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CEP Lesson Plan Form

Teacher: Larissa Schendel Date: October 26, 2017

School: Rocky Mountain High School Grade Level: 11 Content Area: English

Title: Walt Whitman Lesson #:_1_ of _2_

Lesson Idea/Topic and In this lesson, I will be teaching the background of Walt Whitman, and
Rational/Relevance: What are students will discuss the romantic and realist elements of Whitmans
you going to teach and why is poetry. Whitman is one of the most prominent American poets in
this lesson of importance to history because he pioneered a unique type of free verse that
your students? How is it changed the path of American poets (poetryfoundation.org). This
relevant to students of this age form of poetry is different from any poetry students will have read
and background? Why are you previously in the year and will allow them to see the juxtaposition of
teaching this lesson now (what Romanticism and Realism. Students have just finished discussing
came before/what will come Romantic literature and have been introduced to realism. Whitman is
after)? What teaching an excellent transition into this era because he blurs the lines of the
methods/strategies will you use time periods.
and why?
After presenting background information on Whitman, I plan to use
the jigsaw technique so that students can learn about multiple
Whitman poems in a short period of time. In this method, students
will read and discuss a poem with one group (all members have the
same poem). Once they have finished, they will switch groups, and
share their poems with each other (each member has a different
poem). I chose this method to cover a lot of material in a minimal
amount of time. Students will be discussing how Whitmans writing
molds to different literary periods and should decide if the poem they
have read seems more romantic or realist.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

CDE Standards

2.2. a. Determine an authors point of view or purpose in a text in which the rhetoric is particularly effective, analyzing
how style and content contribute to the power, persuasiveness or beauty of the text. (CCSS: RI.11-12.6)

2.3.c. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (CCSS:
L.11-12.5)

Understandings: (Big Ideas)

Students will understand Walt Whitmans background and how his experiences influenced his writing.

Students will determine why Whitman is perceived as a realist writer rather than a romantic writer.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions
from standard)

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CEP Lesson Plan Form

How does Whitman blur the lines between Romanticism and Realism?

In what ways does Whitmans poetic style reflect the content of his poems? Should his style be categorized as Realism or
Romanticism?

Evidence Outcomes: (Learning Targets) AND (Success Criteria)

Audience: Mrs. Schendels AP Language

Behavior: I expect students to work in groups while considering Whitmans writing. Student should listen to their peers
responses to the poems and should contribute their own opinions throughout the lesson. Students should be actively
thinking about how Whitman relates to Romanticism and why he is categorized as a Realist.

Condition: This lesson takes place during the first week of the second quarter. Students have just been introduced to
realism.

Degree: This lesson requires a large amount of participation. Students must participate in each group they are a part of
and should have a clear understanding of the poem they are working with.

I can: analyze Whitmans poetry by considering his content, time period, and choice of literary elements.

This means: Whitman fits into different time periods, and I am able to form an opinion about which time period he fits
into best.

List of Assessments: (Note whether the assessment is formative or summative)

Formative:

During the small group discussion, I will walk around to each group and listen for understanding of the key concepts in
this lesson. After students have completed the jigsaw activity, I will quickly review each poem with the entire class.
Students should have a clear understanding of each time period discussed and should identify which time period suits
each poem.

There will not be a summative assessment in this lesson.

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CEP Lesson Plan Form

Planned Lesson Activities


Name and Purpose of Lesson Whitman In-between
Should be a creative title - Think of the purpose as The purpose of this lesson is to understand Whitmans background and discuss his
the mini-rationale writing as it relates to the time period.
Approx. Time and Materials 6o Minutes
How long do you expect the activity to last and what Smartboard/projector
materials will you need? 5/6 Copies of each poem
Anticipatory Set 10 Minutes Background Information
The hook to grab students attention. To put Teacher Input - At the beginning of class, I will give my students background information
students into a receptive frame of mind. on Walt Whitman in order for them to complete an author card (an ongoing activity for
To focus student attention on the lesson. the course). During this time, I will be using a Google Slides presentation to engage my
To create an organizing framework for the students in the content. I am presenting this information so that my students understand
ideas, principles, or information that is to how Whitmans background is reflected in his poetry and how he fits into his time
follow (advanced organizers) period.
An anticipatory set is used any time a different
activity or new concept is to be introduced. While I am giving background information, students should be taking notes on Whitman
for their author cards. They should include literary form, literary style, background
information, and major works. Students should begin thinking about what content
Whitman may include in his poetry based on his background and how he fits into
different time periods.
How do you intend to engage your students in The strategy I intend to use is lecture.
thinking during the Anticipatory Set? I am using this strategy here because:
Why are you using it at this point in your lesson? Students are learning about Whitman for the first time and need to know his history
before reading his poetry. They are also required to complete author cards.
Procedures Teacher Actions Student Actions
(Include a play-by-play account of what students and 2 Minutes Background Knowledge
teacher will do from the minute they arrive to the I will ask students to consider how Students must recall characteristics of
minute they leave your classroom. Indicate the Whitman may fit into Romanticism and different time periods.
length of each segment of the lesson in minutes. Realism after they have learned his
Indicate whether each is: background information. Then I will give
-teacher input directions for the following activity.
-modeling
-questioning strategies 35 Minutes Jigsaw
Unguided Group Practice Students will Students should read their assigned poem
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CEP Lesson Plan Form

-guided/unguided:-whole-class practice, group break into five groups (about five students out loud. They should discuss how their
practice, individual practice, check for per group), and I will instruct them to read poem is reflective of Whitmans
understanding, other their assigned poems. Each group will be background and the time period. Students
given a different Whitman poem to read. should prepare to teach their poem to
After groups have read their poems, I will another group of students.
instruct them to discuss the themes in
each poem and choose whether their
poem seems more romantic or realist
based on their knowledge of each time
period. As students are working, I will
interact with each group and clarify
possible questions.
The poems we will be reading are: I Hear
America Singing, O Captain! My
Captain!, A Noiseless Patient Spider,
and When I Heard The Learnd
Astronomer.

