Unit Lesson Plan 1

Subject: English Language Arts: Transcendentalism: Whitman and Dickinson

Dates: Wednesday, January 23rd, 2019; Friday, January 25th, 2019; Monday, January 28th,
2019; Tuesday, January 29th, 2019; Friday, February 4th, 2019

Standards:
*Lessons 1-5 Included a culmination of the following standards.

Reading Standards for Literature

Key Ideas and Details:

RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text, including determining where the text leaves matter uncertain.

RL.11-12.2 Analyze literary text development.

a. Determine two or more themes of a text and analyze their development over the course of the text, including how
they interact and build on one another.
b. Produce a thorough analysis of the text.

Reading: Craft and Structure:

RL.11-12.4 Determine the connotative, denotative, and figurative meaning of words and phrases as they are used in
the text; analyze the impact of author’s diction, including multiple-meaning words or language that is particularly
evocative to the tone and mood of the text.

Reading: Integration of Knowledge and Ideas:

RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play
or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by
Shakespeare and one play by an American dramatist.)

RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth- and early- twentieth-century foundational works of
American literature, including how two or more diverse texts from the same period treat similar themes and/or
topics.

Reading: Range of Reading and Level of Text Complexity:

RL.11-12.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the
grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range, building
background knowledge and activating prior knowledge in order to make personal, societal, and ethical connections
that deepen understanding of complex text.

Writing Standards

Production and Distribution of Writing:

W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for
conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12.)

W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing
products in response to ongoing feedback, including new arguments or information.

W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and
early- twentieth-century foundational works of American literature, including how two or more diverse texts from
the same period treat similar themes and/or topics”).

Range of Writing:

W.11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Speaking and Listening Standards:

Comprehension and Collaboration:

SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing
their own clearly and persuasively.

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas.

b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and
establish individual roles as needed.

c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing
for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote
divergent and creative perspectives.

d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an
issue; resolve contradictions when possible; and determine what additional information or research is required to
deepen the investigation or complete the task.

SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually,
quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and
accuracy of each source and noting any discrepancies among the data.

SL.11-12.3 Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, assessing the stance,
premises, links among ideas, word choice, points of emphasis, and tone used.

Presentation of Knowledge and Ideas:

SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such
that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the
organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and
informal tasks.

Language Standards:

Conventions of Standard English:

L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.

a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of
English Usage, Garner’s Modern American Usage) as needed.

L.11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.

a. Observe hyphenation conventions. b. Spell correctly.

Vocabulary Acquisition and Use:

L.11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades
11–12 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a
sentence) as a clue to the meaning of a word or phrase.

b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g.,
conceive, conception, conceivable).

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and
digital, to find the pronunciation of a word or determine or clarify its precise meaning, part of speech, etymology, or
standard usage.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning
in context or in a dictionary).

L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

b. Analyze nuances in the meaning of words with similar denotations.

L.11-12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for
reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in
gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Objectives/Standards Specified:
Lesson 1:
Standard: Connecting to the previous lessons that Mrs. Congrove has taught about
Transcendentalism, students will learn how both Walt Whitman and Emily Dickinson
contributed to the Transcendental period. In this lesson specifically, students will first learn
about Whitman. They have been previously assigned (the day before) a biography packet
worksheet to turn in and discuss in class.

Objective: As a result of this lesson students will be able to thoroughly explain and comprehend
the biographical information of Walt Whitman and discuss those findings as a class. They will
be able to discuss the main concepts of his life and writing as a class, which will thus lead into
their individual creation of a Walt Whitman Flip Chart using this information. The student will
also be able to complete the Song of Myself readings and discussion questions for homework.
In this lesson we will be building upon prior knowledge of the previous day’s lesson which
includes: the biographical information/homework questions of Walt Whitman,
Transcendentalism notes as provided and given by Mrs. Congrove, and the two weeks on
Emerson and Thoreau as seen prior to this lesson.

Lesson 2:
Standard: Connecting to the previous lessons that Ms. Ginter and Mrs. Congrove have taught
about Transcendentalism and Walt Whitman, students will learn how both Walt Whitman and
Emily Dickinson contributed to the Transcendental period. In this lesson specifically, students
will first learn about Whitman and his works Song of Myself 10/33, O Captain My Captain, and
O Me! O Life. They have been previously assigned (the day before) to read Song of Myself
10/33 with corresponding questions in order to discuss in class.

