Ms.

Haugland Lesson Plan

Topic/Subject/Grade: “A Poison Tree”/ Revenge, English 12 Date: Nov. 18

Objectives/PLO:

A1 interact and collaborate in pairs and groups to

– support and extend the learning of self and others
– explore experiences, ideas, and information
– incorporate new perspectives into own thinking
– respond to and critique a variety of texts
– create a variety of texts
A8 speak and listen to make personal responses to texts, by
– relating reactions and emotions to understanding of the text
– generating thoughtful questions
– making inferences
– explaining opinions using reasons and evidence
– suggesting contextual influences and relationships

Time Frame/Limit: 30mins

Goals/Expectations/Achievement Indicators: “by the end of the lesson, students will be able to” (SWBAT)

-Understand the theme of revenge in “A Poison Tree”

-Understand how “A Poison Tree” relates to the theme present in Hamlet
Materials and Resources:

Copies for the class of “A Overhead image of “A Poison Copies of chart (out of 5) How
Poison Tree”, sans title Tree” is “A Poison Tree” Related to
Hamlet

Teacher Prep: Set up overhead to show image of “A Poison Tree”; Make sure group numbers are marked on the top of
each handout page.

Prior Knowledge Requirement: -Knowledge of Figurative Language ; theme found in Hamlet

The Plan:

Steps: Runnin A What the Teacher Will Be What the Students Will Be Doing: Assessment (of,
g Time: ct Doing: for, as...):
u
al
Ti
m
e:
Hook: Greet Till the Greeting students at the door. -Arriving and taking seat in
students at the bell Handing each copy of designated area.
door with rings handouts, with a number at
handouts the top. Direct students
where to go in the class to
(overhead of
meet with group.
tree already on)
Explanation of 5-7 Explain to class that Mr. Beggs -Reading out poem -Are students
Reading of “A mins has recommended some -Acting out poem reading engaged
Poison Tree” , students as some of the best -Listening/ Watching their peers in what they are
 and acting actors in the class. Call on doing?
Zerlinda to be the reader, and -is the rest of the
Micha and Jenna to come up class paying
to act. Once they are up, attention? Are
explain that Zerlinda (who
they following
will stand on the table) will
be reading the poem over along?
once. The second time she
reads through it, Micha and
Jenna will be acting out what
is happening. Have rest of
class follow along on the
front page of handout.
Explain next 5 mins Thank the actors and have -Each group comes up with a title -Is everyone
“project” them go back to for the poem, and a reason for it. working?
designated groups. Point -Each group shares the poem title -Have they come
out that there is no title to with the class. up with a creative
this poem. poem idea?
Have each group, within 2 -
3 mins, come up with a
title for the poem. Let
them know they will be
telling the class the title,
and the reason for it. Ask
which they think was best
and why.
Individual 18 mins Hand out of comparison -Students listening to instruction -Is each student
Assignment sheet -Working on own to fill in their working on their
Explain to students they chart. own?
are to find similarities -Are they able to
within the poem to that of find interesting/
Hamlet. Remind them of relevant
the overall theme of information?
REVENGE
Prompt them with
questions like:
-What role do you think
obsession plays in the
poem? How might it play a
factor in Hamlet as well?
Next introduce the sheet,
let them know they will be
handing it in, and that it’s
out of 5 (Assessment on
back of each students
sheet)
Closure/Debrief 2mins Have students pass their
: worksheets up to the front,
and collect them.
Follow-Up/Extension Activities:

Adaptations:

Teacher Reflection/What to Consider for Next Time: