingly paradoxical trick: it uses specificity to engage a broader
audience. Additionally, it is essential to other forms of figurative
language, such as metaphor, simile, metonymy, synecdoche, and
personification. Imagery establishes tone and sets mood. Also: its just
beautiful.

Procedures:
Activity 1: Students and instructor collaborate to develop functioning definition of
imagery to remain on board for duration of lesson.
 o Acceptable definition: Literary device that uses details to appeal to the five
senses.
o Check for understanding: Does imagery need to be visual?
No; it can also appeal to touch, taste, hearing, and smell
Activity 2: Students will access poems from lessons Wiki page, select one, read/listen to
it, and contribute to Google Slides presentation to describe the imagery in the poem and
what it contributes to the poem.
o Poems students may choose from:
Williams, W.C. The Red Wheelbarrow. Retrieved from
https://www.poetryfoundation.org/poems/45502/the-red-wheelbarrow
Hughes, L. Harlem. Retrieved from
https://www.poetryfoundation.org/poems/46548/harlem.
Audio: Gracyk, T. [Tim Gracyk]. (2016, June 12). Dream
Deferred (Harlem) Langston Hughes recites his famous poem =
Harlem Renaissance literature. Retrieved from
https://www.youtube.com/watch?v=CZIfdWiw3rU.
Poe, E. A. The Bells. Retrieved from
http://www.bartleby.com/102/88.html.
Audio: [SpokenVerse]. (2009, Aug 2). The Bells by Edgar Allan
Poe (read by Tom OBedlam). Retrieved from
https://www.youtube.com/watch?v=m75-812-sj4.
Shelley, P. B. Ozymandias. Retieved from
https://www.poetryfoundation.org/poems/46565/ozymandias.
Plath, S. Fever 103. Retrieved from
https://www.poetryfoundation.org/poetrymagazine/poems/29479/fever-
103.
Brooks, G. A Sunset of the City. Retrieved from
https://www.poetryfoundation.org/poems/43318/a-sunset-of-the-city.
If none of these options appeal to students, they may choose to select a
poem or song that they already know and comment on it on the Google
Slide.
o Note: instructor should link to poems that include both text and audio.
Activity 3: Students will compose a brief poem that uses imagery. Students will select a
piece of media that supports the use of imagery.
o Instructor will provide two models:
One that has combined poem and image with PowerPoint
One that pairs poem with piece of audio.
Check for understanding: how do we know that we can use a piece of
media?
Creative Commons License
 o Students may compose the poem alone or in pairs.

UDL Implementation (be sure to reference the UDL Educators Checklist for this section)
Provide specific examples of the components in this lesson plan that exemplify the following:
Multiple Means of Representation: Poems will be available both in visual/written and
audio form.
Multiple Means of Engagement: A variety of genres and poets will be represented.
Further, the students will be asked to write their own poems on an image of their choice.
If they choose, students may collaborate with a partner to write and present their poem.
Multiple Means of Action and Expression: Students will pick a poem or song of their
choice in which to identify and analyze imagery. Students will have options to present
their poems. They may type their poem into a Padlet, or they may record themselves
reading their poem. They have the choice to vary the media that will support their use of
imagery.

TPACK: This lesson is designed for options in both collaboration and independent study. The
Wiki space provides an excellent avenue for this, as it allows the students to access a variety of
materials made available by the instructor. Additionally, it provides a space for the instructor to
post models of the summative assessment that students may access and study at their ease. This
is especially important as students are developing a grasp on the concept of imagery. Then, a
Padlet would provides a space where students may post a variety of options for poem/media
pairings in their summative assessment.

Summary and Lesson Closure: This is the act of reviewing and clarifying the key points of the
lesson.
Instructor will return to the collaboratively developed definition of imagery and ask
students whether any changes need to be made.

Assessment Plan (Rubrics, quizzes, student produced work and other methods used to
determine the degree to which the learning objectives were achieved):

Formative assessment: Students will collaborate with instructor to develop working

classroom definition of imagery.
o Informal assessment; instructor will assess based on participation.
Formative assessment: Students will identify use of imagery in a poem. Poems will be
available on the lessons Wiki page and students will comment directly onto the page.
o Formal assessment:
2 points: Student has identified imagery in a poem and explained what it
contributed to the poem.
 1 point: Student has identified imagery, but has failed to explain what it
contributes to the poem.
0 points: Student has submitted incomplete or no response.
Summative assessment: Students will compose a poem of their own and present it along
with a piece of media to support the use of imagery in their poem.
3 points: Student has written a poem that uses imagery and paired it with a
piece of media that strongly supports this use.
2 points: Student has written a poem that uses imagery and paired it with a
piece of media that somewhat supports this use.
1 point: Student has written a poem that uses imagery but not paired it
with media piece.
0 points: Student has submitted a poem that does not employ imagery or
no poem at all.