Objective: As a result of this lesson students will be able to thoroughly explain and comprehend
Walt Whitman’s Song of Myself I,10, and 33, O Captain, My Captain, and O Me! O Life! while
discussing those findings as a class. They will be able to discuss the main concepts of
Whitman’s poems as a class, which will thus lead into their class discussion, demonstrated
annotation, individualized annotation, and comprehensive ws as a group using this information.
The student will also be able to complete the O Me! O Life reading and discussion questions for
homework.
In this lesson we will be building upon prior knowledge of the previous day’s lesson which
includes: the biographical information/homework questions of Walt Whitman,
Transcendentalism notes as provided and given by Mrs. Congrove, the two weeks on Emerson
and Thoreau as seen prior to this lesson, Song of Myself 1/10/33 and assigned discussion
questions.
Lesson 3:
Standard: Connecting to the previous lessons that Ms. Ginter and Mrs. Congrove have taught
about Transcendentalism and Walt Whitman, students will learn how both Walt Whitman and
Emily Dickinson contributed to the Transcendental period. In this lesson specifically, students
will first learn about Whitman’s O Me! O Life, a review surprise on the past three days
information, and Song of Myself 52. They will then be assigned reading HW to prepare for the
next day switch to Emily Dickinson. They have been previously assigned (the day before) to
read O Me! O Life with corresponding questions in order to discuss in class.

Objective: As a result of this lesson students will be able to thoroughly explain and comprehend
Walt Whitman’s Review of O Captain, My Captain, and O Me! O Life! as well as Song of Myself
52 while discussing those findings as a class. They will be able to discuss the main concepts of
Whitman’s poems as a class, which will thus lead into their class discussion, surprise review
quiz, pre-assessment discussion, post assessment Song of Myself 52 questions and reading of
Emily Dickinson to prepare for the next day using this information. The student will also be able
to complete the O Me! O Life reading and discussion questions for homework.
In this lesson we will be building upon prior knowledge of the previous day’s lesson which
includes: the worksheets, discussion questions, annotations and discussions for Song of Myself
10/33, O Captain, My Captain, and O Me! O Life, Transcendentalism notes as provided and
given by Mrs. Congrove, and assigned reading of Dickinson poems.

Lesson 4:
Standard: Connecting to the previous lessons that Ms. Ginter and Mrs. Congrove have taught
about Transcendentalism and Walt Whitman, students will learn how both Walt Whitman and
Emily Dickinson contributed to the Transcendental period. In this lesson specifically, students
will first learn about Dickinson’s biographical information, followed by “Heart! We will forget
him!”, (HW: “If you were coming in the fall”, “The Soul Selects Her Own Society”) as well as
assigned Quick Writing activities, and HW. They will then be assigned reading HW to prepare
for the next day summation of Emily Dickinson. They have been previously assigned (the day
before) to read and summarize Song of Myself 52 in comparison with the assigned questions in
order to discuss in class.

Objective: As a result of this lesson students will be able to thoroughly explain and comprehend
Emily Dickinson’s biographical information, “Heart! We will forget him!”, and (HW: “If you were
coming in the fall”, “The Soul Selects Her Own Society”), while discussing those findings as a
class. They will be able to discuss the main concepts of Dickinson’s poems as a class, which will
thus lead into their class discussion, pre-assessment discussion, post assessment, Quick Write,
and HW questions/reading of Emily Dickinson to prepare for the next day using this
information. The student will also be able to complete the “Heart! We will forget him!” reading
and discussion questions for homework.
In this lesson we will be building upon prior knowledge of the previous day’s lesson which
includes: the worksheets, discussion questions, annotations and discussions for Whitman, now
in comparison to Dickinson’s thoughts, and of course, the Transcendentalism notes as provided
and given by Mrs. Congrove, with the assigned reading of Dickinson poems.
Lesson 5:
Standard: Connecting to the previous lessons that Ms. Ginter and Mrs. Congrove have taught
about Transcendentalism and Walt Whitman, students will learn how both Walt Whitman and
Emily Dickinson contributed to the Transcendental period. In this lesson specifically, students
will learn how Dickinson’s biographical information now contributes to her writing. In an
analysis of “If you were coming in the fall”, “The Soul Selects Her Own Society”, and “Because I
Could Not Stop for Death” as well as assigned Quick Writing activities, group work, individual
questions and HW. They will then be assigned a summary project to conclude this Whitman
and Dickinson portion of the Transcendentalism unit. They have been previously assigned (the
day before) to read the first two stories listed above (“If you were coming in the fall”, and “The
Soul Selects Her Own Society”) in order to discuss in class.

