A lesson plan is a teachers detailed description of the course of instruction for an individual lesson.

A well developed lesson plan reflects interests and needs of students. It incorporates best practices for the educational field. The lesson plan correlates with the teachers philosophy of education, which is what the teacher feels is the purpose of educating the students. Secondary English program lesson plans, for example, usually center around four topics. They are literary theme, elements of language and composition, literary history, and literary genre. A broad, thematic lesson plan is preferable, because it allows a teacher to create various research, writing, speaking, and reading assignments. It helps an instructor teach different literature genres and incorporate videotapes, films, and television programs. Also, it facilitates teaching literature and English together. School requirements and a teachers personal tastes, in that order; determine the exact requirements for a lesson plan. Below is a sample of lesson plan for teachers in order to help you to plan your lessons systematically.

LESSON PLAN

LESSON TOPIC TARGET LEARNER PROFIENCY LEVEL DURATION VENUE LITERARY SKILLS LITERARY TEXT OBJECTIVES OF LESSON:

Poems World Form 4 Intermediate One hour and 30 minutes Computer laboratory Identifying literary elements Sonnet 18

By the end of the lesson, students should be able to: 1) 2) Have clear understanding about what is poetry Understand the synopsis (content) of Sonnet 18 poem

3) Identify and understand the literary elements (theme, setting, moral values, tone and mood, point of view, language and style) 4) 5) Identify and understand the differences between metaphor and simile in the poem Reciting poems with expression and feeling.

ACTIVITIES: Number Activities 1 Teacher chooses one students to read the Sonnet 18s poem loud in front of the class 2 Teacher explains the definition of what is poetry based on the Tutorial Notes. 3 Teacher give clear explanations about the synopsis of Sonnet 18s poem 4 Teacher explains about literary elements (theme, setting, moral values, tone and mood, point of view, language and style) in poem using Lesson Notes. 5 Students are asked to complete the Sonnet 18 exercise. Students are asked to answer the fill in gaps question first to get clear understanding about the synopsis of Sonnet 18. 6 Students are asked to complete the second question on multiple choice questions to test their understanding about literary elements (focus on metaphor). 7 Students are asked to form their groups to discuss about the answers of each exercises guided by the teacher. 8 Students are asked to use the useful links in the website to explore about the author of the poem, William Shakespeare and also extra information about literary elements in the poem. 9 For closure, students are asked to click at the useful links, and watch the Sonnet 18s video that provided by YouTube.Lastly, students are also asked to e-mail their teacher if they have problem regarding the Sonnet 18s poem. MATERIALS: 1) 2) 3) Poems World Website Computer LCD Projector Duration 5 minutes 5 minutes 10 minutes 20 minutes

15 minutes

10 minutes

10 minutes 10 minutes

5 minutes

QUIZZES: 1) 2) QUIZ FOR LESSON 1 Fill in the gaps (JCLOZE) To test students understanding about the synopsis 10 questions QUIZ FOR LESSON 2

Multiple choice questions (JQUIZ) To test students understanding about metaphor 3 questions

Time: One 50-minute class period Setting: General education classroom Objectives: 1. To identify imagery in poetry 2. To write poetry using quality imagery 3. To provide an opportunity for students to write creatively 4. To work on prediction and guessing skills Background: This lesson has multiple purposes. First, the idea that poetry is fun to read and write is a central notion of this lesson. Often, students think poetry is too serious; thus, this lesson provides a chance for the students to have fun with poetry. Second, this lesson is intended to illustrate the function of imagery in poetry. More importantly, it is a technique to show students how they can take their original ideas or images in their head and put them on paper. Finally, it is an opportunity for students to practice writing poetry, as practice is what makes a solid writer. Materials: 1. Literature book/copy of Robert Frost s Fire and Ice 2. Pen and paper 3. Small dry erase boards and markers Preparation: To prepare for this lesson, you need to have a copy of Fire and Ice by Robert Frost available, especially for those students who may not have their books with them (if using the book). The desks or chairs should be set in groups of three to four. The best set-up may be in a circle, as this is most conducive to sharing. Procedure: Part I: 1. Have the students sit in groups of three or four. Hand out the dry erase boards and markers. 2. Tell the students that they should listen for certain images that appear in their mind as you read Frost s Fire and Ice out loud. The students can follow along but have them close their books immediately after the poem is read.

3. Once the poem has been read, have the small groups draw any pictures (using no words) to explain and/or illustrate what Frost is saying in the poem. When sharing these with the class, have one group member hold up their depiction of Frost s poem and give the class a few seconds to try and guess how their picture(s) depict the poem. 4. Take a few moments and explicate the poem with the class. Be sure to ask leading questions that will provoke personal and logical response without clearly insinuating the main ideas of the poem. Part II: 1. Separating from the small groups, have the students take out a sheet of paper and a pen. Ask them to divide their paper into six squares. 2. Explain that each square will be filled with either a drawing or a word or phrase that will be an answer to prompts given by you. For example, in box one, draw an item that you would find in a knapsack. 3. Proceed through all six squares. a. Draw one item from a knapsack. b. Draw one item you would find in a car. c. Draw one thing that you would find in a jungle. d. Write a word/phrase that describes extreme heat. e. Write a word/phrase that describes music. f. Write a word/phrase that describes yourself. 4. Have them write a poem with no limitations except to use all (or at least five of the six) ideas that they drew or wrote down. This poem has no restrictions. No poetic devices are necessary; there is no set length; no set rhyme scheme, etc. It is open-ended, although use of such features is encouraged. Give them ten minutes to write. 5. After completing the poem, share with the class. No one is required to, but everyone is encouraged to do so. After each poem, have the students guess which words described the drawings of words/phrases of the previous activity of Part II. 6. Finally, discuss what the point of this activity was. The main point was to show the process of how Frost s poem can be broken down into drawings. From this, the students see that they develop a poem from their own imagery and drawings. Discussion Ideas: To further the concepts being studied, the first part of the lesson includes several ideas that provoke the students to explicate the meaning of Fire and Ice. For example, ask leading questions: what is the connection between the world ending in fire or in ice? What does the fire and ice symbolize? How are the two ideas similar and how are they different to Frost? Why does Frost relate fire to desire and ice to hate? These questions are often well received because many students have an opinion on such ideas. For the second part of the lesson, the discussion should be about the process that the students go through. They first begin by listening to imagery by a well-known poet and draw what the images conjure up in their own head. Then, the teacher reads the different prompts, the students draw their responses, and form a poem from this. The discussion can be about if the students like such a process, if it is successful for them, or how their images transfer into language. Special Education Accommodations:

