CEP Lesson Plan Form

Teacher: Christa Ewing Date: April 4, 2020

School: High School Grade Level: 9th Content Area: English

Title: New Criticism in the Classroom Day 2 of a unit

Lesson Idea/Topic and This unit introduces the literary theory of New Criticism and its relevance in student’s
Rational/Relevance: lives. This lesson is a chance for students to practice using the theory with fun and easy-
to-read children’s books.

Student Profile: Student’s who are Pre-Ap, with several students who are Gifted and Talented.

Content Standard(s) addressed by this lesson:

Standard 9.2.2.a, Standard 9.2.2.b, Standard 9.2.2.f

Understandings:

New Criticism is a literary theory that can be used to analyze and interpret different texts in order to form new perspectives and deeper understandings of the texts.

Inquiry Questions:

What is New Criticism and why is it important? How can I gain a deeper understanding of literature through New Criticism? How can close reads of a text
strengthen understanding of a text?

Evidence Outcomes:

Every student will be able to: complete a worksheet on a children’s book read using a New Criticism theory lens.
This means they can: demonstrate learning of the theory by their responses.
Every student will be able to: practice close reading and annotating of required texts
This means they can: understand how New Criticism can change interpretations

List of Assessments:
Worksheet with pre-learning and during/after-learning questions
Journal entries
Class discussion and share outs

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CEP Lesson Plan Form

Name and Purpose of Lesson “New Criticism in the Classroom”

Approx. Time and Materials 90 min

“Snowball” by Shel Silverstein
Journals
Various children’s books (the giving tree, Dr. Seuss books, the rainbow fish, Madeline…)
Close reading worksheets
Youtube video
Anticipatory Set Students will choose and read various children’s books placed around the room and group up based on
interest
Procedures
Teacher Actions Student Actions Data Collected
-Welcome class
-10 Minute Journaling answering the prompt, “Write -Journal -Background knowledge
a poem describing something without actually and thought before
naming it.” This gives students a chance to practice learning
paradox, a key component of New Criticism, in a
non-confrontational way.
-(15 minutes) Instruct students to wander around -Listen to instructions
the classroom and choose a children’s book that Choose children’s book, fill -Student thought during
interests them. Once students have grouped out first portion of learning
together, have them complete the first portion of worksheet, read the book
worksheets placed on the table. The worksheet together as a group
contains the questions: “what do you think about
the book just looking at the title and cover? Form an
opinion and write it down.” After writing, have
students begin to read. -Watch video
-(5 minutes) New Criticism YouTube video -Watch modeling, take
- (15 minutes) Begin whole class close reading of the notes
Silverstein poem. I will model what students should
be thinking/questioning /annotating as they read
the poem. Think Alouds are used here for ELL and
other language students. They will use this
knowledge to answer the second portion of their
worksheet. -Begin close read of book

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CEP Lesson Plan Form

(30 minutes)-Instruct students to perform a group using second portion of

close read of selected children’s book, completing the worksheet -Student thought after
worksheet and including annotations. -Share out learning
- (10 minutes)Finish up close reading and come back
together as a class, and share out findings

Closure Ask students to share out their thoughts.

Homework: Read excerpt from Literary Theory: An Anthology and be prepared to participate in a Socratic
Seminar on Day 3.

Differentiation Content Process Product Environment

Modifications: Since this content is Students can take Worksheet The classroom will
intense, I am using notes in their has 3 tiers of always be warm and
children’s books to preferred format questions inviting, free from
introduce a tricky anger and shame
concept. I also
incorporate Think-
Alouds during
instruction for ELL
and other language
students.

Extensions: Examples include, Students can take Worksheet The classroom will
harder poetry and notes in their has 3 tiers of always be warm and
texts to analyze, and preferred format questions inviting, free from
further reading anger and shame
Assessment -The two portions of the worksheet – the first assesses background knowledge and student’s thoughts before
learning, and second assesses student’s work during learning
- Journal entries
- Whole class discussion/findings/sharing

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CEP Lesson Plan Form

Worksheet

Section One (Before Reading)

Tier One (Modified)
1. Read the title and look at the cover of the book. What does the title and cover bring
to mind?
2. How does it make you feel?

Tier Two (Typical)

1. Read the title and look at the cover of the book. What does the title and cover bring
to mind?
2. What emotions, if any, does it evoke?

Tier Three (Extended)

1. Based on the title and cover, what assumptions do you have about this book?
2. What emotions, if any, does it evoke? Why is this?

Section Two (After Reading)

Tier One (Modified)
1. What is this book about?
2. List 2-3 patterns you can find (text or image).

Tier Two: (Typical)

1. What is the theme of this book?
2. Find 3-4 recurring patterns (text or image).
3. Find 2-3 examples of literary language (metaphor/simile, allusion, alliteration,
rhyming, etc.)

Tier Three (Extended):

1. What is the theme/s of this book? How do you know this? What does the author do
to show this?
2. How does the author use literary language to create:
a. tone?
b. mood?
3. How do certain elements (form and structure, language, images) support the
meaning of the book?

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