Objective: As a result of this lesson students will be able to thoroughly explain and comprehend
Emily Dickinson’s biographical information, in relation to “If you were coming in the fall”, “The
Soul Selects Her Own Society”, and “Because I Could Not Stop for Death “as well as a summary
project including up to 9 combined Dickinson and Whitman poems through the assigned HW,
while discussing those findings as a class. They will be able to discuss the main concepts of
Dickinson’s poems as a class, which will thus lead into their class discussion, pre-assessment
discussion, post assessment, Quick Write, and HW questions/project to summarize and solidify
this section of the Transcendentalism unit before taking their end of the unit exam
administered by Kelly. The student will also be able to complete the Emily Dickinson WS: Group
Activity, in-class Quick Write and assigned reading questions with a project for homework.
In this lesson we will be building upon prior knowledge of the previous day’s lesson which
includes: the worksheets, discussion questions, small and large group discussions, annotations
and discussions for Whitman, now in comparison to Dickinson’s thoughts, and of course, the
Transcendentalism notes as provided and given by Mrs. Congrove, with the assigned reading of
Dickinson poems.
Materials/Resources:
*Resource documents are enclosed at the back of each individual lesson plan.
Lesson 1:
-Textbook (pg.347//353/356/359/361) (Read Song of Myself 1-pg.347 in class, Song of Myself
10 and 33 HW pg.353/356, and Critical Questions #1 and #5 on page 361).
-Pencils/Paper
-Biography Sheet with HW to turn into tray
-Write discussion points for Whitman on Board (Smartboard or Chalkboard)
-Flip Chart handout
-Markers
-Glue
-Scissors
-Computer
-Smartboard
-Chalkboard
-Teacher Sheet on Song of Myself 1 with info
-PP slide with Song of Myself 1

Lesson 2:
-Textbook (pg.353/356) (Discuss Song of Myself 10 and 33 in class).
-O Captain, My Captain handout (pg.2)
-O Captain, My Captain handout in class with group (pg.3)
-O Captain, My Captain handout for HW (pg.4)
-O Me! O Life! Handout with questions
-Pencils/Paper
-Song of Myself HW questions to turn into tray
-Write discussion points for Song of Myself 10/33 on Board (Smartboard or Chalkboard)
-Computer
-Smartboard
-Chalkboard
-Teacher Sheet on Song of Myself 10/33 with info
-O Captain, My Captain PP slide for annotation
-O Me, O Life annotation ws with teacher-student comparison
Lesson 3:
-Textbook (pg.359/361) (Discuss and read Song of Myself 52 in class, HW- pg.361 #1, #5).
-O Me! O Life! Handout with questions from day before (HW questions to turn into tray) (in
lesson 2)
-Pencils/Paper
-Write discussion points for O Me! O Life! on Board (Smartboard or Chalkboard)
-Computer and link https://www.youtube.com/watch?v=MmlCKsiNzu8 for video
-Smartboard
-Chalkboard
-Teacher Sheet on O Me! O Life! and Song of Myself 52 with info
-Teacher Surprise Quiz Questions to give verbally to students
-O Me! O Life! PP slide for annotation
-O Me, O Life annotation ws with teacher-student comparison

Lesson 4:
-Textbook (pg.359/374) (Discuss HW from day before Song of Myself 52 in class, “Heart We Will
Forget Him” in class, HW “If you were coming in the fall”- pg.376 (reading) pg.379 “If you were
coming in the fall” #2, #3) and “The Soul Selects Her Own Society” pg.378 (reading) pg.379 “The
Soul Selects Her Own Society” #2, #3).
-Song of Myself 52 to 1 comparison HW questions from day before (HW questions to turn into
tray) (in lesson 3)
-Pencils/Paper
-Write discussion points for “Heart We Will Forget Him” on Board (Smartboard or Chalkboard)
-Computer
-Smartboard
-Chalkboard
-Emily Dickinson Pre-Assessment
-Emily Dickinson Biography
- “Heart We Will Forget Him” handout annotation ws with teacher-student comparison
- “Heart We Will Forget Him” Teacher notes
- “Heart We Will Forget Him” PP slide for annotation
Lesson 5:
-Textbook (pg.376/379) (Discuss HW from day before in class, “If you were coming in the fall”-
pg.376 (reading) pg.379 and “The Soul Selects Her Own Society”)
-Emily Dickinson: WS Group Activity Sheet with “Because I Could Not Stop for Death”
- “If you were coming in the fall” and “The Soul Selects Her Own Society” comprehensive HW
questions from day before and “Heart We Will Forget Him” handout annotation with teacher-
student comparison (HW questions to turn into tray) (in lesson 4)
-Pencils/Paper
-Write discussion points for prior readings on Board (Smartboard or Chalkboard)
-Computer
-Smartboard
-Chalkboard
-Project Sheet (Emily Dickinson and Walt Whitman: A Match Made in Heaven?)
-Quick Writing Prompt
- “If you were coming in the fall”, “Because I Could Not Stop for Death”, and “The Soul Selects
Her Own Society” Teacher notes
- “Heart We Will Forget Him” PP slide for annotation
Outline
Lesson 1
Title: Transcendentalism (Whitman and Dickinson Day 1): Walt Whitman Biography, Flip Chart,
and Song of Myself 1/10/33
Time: 46 Minutes