Giving this lesson to an Advanced Placement classroom makes this an easy lesson. Generally, students do not require any special accommodations for reading and writing, as those in the class are usually up to speed concerning literacy. However, should a student prefer one learning style to another, either visual or aural, the lesson accommodates for this by allowing the student to read along as the poem is being read or listening to it aloud. Furthermore, a student with a physical disability would have little problem participating for this because of the small number of students with little obstacles in the room. Thus, they could move easily around the classroom. Finally, using assistive technology could include any student with a disability that does not allow them to write. Assessment: Although no formal assessment is used in this lesson, there are ways to understand how well the students learned about imagery. For Part I, one way to assess is to observe their drawings that depict Frost s poem. Do they represent an accurate reading of the poem? Are the main images represented? The discussion that follows these drawings will also be a clue the teacher as to how well the students understand the concept of imagery. For Part II, the drawings of the students will show how much effort they have put into such a lesson, as well as the poem they created. Is it meaningful? It can be fun, but did they put in any effort to create something worthwhile? Were they willing to share their poem? Assessing Part II can also be done through the discussion of the poems. Finally, after the lesson is completed, the students can benefit from electronically posting a response about what they liked and disliked. This will also help the teacher understand what to improve on for the next time this lesson is used. Extension Ideas: Since this lesson relates to the poetry unit as a whole in that it discusses a major element of poetry, this is a lesson that can be extended and built upon for the entire the year. As new books are read and whenever poetry is returned to throughout the school year, the students can look for imagery in these texts. Furthermore, this will give the students a chance to practice explicating these images, something that may show up on a test. For students who dislike poetry or who have trouble writing poetry, the process of this lesson, going from poetry (Frost) to images (drawing about Frost) and images (drawing about prompts) back to poetry (new student poem) will help those students learn how to take their images and put them into words. This is an extension idea because many teachers who study poetry have a larger poetry assignment that is due later in the year. Source of Activity: Part I comes from a poetry activity out of our cooperating teacher s student handbook, which is full of ideas for reading and writing. Part II was an original idea of mine that I have used during other creative writing workshops to help students enjoy poetry. Resources and References: Miss X s Student Handbook Poetry Activities that Kids Like Roberts, E. & Jacobs, H. (2001). Literature: An Introduction to Reading and Writing, 6th ed. Pg. 1110. Illinois State Standards: 1.B.4a: Preview reading materials, clarify meaning, analyze overall themes

This can be seen through the study of Frost s poem and the ensuing discussion on theme. 1.B.4b: Analyze, interpret, and compare a variety of texts for purpose, structure, content, detial, and effect This can be seen through our use of comparing the process of understanding imagery in a wellknown poem to a poem of their own doing. 1.C.4b: Explain and justify an interpretation of a text This can be seen through the explication of Frost s poem and the ensuing discussion. 1.C.4d: Summarize and make generalizations from content and relate them to the purpose of the material. This can be seen through the predictions that the small groups made about why a particular group chose to explicate the Frost poem in the drawings that they created. 3.B.4a: Produce documents that exhibit a range of writing techniques appropriate to purpose and audience, with clarity of focus This can be seen through the creation of the poem from the various drawings and phrases. Reflection: It seems there was one element that was missing from a couple of runs at this lesson. This was a complete and exhaustive explication of Fire and Ice. While I feel our lesson was good, it could have been improved by a more thorough investigation of how Frost uses imagery in relation to his theme. It s not that we glossed over this topic, just that there was more to discuss within it. A second element that was missing was a guided prompt on the poem that the students wrote. It was easier for them to write without any restrictions concerning rhyme, poetic devices, etc. In retrospect, maybe we should have put some sort of limitation on their poems. This would have incorporated another element of their poetry unit and probably produced higher quality poems. However, this is not to say that our lesson was a wash. Rather, it went smoothly. The best feature of this lesson is that students can see the process as it is unraveling; it is interesting to hear them comment on it. This is also good in that they understand the importance of such a lesson. If they did not pick up on the objectives, the lesson would need to be reworked so that they are able to decipher these for themselves. Finally, it was relieving to know that most students felt comfortable enough to share their poem with not just their fellow classmates but two observers as well. I would like to think that part of that had to do with our tone throughout the lesson; our tone was that poetry does not have to be a serious topic with no laughter or fun in it. On the contrary, poetry is better when you can laugh at it!