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Poetry: Critical Reading; Report Presentations

Teacher Candidate: James Durham Date: 1/29 Time: 1:40 – 2:40

Cooperating Teacher: Ms. Chamberlain Coop. Initials:
Group Size: 24 Grade Level: 7th
Subject or Topic: E/la Section: 7-07

I. Objectives, Standards and Assessments

A. Standard(s)

Standard - CC.1.2.8.F
Analyze the influence of the words and phrases in a text including figurative and connotative, and
technical meanings; and how they shape meaning and tone.

Standard - CC.1.3.7.E
Analyze how the structure or form of a text contributes to its meaning.

Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent
descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear

B. Performance Objectives (Learning Outcomes)

1. Given various short poems, students will be able to critically discuss and identify how mood and
tone are used intentionally by an author.
2. Given a poetry report sheet, students, in groups, will be able to present critical information about
their given poem to the class

C. Assessment/Evaluation Plan
1. Formative Assessment
- Student input, feedback, and questions throughout the lesson will be used to assess how
well students understand poetry as a genre and as a literary mode—times of formative
assessment will be designated in the lesson’s development (F.A.)
- Student definitions of the term poetry will be recorded by the teacher and used to assess
objective two
- Poetry report sheets will be collected after class and used to assess object two
- Turn and talks will be used often during instruction to assess objective one, and to promote
class discussion and collaboration
2. Summative Assessment
- A close reading sheet done in partner groups will be collected and assessed on the unit’s
final day

II. Instructional Materials

Teacher Preparation:
1. Screen where Google Slides presentation can be presented
2. “Poetry” Google Slide for the three days of the unit (day one = slides 1-12)
3. Poetry report sheets, created by the teacher
4. Copies of poems to be analyzed by the students [“A Rose that Grew from Concrete”; “Casket
Pretty”; untitled poem by Rupi Kaur; “Still I Rise”; “Fear”; Sometimes I Cry]
Student Materials:
(Per Student):
1. Writing utensil
2. PDN sheet
(Per Group):
1. One sheet of poetry [“A Rose that Grew from Concrete”; “Casket Pretty”; untitled poem by Rupi Kaur;
“Still I Rise”; “Fear”; Sometimes I Cry]
2. One poetry report sheet
III. Subject Matter Explanation
A. Prerequisite Skills
- The students have learned mood, tone, and theme in prior lessons, which are necessary for
completion of the poetry report sheet
- The students have interacted with main idea and supporting details in prior lessons, which
they will need for discussion today
B. Key Vocabulary and Content
1. Mood: a particular feeling or state of mind. In poetry, how a poem makes you feel.
2. Tone: In poetry, the author’s attitude toward their subject; how the author feels about what they
are writing about.
3. Poetry: Writing that formulates a concentrated imaginative awareness of experience in language
chosen and arranged to create a specific emotional response through meaning, sound, and rhythm
4. Critical Reading: reading a text closely, carefully, and with specific attention to detail—usually
done in preparation for a discussion of the text.

- The purpose of this lesson is to build on our platform of poetry knowledge by, instead of
doing a whole class critical reading, taking their learning into their own hands and
analyzing their poem in small groups
- Now that mood, tone, and the general gist of what poetry is is understood, I can now take a
step back and allow them to control their learning—making me simply their “guide on the
IV. Implementation
A. Introduction
1. Hook
1. The day’s PDN will be on the board as students enter the classroom
2. Allow students three to five minutes to assess and respond to the PDN prompt
3. Lead a group discussion, eliciting student responses and feedback to the prompt
2. Activation of Prior Knowledge
1. Ask students to put away their PDN sheets; they should have nothing on their desk at this
2. Elicit from the class what we learned the week prior (F.A.)
3. Ask for examples of mood and tone, and for students to define these terms in their own
words (F.A.)
3. Setting Today’s Objective
1. Share with the class what they will be working on today at their table groups
2. Share with the class today’s objectives/expectations—these are academic and behavioral
- Ask if there are any questions or concerns with my expectations before moving on
B. Development
1. Ask students to clear their desk, all they need is something to write with
2. Explain the day’s assignment to the students
- They will be working as a group on a “poetry report,” of a poem assigned by the teacher
3. Distribute to each group a copy of their poem
4. Emphasize that for this assignment to work, each table group member must read over the
poem and have a role in answering the questions
5. Outline the assignment, which involves critical reading of their poem and creating a report
which they will present to the class
6. Elicit from the class what critical reading means (F.A.)
7. Give the students time to read their poem at their seats before passing out the report sheet
8. Set a time on the board for 10 minutes
9. Circulate the room, meeting intentionally with each group, and emphasizing time with
certain students in the class (F.A.)
10. When the timer runs out, gauge the room to see if a few more minutes is needed to finish up
11. Pick tables to present their reports—all groups must present
12. Present the rules of the presentation
- Each student must read at least one question that was answered, bonus points if they read
the poem for the class, and the class must come up with at least two questions after the
presentation is finished
13. After all groups have gone, collect the sheets to assess (F.A.)

C. Closure
1. With five minutes remaining, revisit the initial definition of poetry, and ask the class for
their own definition of the term (F.A.)
2. Record this in their respective section of the slide

D. Differentiation and Accommodations

1. Differentiation Plan
- The poems all vary in difficulty, making for easy differentiation among table groups
- Use turn-and-talks often to engage all students in the class discussion prior to group work
- If necessary, tables can be grouped intentionally and given specific amounts of attention
based on needs
2. Accommodations Plan
- For learners having difficulties:
 V.R. – Attention and Organization
 MM.MC. – Attention and Organization
 M.RR. – Attention and Organization
- Give these students’ groups the accommodated framework, adjusted to help with
- Check in often with these students often, as it is easy for them to not appear off task due
to their good behavior
 JQ.S. – Emotional Support
- Check in with this student and their table group often as to make sure JQ.S. is an active
member of the group
- This student becomes disengaged easily. If they become frustrated or angry, allow/send
them to go to Resource Room
 JA.C. –Behavior and Organization
- Direct questions and attention to this student often to keep them engaged in class
discussion, thus keeping them on task and avoiding negative behaviors
- Keep this student away from JQ.S.

- For accelerated learners:

 HA.P.
 RL.O.
- Challenge this student during class discussion/activity, despite the rest of their
table group being on or below grade level in E/la
- Ask for feedback and input on the lesson going forward, as to give the student
a sense of autonomy in the class
V. Resources (in APA format):

1. Slides with each poem to be printed for groups:

2. Poetry report frame (with accommodations):

Poetry report frame (without accommodations):