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NEVADA STATE COLLEGE TEACHER PREPARATION PROGRAM LESSON PLAN FORMAT

Description of Classroom:
Ninth grade

Background:
Introduction to Unit Poetry. Lesson will take two days to complete and will look at song and poem. Will begin with listening to “Hotel California” by Eagles and finish by reading “O Blush Not So!” by John Keats.

Content Objective(s):
SWBAT: Evaluate the use and purpose of imagery, figurative language, and sound devices when listening to and reading both “Hotel California” and “O Blush Not So!” SWBAT: Analyze the Eagles’ and John Keat’s use and purpose of symbolism in both works.

Language Objective(s):
SWBAT: Listen for sound devices within the song and poem and visualize their own interpretation of what the imagery and figurative language means to them personally. SWBAT: Read the lyrics to “Hotel California” and words of “O Blush Not So!” and determine whether their initial interpretation has changed. SWBAT: Write about and explain their interpretations by using their own imagery to describe how they visualized both works. They will also translate figurative language into plain language to explain what it meant to them and speculate about the songwriter/singer/author’s reason for using specific sound devices. SWBAT: Discuss what role the songwriter/author’s use and purpose of symbolism played in their interpretations.

Nevada Standards:
3.12.5 Evaluate the use and purpose of imagery, figurative language, and sound devices. 3.12.A1 Analyze an author’s use and purpose of symbolism.

Key Vocabulary:
Maidenhead, Shan’t, Naught, Amorous, Pippin, Colitas

Best Practices: (put an X next to those that you address in your lesson)
X X Preparation Adaptation of content Links to background Links to past learning Strategies incorporated Integration of Processes Listening Speaking Reading Writing X X X X X X X Scaffolding Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds Application Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement X X X X X X X X Grouping Options Whole Class Small groups Partners Independent Assessment Individual Group Written Oral

X X X X

Teaching Strategies:
Bloom’s Taxonomy, Gardner’s MI, Myers/Briggs.

Warm Up Activity:
Day One: Students will participate in a discussion about poetry. They will share what they know about poetry why they like or dislike it. If they have a favorite, they will tell the class what it is and why it is their favorite/what meaning it holds for them. We will also discuss the similarities between a song and a poem. Day Two: students will answer the journal question: Why do you think it is important to study poetry?

Lesson Sequence:
Day One: I will give an introduction to poetry, mentioning several poets and poems they may have read in a previous class or heard of. They will learn the history of poetry and I will then talk to them about the connection between poetry and music. Students will then participate in a discussion about poetry. They will share what they know about poetry why they like or dislike it. If they have a favorite, they will tell the class what it is and why it is their favorite/what meaning it holds for them. We will also discuss the similarities between a song and a poem. If we have time, I will play the song for them and read the poem. Day Two: Students will answer the journal question: Why do you think it is important to study poetry? If we did not have time to listen to “Hotel California” and read “O Blush Not So!” we will do this immediately following their journal time. They will write about and explain their interpretations by using their own imagery to describe how they visualized both works. They will also translate figurative language into plain language to explain what it meant to them and speculate about the songwriter/singer/author’s reason for using specific sound devices. They will then read the lyrics to “Hotel California” and words of “O Blush Not So!” and determine whether their initial interpretation has changed, then come together in small groups to discuss and compare their interpretations. Homework Options: Students will pick either the song or poem and create a piece of artwork that represents their interpretation of it. They also have the option to write a very short story based on one of them.

Accommodations:
Will be based on student’s IEP or specific request made by the student.

Supplementary Materials:
Students will be given a copy of the lyrics, printed in verse, of “Hotel California” as well as a copy of the poem “O Blush Not So!” A copy of “Hotel California” on CD or an MP3 to be played in class.

Review/Assessment:
Based on in class discussions and analysis written by the students.

Reflection:
Will be based on how well the lesson is received and the results of the assessments.
Form: 005 JDC 4/22/08