University of Arkansas Fort Smith School of Education Lesson Plan Format

Unit Title: What does The Fault in Our Stars really say?
poetry comparison
Subject Area: English
Duration of Lesson: 50minutes
2014
Name: Victoria Wiley

Lesson Title:

Grade Level: 10th

Date(s): November 30,
SOE Course: ENGL 3203

I. Standards and Objectives:

CCSS.ELA-LITERACY.W.9-10.3.D Use precise words and phrases, telling details, and
sensory language to convey a vivid picture of the experiences, events, setting,
and/or characters. CCSS.ELA-LITERACY.L.9-10.5 Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.
At the conclusion of this lesson students will be able to compare given poems to the
poetry and emotions in The Fault in Our Stars.
Students will be able analyze a poem and make connections from a novel to another
piece of literature.
II. Assessment:
Pre-assessment
Students will be asked to go home and have a poem decided that they would like to
use for their final assessment at the end of the unit. They will also pick a poem that
they will be comparing to the rest of The Fault in Our Stars. I will ask the students to
refer back to the notes they have been making of figurative language and poetry
within the novel and come back to class with sections of the novel they would want
to write about.
The assessment will be the students diagram comparing their poem to the novel.
This is what I chose for the assessment because it will tell me how adequately the
students can analyze a poem and how well they can analyze and text and pull those
together to make comparison between two texts. This will also show me that the
students understand the emotion and the figurative language that is similar in these
poems and in the novel. This assessment will show the students that figurative
language an important part of a novel just as it is to poetry. It can also show the
students how the two texts use figurative language differently.
III. Planning:

Planning this lesson I will need to get the engaging the learner video ready online
and set up before the class. I will also need to make copies of the novel/poem
diagram sheet. I will need to make sure that I have poem copies available from the
previous day in case of an absent student. I will need copies of the Red
wheelbarrow comparison sheet. Students will be placed into diverse ability
grouping to compare and contrast The Red wheelbarrow and Hazels poem;
students of diverse abilities will learn most efficiently this way. After the work in
groups they will be set up in a Socratic circle. I will need to have the desks set up
before the class enters the room.
IV. Engaging the learner:
Once class begins I will play the deleted seen from The Fault in Our Stars where
Hazel recited The Red Wheelbarrow by William Carlos Williams and then adds her
own poem to it. This scene in the movie is what the lesson on this day will be about.
I feel the video will help the visual and auditory learners because they will get to
hear and see it happening so that when they analyze it they can refer back to what
they had seen and heard. This clip is a newer movie and will peak the interest of
most students to get them engaged in the class.
V. Methods, Activities, and Resources:
The methods that I will be using in this lesson working in diverse ability groups and
in Socratic circles. These will help the students and also make each student
accountable for what they have learner. The students will enter the classroom while
I pull up the engagement video. Once they are done watching the video I will
transition in to how the poetry packet that they have is relatable to the poetry and
emotions within the novel and its characters. The student will then get into their
assigned groups with their poetry comparison handout and begin to analyze the two
poems. By doing this the students are using certain language and words to describe
a text and events in the text. The students are also demonstrating their
understanding of the two poems individually and also together. The students will
then build a Socratic Circle to discuss and share ideas about what they think the two
poems are about. This will hold every student accountable for what they learned
and it will give students the opportunity to hear things that they had not in their
own groups. Once they have completed the Socratic circle they will start their novel
to poem diagram individual over the poem they have chosen to compare and
analyze to the novel.
Resources: poems, wheelbarrow handout, novel-poem diagram, pencil, paper.
VI. Potential Adaptations
Problems with this lesson could be if a student is not understanding how to compare
the poems he/she could get with a partner and work together and pair-share. This
way both students are learning from each other and getting two new ideas instead
of one.
VII. Collaboration:

In this lesson I could collaborate with other English teachers and get their feedback
on the response I have received from students so far. I can also ask them if they feel
the students are ready for their final assessment and can consult with them on any
adaptations to my lesson.