Lesson 2
Title: Transcendentalism (Whitman and Dickinson Day 2): Walt Whitman Song of Myself 10/33,
O Captain, My Captain, and O Me! O Life!
Time: 46 Minutes

Lesson 3
Title: Transcendentalism (Whitman and Dickinson Day 3): Walt Whitman Review, O Me! O Life!,
and Song of Myself 52
Time: 46 Minutes

Lesson 4
Title: Transcendentalism (Whitman and Dickinson Day 4): Emily Dickinson Biography, “Heart!
We will forget him!”, (HW: “If you were coming in the fall”, “The Soul Selects Her Own Society”)
Time: 46 Minutes

Lesson 5
Title: Transcendentalism (Whitman and Dickinson Day 5): Emily Dickinson’s “If you were coming
in the fall”, “The Soul Selects Her Own Society”, “Because I Could Not Stop for Death “and
summary project including up to 9 combined Dickinson and Whitman poems
Time: 46 Minutes
Assignments and Activities:
Lesson 1:
a. Introduction (e.g. motivate, elicit student interest, review past learning, background in topic;
Communicate expectations, procedures required for the lesson.)
1. Ask: “How is everyone doing today?” “What did you last learn about Transcendentalism?”
2. Quick Write Pre-Slip: “How would you describe Transcendentalism in five words or less?”
(Write prompt on board)

b. Activity: What activities have you planned? What will you do? What will the students do?
(e.g. small steps, examples, clues, feedback/checking for understanding. etc.)
ACTIVITY TIME
ALLOTTED
The Instructor will:
1. See Introduction (Ask?’s and Quick Write Activity, Hand in)

2. The day before, the instructor will assign Whitman Bio and questions for HW.
3. The Instructor will have the students turn the HW into their period tray.
4. In class, briefly go over Whitman information with discussion points written on the
board.
5. Explain the Whitman Flip Chart and show an example.
6. Assign Flip Chart as HW if not finished in class.
7. Read Song of Myself 1 in textbook and discuss as a class.
8. Start in class but mainly assigned HW: Song of Myself 10 and 33 to read and answer
questions (Read: pg. 353/356, Question #1, #4, #8 on page 358 due the next day)

The students will:

1. The student will discuss with the teacher in the introduction and complete the Pre-
Quick Write 5 MINUTES
2. The student will turn in the Whitman Bio HW to their according tray. 2 MINUTES
3. Students will participate by answering discussion points out loud and discussing as a
class. 5 MINUTES
4. Students will create their own Whitman Flip Chart. 10 MINUTES
5. Turn in flip chart.
6. Follow along to Song of Myself 1 in textbook and discuss as a class. 10 MINUTES
7. Start reading Song of Myself 10 and 33 in class/ for HW and answer the corresponding
questions. 10 MINUTES

c. Conclusion/Summary - Review; Students demonstrate achievement; Connection with future

lesson.
The teacher will go over the Whitman biography with the students and discuss as a class using
bullet points to help lead the discussion. After finishing the Flip chart, she will also conclude by
reading and discussing Song of Myself 1 and assigning the Song of Myself 10 and 33 readings
with homework questions that will be due the next day. The Flip chart helps students to
demonstrate achievement by reiterating the Walt Whitman biographical information, while the
exploration of Song of Myself 1 helps explore these principles. It also helps lead into the
connection of the future lessons that will explore Whitman’s written other pieces of
Transcendentalism. The homework of reading and answering questions for Song of Myself 10
and 33 will also lead to the upcoming lessons and solidify information learned so far.

d. Practice and/or Assessment - Guided, independent; Help with initial steps and monitor;
Corrections, re-teach if necessary. Practice is assigned through the biographical reading and
homework assigned the day before. In addition, guided practice is given as the class discusses
Whitman as a class using discussion points lead by the teacher. The teacher then demonstrates
the Flip Chart, which leads to independent practice of the students creating their own charts.
Modeling and discussion through Song of Myself 1 should help them with the Song of Myself 10
and 33 HW assigned. They are also assigned these Song of Myself readings with discussion
questions for further assessment practice.
Lesson 2:
a. Introduction (e.g. motivate, elicit student interest, review past learning, background in topic;
Communicate expectations, procedures required for the lesson.)
1. To connect to previous lesson: Recap: Song of Myself 10/33- turn in HW. Discuss as class.
Take 5 minutes to write your own Song of Myself Quick Write. “If you were to pretend to be
Walt Whitman, create your own Song of Myself that relates directly to transcendental themes.
Write this under the Quick Write section from the day before.
b. Activity: What activities have you planned? What will you do? What will the students do?
(e.g. small steps, examples, clues, feedback/checking for understanding. etc.)
ACTIVITY TIME
ALLOTTED
The Instructor will:
9. See Introduction (Ask?’s and Quick Write Activity, Hand in)

