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STUDENT TEACHING LESSON PLAN OUTLINE
Student Teaching Lesson Plan Outline Anna Bedillion University of Richmond
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STUDENT TEACHING LESSON PLAN OUTLINE Anna Bedillion March 24, 2010 Student Teaching Lesson Plan Outline Introduction y y The Romantic poets are the lesson topic. The lesson should last one 90 minute block period for a 12h grade regular level British literature course. y ³Virginia Standard of Learning 12.3c. The student will: Relate literary works and authors to major themes and issues of their eras.´ (Virginia Board of Education, 2003). Learning Objectives In this lesson, students will:
Demonstrate knowledge of different elements and characteristics of the Romantic Movement (Wright, 2010).
Be able to identify William Wordsworth as a Romantic poet and how his works exhibits the characteristics of Romanticism (Wright, 2010).
Combine critical thinking skills and group-thinking skills in dissecting a Romantic poem (Wright, 2010).
Teaching and Learning Sequence
Introduction or Anticipatory Set: I will ask students to write an in-class essay on what defines literature as being Romantic. Students will have five minutes of introductory class time to respond to this question in an informal essay. Then, I will have students volunteer to read their essay responses aloud and invite discussion on the essays. Finally,
STUDENT TEACHING LESSON PLAN OUTLINE I will give out the Characteristics of Romanticism (NCTE, 2008). We will then discuss the qualities and characteristics of the Romantic era of literature and the poets who wrote during this period. I will have students discuss the five characteristics of Romanticism listed on the hand-out and will have volunteers to explain in their own words the main tenets of Romanticism (Wright, 2010). As a final introductory question on Romanticism, I will ask the class for an open-ended response on whether they believe Romantic literature is still significant to society today (Wright, 2010). I will call on students for responses to this question, and will then ask why they feel the way they do about the importance or significance of Romanticism.
Lesson Development: I will read aloud a quoted phrase from William Wordsworth¶s ³Introduction´ to Samuel Coleridge¶s Lyrical Ballads, ³the spontaneous overflow of powerful feelings´ (Wright, 2010) and will ask for responses about how this quote relates to the characteristics of Romantic literature that we just discussed. I will then introduce Coleridge¶s Lyrical Ballads as the first work in the Romantic era of literature and its importance to Romanticism as a whole (Wright, 2010).
I will give out Wordsworth¶s famous Romantic poem ³The World is Too Much with Us´ and have a student volunteer to read it out loud to the class (Wright, 2010). I will then go line through line through the poem and ask for the meaning of each line from different students.
Closure: Finally, I will give students 15 minutes to write a formal five-paragraph essay on Wordsworth¶s ³The World is Too Much with Us´ and how Wordsworth exhibits the characteristics of a Romantic poet using specific examples from the poem.
STUDENT TEACHING LESSON PLAN OUTLINE y Homework: Students will read the white board which has tonight¶s assignment listed and copy this down at the end of the class period. Also, vocabulary will be listed on the white board to written down for homework. These words are for the unit on Romanticism and will be found in Wordsworth¶s poetry, the Characteristics of Romanticism (NCTE, 2008) hand-out, and Blake¶s Songs of Innocence and Songs of Experience. Students will need to write one original, creative sentence that features the vocabulary word in the correct context after looking up the definition of the words in an online dictionary. The rest of the homework listed will be to read Blake¶s ³Introduction to the Songs of Innocence´ and to respond to this famous introduction to his Songs of Innocence and Songs of Experience in a two-page typed essay response to how Blake exhibits Romanticism in this introduction. y Formative Assessment: I will be asking students to respond with an informal essay at the beginning of class regarding what makes literature Romantic. Students asked to volunteer to read their essays to the class and class commentary and response to other students¶ essays will be allowed. There will be a class question-and-answer section on the five characteristics of the Romantic movement Characteristics of Romanticism handout (NCTE, 2008). We will then read Wordsworth¶s ³The World is Too Much With Us´ and I will call on students to explain the meaning behind each line of the poem. y Summative Assessment: Students will be graded fairly and equally based on if they fully created an informal essay about the characteristics of Romanticism at the beginning of class and if they then created a formal five-paragraph essay response to Wordsworth¶s ³The World is Too Much with Us´ with correct grammar, an introductory paragraph, a concluding paragraph, and examples from the poem. Finally, the homework given has
STUDENT TEACHING LESSON PLAN OUTLINE the students beginning their reading of Songs of Innocence and Songs of Experience by William Blake by having them read the ³Introduction to the Songs of Innocence´ and write a two-page typed essay about how Blake exhibits the characteristics of Romanticism in this introduction. y Grading Rubric: This is the grading rubric for the formal five- paragraph in-class essay
on Wordsworth¶s ³The World is Too Much with Us,´ as well as for the formal two-page typed homework essay on William Blake¶s ³Introduction to the Songs of Innocence´ (length is extended from the five-paragraph essay here, however, because it is two pages in length). A=93-100 B=92-89 C=88-79 D=78-70 F=69-0 Students will receive an A is their grammar is excellent, their thoughts are well-captured in compound-complex sentences, they use a five-paragraph essay format with an introduction, body, and conclusion, and if they capture the main ideas of Romanticism.
Students will receive a B if the grammar exhibited is good, their thoughts are organized, they use a five-paragraph essay format, and they capture some of the main concepts of Romanticism.
STUDENT TEACHING LESSON PLAN OUTLINE Students will receive a C if they exhibit average grammar skills with some mistakes in usage and mechanics, if some but not all of their thoughts are organized into paragraphs that flow well, if they use a five-paragraph essay format, and they capture at least two relating main ideas to Romanticism.
Students will receive a D if they exhibit below-average grammar skills with many problems in usage and mechanics, if their sentences and paragraphs are somewhat disorganized, if they use a three-paragraph essay format, and they capture only one relating main idea to Romanticism.
Students will receive a grade of F if their grammar is very poor with numerous mistakes in usage and mechanics, if they use fragments instead of complete sentences, if their paragraphs are not organized, if they do not use at least a three-paragraph essay format, and if do not express any main ideas relating to Romanticism.
STUDENT TEACHING LESSON PLAN OUTLINE References NCTE. (2008). Characteristics of Romanticism. Retrieved from: http://www.readwritethink.org/files/resources/lesson_images/lesson1142/Characteristics Romanticism.pdf Virginia Board of Education. (2003). English standards of learning: Curriculum framework: Grade twelve. Retrieved from http://www.doe.virginia.gov/testing/sol/standards_docs/english/index.shtml Virginia Board of Education. (2003). English standards of learning: Grade twelve. Retrieved from http://www.doe.virginia.gov/testing/sol/standards_docs/english/index.shtml Virginia Department of Education. (2004) English standards of learning: Enhanced scope and sequence for grades 9-12. Retrieved from http://www.doe.virginia.gov/testing/sol/standards_docs/english/index.shtml Wordsworth, William. (1888). The world is too much with us. The Complete Poetical Works. Retrieved from http://www.bartleby.com/145/ww317.html Wright, J. (2010). An exploration of Romanticism through art and poetry. Read, Write, Think. Retrieved from http://www.readwritethink.org/classroom-resources/lesson-plans/explorationromanticism-through-poetry-1142.html?tab=4
STUDENT TEACHING LESSON PLAN OUTLINE