Lesson Plan Template

EDIS 5882: English Education

Name: Kristi Vandygriff
Context:
Date and time for which lesson will be taught: Tuesday November 15, 2017
Course name: AP Literature and Composition
Grade level: 12th
Length of lesson: 88 minutes
Description of setting, students, and curriculum and any other important contextual
characteristics: The students in this class are all 12 th grade AP students. The class is composed of a pretty
even split between boys and girls, and there are 25 students total. It is the first class of the day. For the
most part the students are focused and hardworking each block, and come to class prepared each day.
There are not many issue on a typical day.
Objectives:
Number each objective to reference in the Assessment section
SWBAT:
1.

Cognitive (know/understand):
1.1.
Students will know the definition of tone as it relates to poetry.
1.2.
Students will know the definition of speaker as it relates to poetry.
1.3.
Students will understand how to identify the tone of a poem.
1.4.
Students will understand how to identify the speaker of a poem.

2.

Performance (do):
2.1.
Students will be able to identify the tone of a poem.
2.2.
Students will be able to identify the speaker of a poem.

3.

SOLs:

12.4 The student will read, comprehend, and analyze the development of British literature and literature of other
cultures.
g) Compare and contrast traditional and contemporary poems from many cultures.
Assessments: Methods for evaluating each of the specific objectives listed above.
Please use the sentence stems to describe your assessments. In brackets after each assessment note the number of
the objective(s) from above being assessed
Diagnostic: Students will demonstrate what they already know about by
o Students will demonstrate what they already know about tone and speaker by
using Poll Everywhere to write in their definitions. I will use this data to determine how in depth
we need to talk about these elements before we work on finding them in poems.
SWBAT 1.1, 1.2

Formative: Students will show their progress towards by

o Students will show their progress towards identifying tone and speaker by doing
a gallery walk with a group. During this activity they will fill out a chart about poems they read
with questions relating to tone and speaker. They will also be asked to share answers with the
class, so in filling out the chart and participating in the discussion they will show how well they
are able to identify these elements.

SOL 12.4g, SWBAT 1.3, 1.4, 2.1, 2.2

Summative: Students will ultimately be assessed (today or in a future lesson) on by

o Students will ultimately be assessed on finding tone and speaker in a poem by
choosing two poems and finding these elements on their own. They will work individually and
then share with a partner what they found.
SWBAT 1.3, 1.4, 2.1, 2.2

Materials Needed:
This is just a list of the materials you will need for this lesson to occur. In the Materials Appendix below, you will
include the actual materials or links to what you will be using.
Poetry books
Gallery walk charts
Gallery walk poems
PowerPoint
Computers/Cell phones
Powerpoint
Projector
Paper
Envelopes
Beginning Room Arrangement:
[Changes in this arrangement that become necessary later will be noted in the plan]
Students will be sitting at seats of their choice.
Instructional Steps (Procedures): Detail student and teacher actions, discourse, and behaviors.
[Note: Any words that represent what you will say directly to students appear in italics. When students are
speaking, indicate your target response as well as any possible student misconceptions and/or off-the-target
responses and how you will respond to them.]
1. [10 mins.] Letter Writing
I will begin by welcoming students to class at the door. Once the bell has rung, I will come in and ask all students
to take a seat. Once they are seated I will say that I know last week was difficult for many people for many
different reasons. In an effort to do something positive and since Sunday was World Kindness Day, we are going
to start class today by writing a letter to someone of their choice. This letter should be to someone they are
thankful for, someone who inspires them, or someone they think could use some love. I will pass out envelopes
and paper and give the students time to write their letters. After about 10 minutes I will ask students to wrap it up
and tell them if they are not finished they can do so later on.
2. [5 mins.] Definition Check
I will move into our lesson by saying that today we are going to focus on two specific aspects of writing when
looking at the poems they read in Chapter 2 of their poetry books. Before we do so I want to make sure everyone
is on the same page when we are talking about these elements. I will ask them to pull out either their phone or
computer and respond to the Poll Everywhere question on the board What is the definition of TONE in poetry?
Once students have responded we will discuss some of the answers that show up on the board, noting which ones
are correct and trying to identify any misunderstandings. I will go to the next slide which shows the definition I