10. The day before, the instructor will assign Song of Myself questions for HW.
11. The Instructor will have the students turn the HW into their period tray.
12. In class, pass out O Captain, My Captain, load on PP board and annotate on board.
13. Discuss annotation and poem meaning.
14. Break into groups/pairs to complete Comprehensive WS for O Captain, My Captain.
15. Assigned HW: O Me! O Life! With annotation WS and Money Worksheet for O Captain,
My Captain

The students will:

8. The student will discuss with the teacher in the introduction and complete the Pre-
Quick Write 10 MINUTES
9. The student will turn in the Song of Myself HW to their according tray. 2 MINUTES
10. Students will participate by engagement with a teacher-led annotation and
reading/discussion of O Captain, My Captain. 20-25 MINUTES
11. Complete Comprehensive WS for O Captain, My Captain in groups/pairs. 10 MINUTES
12. HW: O Me! O Life! With annotation WS and Money Worksheet for O Captain, My
Captain

c. Conclusion/Summary - Review; Students demonstrate achievement; Connection with future

lesson.
The teacher will lead an introduction of questions and have the students complete a Quick
Write Activity. After the Quick Write, the teacher will go over Whitman’s Song of Myself 10/33
with the students and discuss using teacher notes to help lead the discussion. After finishing
the discussion, she will have them turn in the HW from the night before. In class, O Captain,
My Captain will be annotated, discussed and explored in class which helps them when they
break into groups to complete the Comprehensive WS for the same poem. This helps lead into
the connection of the future lessons that will explore the HW of O Me! O Life! With annotation
WS and Money Worksheet for O Captain, My Captain, as well as Whitman’s written other
pieces of Transcendentalism. The homework of reading and answering questions will also lead
to the upcoming lessons and solidify information learned so far.
d. Practice and/or Assessment - Guided, independent; Help with initial steps and monitor;
Corrections, re-teach if necessary. Practice is assigned through the reading and homework
assigned the day before. In addition, guided practice is given as the class discusses and
annotates Whitman’s works as a class using discussion points lead by the teacher. The teacher
then demonstrates the Flip Chart, which leads to independent practice of the students creating
their own charts. Modeling, group work, and discussion through O Captain, My Captain should
help them with the O Me, O Life! HW assigned. They are also assigned these readings with
discussion question HW for further assessment practice.
Lesson 3:
a. Introduction (e.g. motivate, elicit student interest, review past learning, background in topic;
Communicate expectations, procedures required for the lesson.)
1. To connect to previous lesson: Recap and Discuss: O Me! O Life! - turn in HW. Discuss as class
after Quick Write. Take 5 minutes to write and answer Quick Write. Listen to O Me! O Life!
reading (.https://www.youtube.com/watch?v=MmlCKsiNzu8). After listening, answer the
question, “What does Whitman seem to be saying about the contribution we as humans make
to life?” Write this under the Quick Write section from the day before.
b. Activity: What activities have you planned? What will you do? What will the students do?
(e.g. small steps, examples, clues, feedback/checking for understanding. etc.)
ACTIVITY TIME
ALLOTTED
The Instructor will:
16. See Introduction (Ask?’s and Quick Write Activity, Hand in)

17. The day before, the instructor will assign O Me! O Life! questions for HW.
18. In class, discuss O Me! O Life! and compare annotation on board.
19. The Instructor will have the students turn the HW into their period tray
20. Administer Surprise Quiz .
21. Get out Song of Myself 52 in textbook (pg.359), break class into pairs/groups and have
them read and discuss.
22. Bring class back together and briefly discuss/ share Song of Myself 52: assign and
complete closing comparison of Song of Myself 1 to 52 by answering questions #1 and
#5 on page 361. Finish for HW if not done or time is allocated.

The students will:

13. The student will discuss with the teacher in the introduction and complete the Pre-
Quick Write 5 MINUTES
14. The student will discuss O Me! O Life! as a class and compare annotation on board 10
MINUTES
15. The student will turn in the O Me! O Life! HW once filled in with teacher notes to
their according tray. 2 MINUTES
16. Students will take Surprise Quiz on half-sheet and pass up. 8 MINUTES
17. Students will work in groups/pairs to read and discuss Song of Myself 52. 10 MINUTES
18. Students will share and discuss as a class with teacher lead on their findings for Song
of Myself 52. 5 MINUTES
19. Start in class, but if not finished, HW: Song of Myself 1 and 52 comparison- #1 and #5
on page 361. 5 MINUTES
c. Conclusion/Summary - Review; Students demonstrate achievement; Connection with future
lesson.
The teacher will lead an introduction of questions and have the students complete a Quick
Write Activity. After the Quick Write, the teacher will go over Whitman’s O Me! O Life! with
the students and discuss using teacher notes to help lead the discussion. She will also show
them the teacher annotation, so they can fill in and then turn in their homework. After
finishing the discussion/annotation, she will administer and have them complete a surprise
quiz. In class, Song of Myself 52 will be discussed and explored in class with pairs or groups
which helps them work with others and grow to later answer the corresponding questions. This
helps lead into the connection of the future lessons that will explore the HW of Song of Myself
1 and 52 comparisons. Their discussions and highlights in-class of this material will also help
with their HW that they may start in class but need to finish for HW. The homework of reading
and answering questions will also lead to the upcoming lessons and solidify information learned
so far.

