Ferris State School of Education

Lesson Plan Format

Name: Kayla Clough Date: November 4, 2020
Curriculum/Course: ELA Grade Level: 7
Time/Period: 5th Hour – 12:28-1:16 Materials: Chromebooks, Amplify, Quizlet
Standards:
CCSS.ELA-LITERACY.RL.7.1
Cite several pieces of textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.

CCSS.ELA-LITERACY.RL.7.10
By the end of the year, read and comprehend literature, including stories, dramas, and
poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the
high end of the range.
Objectives (I can statement):
Students will be introduced to the idea of visualizing and will begin to create mental images
of actions in a text through close reading.
Assessments
Formative: Thumbs up if they understand the content/idea (silence), and allowing them to
think, pair and share.
Summative: Writing a poem about silence.
Introduction/Hook/Anticipatory Set/Activating Prior Knowledge:
Start with a Quizlet live, have them do this 2-3 times.
After, ask the students what some of the new words that they learned and what they mean.
Explain that in this new unit, we will be going over all of these words and how they relate to
poetry.
Steps in the lesson:
1) Amplify: show the students how to download the texts that we will use for this unit -
“The Silence” and “The Works of Edgar Allan Poe”
2) Explain to the students that we are going to be learning about visualization and how to
visualize the words that we read.
3) Today, we will visualize the word “silence”. What does it mean to be silent? What is
silence?
4) Match the students with a partner, and have the students describe what “quietness” or
silence is. Then, after a class discussion, have the students think of something that is
quiet to help them visualize the word silence.
5) Have the students close their eyes and listen to silence. What did it look like?
6) Ask the students why I would have them try to visualize silence? (It is difficult, but helps
them to begin to understand how to visualize the words that we read)
7) Listen to the poem “The White Horse”. As you are listening, try to make mental images
of what is being described. (This should be much easier now, as we made mental images
of silence, which was complex).
 8) Discuss the images that students had. Tell them that the words were simple, which
allowed us to create images into our heads. Note the colors that they saw, even though
there were no colors mentioned in this poem.
9) After discussion, listen to the poem again. Then, have the students write down a
description of the mental movie that you have in your mind when you read this poem.
10) Introduce another poem about silence, called “The Silence”. Have the students close
their eyes and listen to the poem to help them create mental images of what they are
hearing.
11) After listening, have the students go back with their partner and describe what they
imagined while they were listening to it.
12) What are some of the same things that you imagined when listening to this poem?
Differences?
Closure/Wrap up:
The students will be writing their own poems about silence. For reference, have the students
think back to the images that they had in their minds when they pictured what silence looked
like. For this poem, describe what you are picturing, trying to capture the look, sound and
feeling of silence.
Students will have 5 minutes to write their poem.
There are no right or wrong creations. Poetry is something that is subjective, meaning people
are able to write freely and create whatever they want. What do YOU imagine when thinking
of silence? How does it make you feel? What color is it?

Just like the poems we read, they do not have to rhyme, although you may create a poem
that has rhythm.

In Amplify, do multiple choice questions as a group if time allows.

Extension Activities:
If time allows, have students come to the front and present their poems about silence. Have
the other students comment on why they enjoyed their classmate’s poem. Did it relate to
how you view silence?
Accommodation/Modification:
Specific Student/Group:

Josh B. - If he is struggling to write about the poem “The Horse”, have him draw a picture of
what he sees.

Noah – Make sure he is focused and on task. Walk around the room to make sure he is on the
correct website/not on his phone.

Differentiation:
What will I differentiate? Content Process Product Environment
Explain: For the students that struggle when explaining details in writing, allow them to draw
pictures.
How will I differentiate? For readiness By interest Learning Profiles Ability level Affect
Explain: Some students may find it frustrating to explain what silence is on their own. As they
are brainstorming, walk around and talk to them to try and help them express their ideas out
loud.
Diversity: N/A
Technology:
Chromebooks, Amplify, Quizlet
Reflection/Teacher Notes:
Make sure to use Net Top Vision/Screen Sharing