INDIVIDUAL LESSON PLAN

EDU 519 Lesson plan 4 (unit 4)

Teacher: Ms. Vaughan

Unit 4: Problem Solving: Making Connections

Subject: English

Grade: 9th

Objectives: Students will be able to connect what they have learned from the
previous lessons, as they complete the six stations that relate to figurative
language and the real world; comprehension will be based on involvement in
the stations.

Materials Needed:
Writing utensil
Printed handouts from this section.
Binder containing:
o notebook
o folder

Brief Description:
Ted Talk.
Review homework assignment.
Stations 1-6

Lesson:
Anticipatory set: Ted Talk about why we need poetry.

Input: After watching the video, we will have a five-minute quiet write
followed by a discussion on what the students use for inspiration for their own
poems.

Homework Review:
Annabel Lee by Edgar Allen Poe will be discussed.
Its descriptions will be analyzed.
 Guided Practice:
Following the discussion, students will break into groups to do a series of
stations. Each station will be timed, and students must rotate to the next
station once the allotted time expires.

(Station 1) Write about their most recent social media picture and/or post.
They are encouraged to use the figurative literary devices that have been
previously introduced (see handouts).

(Station 2) Students Powtoon comic strips from homework will be printed out
and their classmates must try to match their related section of the poem
Annabel Lee by Edgar Allen Poe.

(Station 3) Using their smart phones, students will use the predictive text to
create roughly one paragraphs worth of word combinations. See if any
figurate language was created by technology. List and identify if so.

(Station 4) Use Word Finder website to create found poems from existing
poetry. Found poems take existing texts and refashion them, reorder them,
and present them as poems. The literary equivalent of a collage, found
poetry is often made from newspaper articles, street signs, graffiti, speeches,
letters, or even other poems.

(Station 5) Form citations by rearranging the words and symbols provided.

(Station 6) Read three articles about the authors of the poems we have read
(printed versions) and decide which ones are real and which one is fake
(fake news).

Checking for Understanding: Students will submit a brief explanation (3

sentences) about the stations they did in class on Padlet.

Independent Practice: Study for quiz next class!

Assessment:
Comprehension will be based on 80% accuracy on the Quiz next class.

Duration: 1 class

Sources:
https://www.poetryfoundation.org/
https://www.youtube.com/
https://www.powtoon.com/home/
https://padlet.com/
https://owl.english.purdue.edu/owl/resource/747/06/

Standards:
Grades 910 Reading Standards for Literature [RL] from the 2017 Massachusetts
English Language Arts and Literacy Framework
Standards
The CCR anchor standards and high school grade-specific standards work in
tandem to define college and career readiness expectationsthe former
providing broad standards, the latter providing additional specificity.
Key Ideas and Details
1. Cite strong and thorough textual evidence to support analysis of what a text
states explicitly as well as inferences drawn from the text.
2. Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is
shaped and refined by specific details; provide an objective summary of a text.
Craft and Structure
4. Determine the figurative or connotative meaning(s) of words and phrases as
they are used in a text; analyze the impact of words with multiple meanings, as
well as symbols or metaphors that extend throughout a text and shape its
meaning. (See grades 910 Language Standards 46 on applying knowledge of
vocabulary to reading.)
5. Analyze how an authors choices concerning how to structure a text, order
events within it (e.g., parallel plots), and manipulate time (e.g., pacing,
flashbacks) create such effects as mystery, tension, or surprise.
Range of Reading and Level of Text Complexity
10. Independently and proficiently read and comprehend literary texts
representing a variety of genres, cultures, and perspectives and exhibiting
complexity appropriate for the grade/course. (See more on qualitative and
quantitative dimensions of text complexity.)