d. Practice and/or Assessment - Guided, independent; Help with initial steps and monitor;
Corrections, re-teach if necessary. Practice is assigned through the reading and homework
assigned the day before. In addition, guided practice is given as the class discusses and
compares annotations of Whitman’s work as a class using discussion points lead by the teacher.
The teacher then demonstrates the growth of knowledge through the surprise quiz, and group
work of discussion for Song of Myself 1 and 52 comparison, whole-class discussion, and
corresponding questions, which leads to independent practice of their own questions.
Modeling, group work, and discussion through the various works of Whitman the past three
days should help them with the Song of Myself 52 HW assigned (if not finished in class). They
are also assigned these readings with discussion question HW for further assessment practice.
Lesson 4:
a. Introduction (e.g. motivate, elicit student interest, review past learning, background in topic;
Communicate expectations, procedures required for the lesson.)
1. To connect to previous lesson: Recap, show annotation and Discuss: Song of Myself 52 - turn
in HW.
b. Activity: What activities have you planned? What will you do? What will the students do?
(e.g. small steps, examples, clues, feedback/checking for understanding. etc.)
ACTIVITY TIME
ALLOTTED
The Instructor will:
23. See Introduction (Ask ?’s, annotation, Hand in HW) (Wrap up Whitman)

24. The day before, the instructor will assign Song of Myself 52 questions for HW.
25. The Instructor will have the students turn the HW into their period tray
26. Administer Pre-Assessment for Emily Dickinson
27. Break students into pairs for Biography Sheet reading (pass out), then complete Quick
Writing Activity Individually (Prompt: Have you ever been moved from love that you
no longer make decisions with your mind, but your heart? Explain how that influenced
your choices and further actions.)
28. Read “Heart We Will Forget Him” out loud to class and discuss
29. Assign annotation WS, and HW “If you were coming in the fall”- pg.376 (reading)
pg.379 “If you were coming in the fall” #2, #3) and “The Soul Selects Her Own Society”
pg.378 (reading) pg.379 “The Soul Selects Her Own Society” #2, #3).

The students will:

20. The student will discuss with the teacher in the introduction and complete annotation
fill-in 10 MINUTES
21. The student will turn in the Song of Myself 52 HW once filled in with teacher notes to
their according tray. 2 MINUTES
22. Students will take Emily Dickinson’s Pre-Assessment. 5 MINUTES
23. Students will work in groups/pairs to read and discuss Dickinson Biography, then
complete Quick Write individual writing prompt 10 MINUTES
24. Students will listen to “Heart We Will Forget Him” and discuss. 10 MINUTES
25. Start HW in class, but if not finished, HW: annotation WS, and HW “If you were coming
in the fall”- pg.376 (reading) pg.379 “If you were coming in the fall” #2, #3) and “The
Soul Selects Her Own Society” pg.378 (reading) pg.379 “The Soul Selects Her Own
Society” #2, #3). 5 MINUTES
c. Conclusion/Summary - Review; Students demonstrate achievement; Connection with future
lesson.
The teacher will lead an introduction of questions and have the students complete their
teacher-student comparison annotation with a discussion using teacher notes to help lead the
discussion. After the HW is turned in, the teacher will administer the pre-assessment quiz on
Dickinson. She will break students into pairs for Biography Sheet reading (pass out), then
complete Quick Writing Activity Individually (Prompt: Have you ever been moved from love that
you no longer make decisions with your mind, but your heart? Explain how that influenced your
choices and further actions.). Next, she will read “Heart We Will Forget Him” out loud to class
and discuss which helps them work with others and grow to later answer the corresponding
questions. This helps lead into the connection of the future lessons that will explore the HW of
“If you were coming in the fall”- pg.376 (reading) pg.379 “If you were coming in the fall” #2, #3)
and “The Soul Selects Her Own Society” pg.378 (reading) pg.379 “The Soul Selects Her Own
Society” #2, #3). Their discussions and highlights in-class of this material will also help with
their HW that they may start in class but need to finish for HW. The homework of reading and
answering questions will also lead to the upcoming lessons and solidify information learned so
far.