After fifteen minutes, I will instruct After joining a new group, students should
students to leave their original group, share their poem and discuss the style and
joining together in new group that consists content of their poems. Each student will
of one member from every original group. have three minutes to talk about his or her
Each group should now have five different poem (fifteen minutes total).
poems to discuss.

Once each group member has shared Students should discuss connections they
his/her poem, I will open up a class made with other poems.
discussion. I will ask how we see
Whitmans background play a role in his
poetry and what each group discussed in
regards to their poems.
How do you intend to engage your students in The strategy I intend to use is Jigsaw.
thinking during the PROCEDURE? I am using this strategy here because:
Why are you using it at this point in your lesson? By utilizing jigsaw, students will learn about a wide range of Whitman poems in a
relatively short period of time.

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CEP Lesson Plan Form

Closure 5 Minutes
Those actions or statements by a teacher that are Toward the end of the lesson, I will ask students if they believe Whitman seems to be a
designed to bring a lesson presentation to an romantic writer or an realist writer.
appropriate conclusion. Used to help students bring
things together in their own minds, to make sense
out of what has just been taught. Any Questions?
No. OK, lets move on is not closure. Closure is used:
To cue students to the fact that they have
arrived at an important point in the lesson or
the end of a lesson.
To help organize student learning
To help form a coherent picture and to consolidate.
How do you intend to engage your students in The strategy I intend to use is a debriefing of the entire discussion.
thinking during CLOSURE? I am using this strategy here because:
Why are you using it at this point in your lesson? I want students to consider all ideas discussed in the groups.
Differentiation: To Modify: If the planned activity is too hard for a student, I would help clarify the
meaning of the poem for that student by explaining the literary elements and content of
Differentiation should be embedded the poem.
throughout your whole lesson!!
This is to make sure you have met the To Extend: If the planned activity is too easy for a student, I would have them look at
needs of your students on IEPS or 504 multiple Whitman poems and compare them to each other. This students should
To modify: If the activity is too advanced for a child, continue to think about Whitmans time period.
how will you modify it so that they can be successful?
To extend: If the activity is too easy for a child, how
will you extend it to develop their emerging skills?
Assessment Reflection: (data analysis) During the jigsaw portion of the unit, I will talk with each group about their thoughts on
How will you know if students met the learning the poem. This will allow me to gauge students interactions with each other and with
targets? Write a description of what you were the literature. I will also hear students final thoughts during the closure portion. During
looking for in each assessment. this time, I will be listening for descriptions of Romanticism and realism. These
descriptions with ensure that the students are fully aware of each time period and
understand the content.

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CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify your level of achievement)

I do not have tangible assessment data for this lesson; however, I believe that at least 80% of students understand the concepts presented
in this lesson. I heard a lot of voices as I walked around the room during the jigsaw activity. During the final group discussion at the end of
my lesson, many students spoke about their poems and most students seemed engaged in listening to other students. If I were doing a data
assessment for this lesson, I would have students submit exit slips. These exit slips would be focused on their view of Whitmanspecifically
their thoughts on Whitman in regards to Romanticism and Realismand students would be required to use examples from at least two of
the poems discussed during class.

2. What changes, omissions, or additions to the lesson would you make if you were to teach again?

If I were going to teach this lesson again, I would include learning targets at the beginning of the lesson. I think it was unclear to students
what exactly the goals for this lesson were. However, by the end, students seemed to understand the purpose of reading Whitman and how
he relates to both Romanticism and Realism. I would also include directions for the jigsaw portion of the lesson. Although the students
seemed to understand what to do, Larissa said my directions were unclear. Having a visual elementwriting the directions on the board or
having them be a part of the slideswould have made the jigsaw transition smoother. I would also try to elicit more student participation. I
think Im very good at acknowledging students responses; however, in doing that, I often give my input too soon rather than waiting for the
next student to comment further.

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

If I were teaching a unit on Realism, I would actually give a substantial amount of time to Whitman. This was the only lesson that
incorporates Whitman, and I believe he is a very prominent author during this time period, so I would continue teaching his poetry. During
the next lesson, I would have students do a close reading of Song of Myself or When Lilacs Last In Dooryard Bloomd. I think these
poems both encompass the essence of Whitman. I would also like to see some sort of summative assessment that involves Whitman.
Although students were able to read a lot of Whitman during this short period of time, I think his poetry could yield a lot more discussion if
they were given more time to consider his works. As a summative assessment, I would have students write extended definition essays on
either Romanticism or Realism. In these essays, students would have to consider Whitmans work and define these periods by a close
reading of Whitman.

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