Adapted Madeline Hunter Lesson Plan Format

Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by this lesson
R.2B.5 Read, infer, and draw conclusions to:
a) Explain how poets use sound and visual elements in poetry.

R. 3B.5 Read, infer, and draw conclusions to:

b) Evaluate if the authors purpose was achieved, identify reasons for the decision, and provide
evidence to support the claim.
c) Identify the authors viewpoint or position, supporting premises and evidence, and conclusion of a
persuasive argument.

Learning Objectives/Goals and Duration

The lessons objectives and learning outcomes appropriate for meeting curricular and student
needs; What will the students be able to know/do by the end of the lesson? Include the duration
(number of minutes) you estimate the lesson will take.

By the end of the lesson, students will describe how authors of different genres, poetry, advertisements,
and song artists use imagery and descriptive language in their work to create mental images in
readers/listeners minds.

By the end of the lesson, students will distinguish between language used to tell a story versus language
used in order to sell them something.

By the end of the lesson, students will distinguish between authors purpose using different genres of
texts.

Resources and Materials

List of materials used in the planning of and during the instruction of the lesson
Audio of HP Lovecrafts story, Cthulhu
Audio of Maya Angelous Still I Rise
Various food advertisements using descriptive language to sell their food.
Popular songs that students will know including: Current popular songs, nursery rhymes, classical music
with no words.

1
 Technology
Instructional and/or assistive technology incorporated into the lesson to enhance instruction and
student learning
The technology used for this lesson is a projector with audio capabilities to show the multiple clips that we
will look at as a class and unpack. Then, the students will be in groups and each has a song, recorded
poem, or advertisement to investigate where they will need iPads to search for the video/audio clips.

Instructional Input
What knowledge is required for you to impart to students in order for them to achieve the
objective or purpose?
I will need to know descriptive words used to make visualization possible. I will need to know how to keep
students moving from one clip to the next in their groups when we leave the whole-group instruction.

Checking for Understanding

How will you monitor students learning? If you are using questioning, provide examples of
questions you will use.
The teacher will check for understanding by collecting a worksheet that all group members from each
group should be filling out for this lesson. I will collect this at the end of the lesson. Each group member is
responsible for looking up the provided link and watching/listening to a short clip of a song, poem, or
advertisement. Then, as a group or individually they can pick a sentence or phrase used in their audio clip
that made them think of a mental image. They need to write it down on their group worksheet and draw a
picture of what it made them imagine in their minds. Then, they will answer individually if the author is
achieving their purpose or not by using descriptive language.

2
 Guided and Independent Practice
If relevant, what activities will the students engage in under close teacher monitoring and
direction? What activities will the students engage in without teacher supervision?
The students will be under teacher instruction as we use different genres to see how authors create
visualization in order to communicate with the reader.

Then, the students will be working in small groups of 3-4 students and tasked with a scavenger hunt sort of
worksheet where they have to listen to pre-picked audio/video clips and are asked to use a phrase or
sentence from each clip, write it on their paper, provide the image that they thought of, and then explain if
they think because of the imagery, the authors purpose was achieved.

Closure
How will you bring the lesson to close? Are there key points of learning you need to review,
clarify, or check? Closure may not be synonymous to an ending point of learning.
At the end of the lesson, the students will have a completed worksheet about authors language and how
that creates visualization for specific purposes either in advertising or just providing sensory details to
make the story more dramatic.