d. Practice and/or Assessment - Guided, independent; Help with initial steps and monitor;
Corrections, re-teach if necessary. Practice is assigned through the reading and homework
assigned the day before. In addition, guided practice is given as the class discusses and
compares annotations of Whitman’s work to Dickinson’s as a class using discussion points lead
by the teacher. The teacher then demonstrates the growth of knowledge through the hands-on
activities, and group work of discussion for Song of Myself 1 and 52 comparison review, whole-
class discussion, and corresponding questions, which leads to independent practice of their
own questions. Modeling, group work, and discussion through the various works of Whitman
the past three days and now Dickinson should help them with the HW assigned (if not finished
in class). They are also assigned these readings with discussion question HW for further
assessment practice.
Lesson 5:
a. Introduction (e.g. motivate, elicit student interest, review past learning, background in topic;
Communicate expectations, procedures required for the lesson.)
1. To connect to previous lesson: Recap, show annotation and Discuss: “Heart We Will Forget
Him”, “If you were coming in the fall”, and “The Soul Selects Her Own Society” - turn in HW.
2. Quick Write: Prompt: Before reading Emily Dickinson’s “Because I Could Not Stop for Death”,
draw death as a person and describe it.
b. Activity: What activities have you planned? What will you do? What will the students do?
(e.g. small steps, examples, clues, feedback/checking for understanding. etc.)
ACTIVITY TIME
ALLOTTED
The Instructor will:
30. See Introduction (Ask ?’s, annotation, Hand in HW)
31. The day before, the instructor will assign “Heart We Will Forget Him”, “If you were
coming in the fall”, and “The Soul Selects Her Own Society” with annotation WS and
questions - turn in HW.
32. The Instructor will have the students turn the HW into their period tray
33. Administer Quick Write: Prompt: Before reading Emily Dickinson’s “Because I Could
Not Stop for Death”, draw death as a person and describe it.
34. Break students into pairs/groups for “Because I Could Not Stop for Death” group WS
(pass out), read with group, then complete assigned questions individually. Finish in
class and turn into tray.
35. Come together as a class to briefly explain “Because I Could Not Stop for Death”
36. Assign HW Project (Emily Dickinson and Walt Whitman: A Match Made in Heaven?)
and explain

The students will:

26. The student will discuss the three poems with the teacher in the introduction and
complete annotation fill-in as well as Quick Writing Prompt 20 MINUTES
27. The student will turn in the HW “Heart We Will Forget Him”, “If you were coming in
the fall”, and “The Soul Selects Her Own Society” with annotation WS and questions
once filled in with teacher notes to their according tray. 2 MINUTES
28. Students will work in groups/pairs to read and discuss “Because I Could Not Stop for
Death”, then complete individual writing questions and turn into tray before class is
over. 15 MINUTES
29. Come together as a class to briefly explain “Because I Could Not Stop for Death” 5
MINUTES
30. Students will start HW in class, but if not finished, HW: Project (Emily Dickinson and
Walt Whitman: A Match Made in Heaven?) 5 MINUTES
c. Conclusion/Summary - Review; Students demonstrate achievement; Connection with future
lesson.
The teacher will lead an introduction of questions and have the students complete their
teacher-student comparison annotation with a discussion using teacher notes to help lead the
discussion. After the HW is turned in, the teacher will administer the Quick Write on death via
Dickinson’s poem. She will break students into pairs for Emily Dickinson WS/questions/ reading
(pass out). Next, she will assign the concluding project that summarizes both Whitman and
Dickinson’s contributions out loud to class and discuss which helps them work with others and
grow to later answer the corresponding questions. Their discussions in class in both small and
large groups of in-class material will also help with their HW that they may start in class but
need to finish for HW. The homework of the project will also summarize and solidify
information learned so far.

d. Practice and/or Assessment - Guided, independent; Help with initial steps and monitor;
Corrections, re-teach if necessary. Practice is assigned through the reading and homework
assigned the day before. In addition, guided practice is given as the class discusses and
compares annotations of Whitman’s work to Dickinson’s as a class using discussion points lead
by the teacher. The teacher then demonstrates the growth of knowledge through the hands-on
activities, and group work of discussion for all materials, whole-class discussion, and
corresponding questions, which leads to independent practice of their own questions and final
project. Modeling, group work, and discussion through the various works of Whitman and
Dickinson should help them with the HW project assigned for further assessment practice.
Evaluation:
Lesson 1:
Lesson 1:
Date: Wednesday, January 23rd, 2019
Periods 5th-7th

Today was my 23rd Birthday on the 23rd of January- I feel like I’m getting so old! Anyways, for
the lesson, I felt like it went pretty well, and though I was a bit nervous, I think I got more
comfortable and started to find my groove as the class periods went along. For things to do
better, I need to put the words to the poem I am reading on the board for them to follow along
as I am talking. I also need to have an end-game in mind when I lecture and not ask repetitive
questions. Other tips from Kelly are to not make assumptions for certain questions I ask, list
instructions for the class one step at a time and to give smaller chunks at a time. Overall, I am
very stressed out and frustrated with myself. I am very hard on myself and despite the love of
English, I am just not sure that teaching is for me anymore. I don’t know if I am just burnt out
and exhausted or if God is calling me in different direction which makes things very
overwhelming and frustrating.

