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Corinne Gumann

Extended Lesson 2

1. Topic and Type: This lesson is focusing on various kinds of poetry.
2. Content Overview: I will be going over a variety of poems all about random,
everyday objects, that are all written in different styles in the hopes of
teaching the students that poetry can be written in any form and about
anything.
3. SOLs: English SOL 8.5 The student will read and analyze a variety of fictional
texts, narrative nonfiction, and poetry.
I.
b) Make inferences and draw conclusions based on explicit and implied
information using evidence from text as support.
II.
e) Compare and contrast the author’s use of word choice, dialogue,
form, rhyme,
rhythm, and voice in different texts.
4. Instructional Objectives
I.
Know: The students will know that poets use different forms of writing
styles and topics to get meaning across in their poetry.
II.
Understand: The students will understand that poetry can be about
anything they can think of and can be written in a multitude of styles.
III.
Do: The students will be able to create their own poem about any
object that they want to choose to write about.
5. Assessment Plan
Objectives
“Know” Objective

“Understand” Objective

Assessments: Formative and
Summative
Formative: This knowledge will come
from their answers to the essential
question, along with their
understanding goal.
Summative: This will come through
class discussions of each poem as I ask
about the author’s intentions about the
meaning of their poems.
Formative: I will look for their
understanding based off their answers
to the essential question of the day,
“What is poetry?” Since I will be
collecting their answers off of the Padlet
activity.
Summative: This aspect of assessment
will be based around the class

discussions of the poetry.
Formative: The students write their own
poem based off “The Red Wheelbarrow”
and I will be collecting their poems to
see how they handled writing about an
object rather than an idea.

“Do” Objective

6. Materials
I.
Copies of the poems for the students to follow along with.
II.
The online Padlet for the students to submit their assessment answers.
http://padlet.com/corinnegumann/4cyc74t7ehki
III.
Notebook paper for them to write on.
IV.
The docucam to show the students the poems and to take notes along
with them.
7. Warm-up – The students will be given the day’s essential question, which is,
“What is poetry?”
They will write down their answers on a half sheet of paper that I will collect.
8. Closure – The students will be writing their own poem about an everyday
object based off of the poem we will be going over, “The Red Wheelbarrow”
by William Carlos Williams. I will be collecting their poems. The students will
then be posed with the same question from the beginning of the class, “What
is poetry?” They will have the opportunity to change their answers on the
Padlet and submit again for the end of class, so I can reassess their new
answers.
9. Lesson Body and Sequence
Minutes
Minutes 0-10

Minutes 10-20

Teacher Actions
I will pose the essential
question to the students
via Padlet. After they
submit their answers, I
will save and print them
out.
I will read aloud the poem
“The Homework Machine”

Minutes 20-30

I will read aloud the poem
“A Narrow Fellow in the
Grass”

Minutes 30-40

I will read aloud the poem
“The Red Wheelbarrow”

Student Actions
The students will have
about 5 minutes to write
down their answers on
the Padlet, then we will
take about 5 minutes
discussing their answers.
The students will discuss
the form of the poem as
well as the topic of the
poem.
This discussion will be
focused around making
inferences into what the
poem is about.
Discuss the poem’s form
and content. The use of
descriptive language to
paint a picture in your

Minutes 40-60

Minutes 60-65

Minutes 65-75

10.

Give the students the
instructions for the writing
activity. Show a model
poem that I have written
for them to see what I am
looking for.
Have some of the
students share their
poems with the class if
they want to.
Have the students revisit
their Padlet questions to
modify their answers after
the lesson. I will then
save and print out their
answers.

head.
The students will write
their own poem based off
of “The Red
Wheelbarrow.”

The students will share
their poems if they want
to.
The students will get back
onto the Padlet question
and change their answers.

Diversity Plan

Students Characteristics
ADD

Method/Strategy/Activity
Having the students move from one
topic to the next without spending too
much time on one poem will hopefully
keep the students more engaged. Also
switching between reading, writing,
and the use of technology will keep
their attention more focused.