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Dulce Et

Teacher Candidate: ​Samantha Lange Date of Lesson: ​Wednesday, August 15th 2018
Grade Level/Subject: ​9th/ English Co-Teaching Model Utilized:
⬜ One Teach, One Observe ⬜Alternative/Differentiated
⬜ One Teach, One Assist ⬜ Parallel Teaching
⬜ Station Teaching ​☑​Team Teaching
Central Focus: ​The central focus of this lesson is to ​analyze​ “Dulce et Decorum Est,” by Wilfred Owen, using the student’s
prior knowledge from their textbook notes. They will then have to ​explain​ their reasoning for form, sound, setting,
character, and theme.
Standard(s):
9-10.L.KL.3 Apply knowledge of language to understand how language functions in different contexts, to make effective
choices for meaning or style, and to comprehend more fully when reading or listening

9-10.L.VAU.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on 9th-10th
grade-level text by choosing flexibly from a range of strategies. a. Use context as a clue to the meaning of a word or a
phrase. b. Use common grade-appropriate morphological elements as clues to the meaning of a word or a phrase. c.
Consult reference materials, both print and digital, to find the pronunciation of a word or phrase. d. Use etymological
patterns in spelling as clues to the meaning of a word or phrase.

9-10.L.VAU.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings in
grades 9-10 reading and content; interpret figures of speech in context and analyze their role in a text; analyze nuances
in the meaning of words with similar denotations.

9-10.RL.KID.1 Analyze what a text says explicitly and draw inferences; cite the strongest, most compelling textual
evidence to support conclusions.

9-10.RL.KID.2 Determine a theme or central idea of a text and analyze its development; provide an objective or critical
summary.

9-10.RL.KID.3 Analyze how complex characters, events, and ideas develop and interact over the course of a text to impact
meaning.

9-10.RL.CS.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative
meanings; analyze the cumulative impact of specific word choices on meaning and tone, such as how language evokes a
sense of time and place, and how it communicates an informal or formal tone.

9-10.RL.CS.5 Analyze how an author’s choices concerning text structure, plot structure, and/or time manipulation create
effects such as mystery, tension, or surprise.

9-10.RL.CS.6 Analyze how point of view and/or author purpose shapes the content and style of diverse texts.

9.RL.RRTC.10 Read and comprehend a variety of literature throughout the grades 9- 10 text complexity band proficiently,
with a gradual release of scaffolding at the higher end as needed.

9-10.SL.CC.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric; identify any fallacious
reasoning and/or exaggerated or distorted evidence.
Objective(s):
The students will be able to read a poem and understand how poetic form differs from other writings that use
paragraphs.
The students will apply their learned vocabulary from the textbook in order to ​analyze​ the poem “Dulce et Decorum Est.”
Academic Language Demands:

The ​primary language functions ​of this lesson are ​analyze​ and ​explain​. Students should be able to ​analyze​ “Dulce et
Decorum Est” and ​explain​ what the poem is composed of in terms of form, characters, setting, etc.

The​ key vocabulary​ for the poem, as well as the worksheet, that the students should know are: Form (Meter, stanzas,
rhyme scheme, traditional/organic, etc.), sound (alliteration), setting, characters, and theme.

The ​discourse​ of this lesson is ​analyzing​ poetry and filling out the worksheet.
Accommodations:
For struggling readers, the teacher will read the poem aloud and slowly so the students may follow along with a pencil.

The students that are advanced learners may turn to a table partner and discuss their findings from the poem, as well as
assist their classmates.

As shown on the poem worksheet, students who are struggling writers have an opportunity to draw a picture that
depicts their ​analysis​ ​ of the poem.
Assessment Measures:

Formative: As the students fill out their worksheet, both teachers will circulate the room to ensure completion of the
activity.

Summative: There is no summative assessment for this lesson. However, there will be a summative assessment at the
end of the unit.
Materials:​ Poem handout, pencil.

Procedures & Timeline


Introductory Set: ​At the beginning of the lesson, the teacher will read aloud the “I can” statement to the students. With
the statement read aloud, students should know what they will be able to do at the end of the lesson. The teacher will
access students’ prior knowledge by reviewing the key terms that they wrote down from their textbook on pages
740-742. The terms they should recall are: Form, meter, stanzas, rhyme scheme, traditional poetry, and organic poetry.
Work Session:
After a review of the ​key vocabulary​ the teacher will hand out the poem worksheet. The teacher will then read the poem
aloud to the class. Following the reading, the students will complete out the worksheet. The central focus and related
skills will be modeled by showing the students how to ​analyze​ a poem while marking important details, such as the
meter, rhyme scheme, and theme. Students will access higher order thinking questions by recalling their ​key vocabulary
terms. The teacher would ask the class, after the worksheet is completed, what is the theme of “Dulce et Decorum?”
How do you all imagine the poem would look like in a picture? When the students create a drawing of the poem, it allows
them to apply and ​explain​ their knowledge of the poem and produce something new.
Closure:
At the end of the lesson, the class will have a group discussion about what they answered for each question on the
worksheet. The teacher will ask questions that make students compare and contrast the language within a poem and the
language within a business letter. How does the language in “Dulce et Decorum” differ from the business letter that you
wrote to your senior self? How can the two pieces of writings be similar?
Lesson Reference(s):​ None

Adapted from: UTC School of Education Lesson Plan Template