Lesson 2:
Lesson 2:
Date: Friday, January 25th, 2019
Periods: 5th-7th

Today was so much better than the last lesson and I felt a lot more confident. I took Mrs.
Congrove’s corrections, the classes were engaged and very interactive with me. Fifth period I
used the technique with volume of getting them to bring things back down and it worked well.
Kelly thought I did better today with teaching and addressing the running out of time issues
that arose because that’s the spontaneity of teaching. It’s okay to often give them the answers
to set a foundation to start building the buildings from the ground up. Much better today,
wrote on smartboard, didn’t have repetitive phrases. Wouldn’t do three in one day next time,
but still did well because of the horrible weather.
Lesson 3:
Lesson 3:
Date: Monday, January 28th, 2019
Periods: 5th-7th

Today, the students engaged in an assignment of ACT Vocab words, Song of Myself 52 group
work and homework, as well as a Discussion on O Me! O Life. Overall, I think today went pretty
well and was a learning experience all-in-all. After doing group work fifth period, I then learned
to just read the poem to the class to save time and give more time to discussion. When the
smartboard messed up on me, I just kept going and that was good spontaneity for me. The
three classes were respectful and engaged and I got good feedback and data from all of the
materials (quizzes and homework) regarding their learning. On a down side, my throat is very
tired of talking ha-ha. Mrs. Congrove gave me advice on that change up instead of group work,
as well as the tired throat. Tips were to watch the surprised comments, so classes don’t take it
as condescending. Not a bad thing, but something to keep an eye on. Also, watch the time, and
tell them “this is when we are done” and don’t put the reign in their hands. Don’t say “okay
guys, are you done?”. This will help control the class with classroom management. Use fifth
period as genuine pigs to work on classroom management. Also, don’t look at Mrs. Congrove
when teaching, which is a natural thing to do but just have it be my own classroom. Use whole
hand open when giving a warning to student which is a non-threatening gesture.

Lesson 4:
Lesson 4:
Date: Tuesday, January 29th, 2019
Periods: 5th-7th
In today’s lesson, I wanted to integrate technology and current media to the lesson, so I threw
in the use of a YouTube video that would connect well to Emily Dickinson’s “Heart We Will
Forget Him”. Using the song “Forget You” by Cee Lo Green, I was able to incorporate a love
connection as we discussed Dickinson’s past emotions of heart, mind, and soul. In fifth period, I
got to practice classroom management because the students walked out the door and I had to
raise my voice with them. I also worked on not looking at Mrs. Congrove as much. This was a
learning period and I learned how to get things done more effectively. Sixth period went really
well, and I felt the most comfortable with the students. They were highly engaged and enjoyed
the lesson. During seventh period, things also went great and though they were quiet, they
discussed and interacted well.

Lesson 5:
Lesson 5:
Date: Wednesday, January 30th, 2019
Periods: 5th-7th
*Originally given to the sub because of a meeting we had to go to and due to the number of
snow days. However, then the class got cancelled because of snow/cold so I got to teach the
lesson when we returned after all. Went really well and I didn’t change anything other than
covering less material.
Notes:
*Due to weather inclination, I had to adjust the following lessons by taking some materials out
restructuring and utilizing spontaneity frequently.
Lesson 1:
Followed Instructional Delivery for the most part, except the Biography and Flip Chart
information are the same thing. In addition, Song of Myself 1 when discussed in class needed
to be put on the Smartboard so I fixed that by the second time I taught the lesson.

Lesson 2:
Followed Instructional Delivery for the most part, however, because we were running short on
time, I removed the Comprehensive WS and Annotation worksheet. The Comprehensive one
was removed completely, and for the Annotation, we did as a class rather than on a worksheet
for homework.
Lesson 3:
Followed Instructional Delivery for the most part, however, after trying the group work during a
class period, I resorted to reading the story to them to save on time and allow more for
discussion time. I also again, removed the annotation worksheet and had them do this verbally
with me as a class.

Lesson 4:
Followed Instructional Delivery for the most part, however, I ended up reading the Biography to
the class instead of putting them in groups so that I could save more time for discussion and
annotation. They also completed the Quick Write at the beginning of class instead of in pairs
and I added the integration of a YouTube Video connection to make a real-life interest.
Lesson 5:
*Was originally given to the sub because Kelly and I had a meeting and then snow days took
over. However, I was then able to teach it after all. Because of time, we took out the project,
condensed the lesson to save time and had to do a lot of extra things during the class period to
catch up such as ACT vocab.