want them to use for this unit, whatever the speaker in the poem is doing that makes attitude of poet clear to us.
I will also say that the tone could be directly stated, but we can also look to images and how they are presented,
the implications of a statement or story, or the very music and rhythms of a poem to understand the tone. We will
then do the same thing with the question What is the definition of SPEAKER in poetry? ending with the
definition the voice that talks to us in a poem. I will tell them that they should not assume the poet is the
speaker. Understanding what the poem is about, identifying what type of language is being used and looking at
the emotion of the poem can help us identify the speaker.
3. [15 mins.] Reading Poems
I will first ask students why they think being able to identify tone and speaker may be important in poetry? I will
take some responses, and if they have not already said this then I will explain that being able to identify the tone
and the speaker of a poem helps contribute to our understanding of what the poem is telling us. They give us clues
as to what the poet what thinking or trying to get across when writing the poem. It helps us identify what we are
supposed to understand.
I will tell students that the best way to practice identifying tone and speaker is by looking at poems. Together we
will start by looking at the following poems in their poetry books. As we go along I will ask students the
following questions for each poem- What is the tone? What are the cues/how do we know? Who is the speaker?
My Papas Waltz p 22Underlying humor that goes with the rhythm Consider Roethkes
use of formal and informal language in the various titles. How would our impression of
the speakers attitude toward his father change with each different title? Why do you
think Roethke was indecisive about the title? With the narrator a girl, how does the
relationship between father and child change? How does the relationship between
mother and father change?
For a Lady I Know p 23short, pithy
Birch Canoe p 28written like an Anglo-Saxon riddletitle tells us what it is
Luke Havergal p 29
The Workbox p 42 sing song rhythm at odds with the serious nature of topic. Man ponders all
the different ways wood is used (hes a carpenter) while dropping the bombshell on his wife that a man
she used to know is dead.
4. [25 mins.] Gallery Walk
I will tell students that I want them to continue to work on identifying speaker and tone through a new activity
called a Gallery Walk. I will show them that around the room there are 6 different poems posted on the walls.
They are to get into groups of 4-5 and together they will go around and answer the questions on the chart I pass
out for each poem. They will have 20 minutes to get to all 6 poems, and a timer will be on the board for them to
keep track of time. I will let them know when 4 minutes goes by, and what number poem they should be on at
each point. They are to move with their group and work together to answer the questions. I will tell them to try not
to crowd each poem- every group should start at a different poem. If they finish before time is up, they are to sit
down. The questions they are expected to answer are:
Whats going on in the poem?
Who is the speaker?
Whats the speakers attitude toward the subject?
How do you know this?

As students are working I will circulate the room to answer any questions that may come up and to make sure
everyone is on task and contributing to their group.
5. [10 mins.] Review and Discussion
Once students are finished, we will go over the worksheet as a class. I will ask for students to share what they got
for each poem, and will tell students to pay attention and add things as they need to while we go over it. I will
make sure that answers are correct and that there arent any large misunderstandings or exclusions from their
answers.
After we go over the chart, I will ask them to consider what elements affected their understanding? (for example
length, when written, words useddiction & syntax) I will tell them to discuss for a minute with their neighbor
and then take volunteers to share with the group.
6. [10 mins] 2 Poems Together
I will tell students that even poems with similar topics and speakers can have very different tones and messages.
Together we will read the two poems on p 46, Lucasta & Dulce Et Decorum Est (first part of the expression
which means it is sweet & fitting to die for ones country). I will have volunteers help identify what is happening
in the poems and who the speakers are. We will go over how they are the same topic and yet have vastly different
themes. I will have volunteers identify these themes. Then I will ask: What contributes to the differing messages?
(word choice, imagery, audience, purpose)
7. [10 mins.] Self Identifying
I will tell students that now that we have done some together as a class and as groups, I want them to try to
identify tone and speaker on their own. I will remind them that this is an important skill, and that they should
practice it because of how much poetry there is on the test. I will tell them to individually choose & explain 2 of
the poems from pages 36-45 and identify speaker, tone, and connecting elements. While they are working I will
circulate the room to see how they are doing and answer any questions. After about 8 minutes I will tell them to
turn to a partner and discuss what they found.
8. [5 mins.] Short Story Papers and Closing
I will ask if there are any more short story papers that students have to turn in. I will pass back the ones I have
graded. If there is time I will go over the following notes
- Themes should not be one word (example: Death alone is not a theme)
- If you are unsure of a page number for a quote at least use the authors name
- Short story titles go in quotes
- Need to use evidence to back up your points
- Work on topic sentences to set up main idea of the paragraph
I will tell students that their homework is to read Chapter 3 in their poetry books and to get their short story
papers in! They should also deliver their letter to the person they wrote to!
Attention to Individual Student Needs: (Differentiation):
Detail specific actions/materials you will use to differentiate instruction in this lesson. Use specific student names
when appropriate

When doing the gallery walk I will check on students who are not as comfortable in groups and make sure they
are doing ok. I will make sure everyone is being included. I have also provided a powerpoint with instructions and
a chart for everyone so that my students who have a harder time understanding spoken directions can look at the
board and just fill in the worksheet.
Technology Use:
Detail specific technology being used in the lesson with explanation for why it is being used.
I will be using PowerPoint to show the poll results and certain poems so that students can easily view what we are
talking about. Projecting the PowerPoint will also allow me to point specifically at words and aspects of the
poems when we are discussing them,
I am also using Poll Everywhere to easily see students responses to some warm-up questions. Students will also
be able to see what their peers say, and we can get a variety of answers easily and discuss which ones are correct
and which ones are off the mark.
Materials Appendix:
Include the actual materials or links to what you will be using. If you are using a handout or a PowerPoint, or
giving a quiz, etc., these documents (or links to them) must be included. (see the list above)
Powerpoint
Gallery Chart
Gallery Poems