Lesson

Plan 4
Name: Seham Sebiti Grade: 11

Unit: Poetry Time Allotted: 90 minutes (block schedule)

Lesson Topic: Brainstorming

Context for Learning: The purpose of this lesson is to see whether or not students have mastered the
terms presented in lessons 1, 2, and 3. At this point, students should have a firm understanding of what
poetry is and the different literary techniques poets use. In this lesson, students will show their learning by
taking an in-class quiz. This falls under the category of review lesson because it serves as a means to show
what students have learned thus far. Students will take the quiz on their Chromebook. I will monitor on-
task behavior through an application called GoGuardian.

Curriculum and SPA Standards Addressed:

CCSS.ELA-LITERACY.SL.11-12.6

Acquire and use accurately general academic and domain-specific words and phrases, sufficient for
reading, writing, speaking, and listening at the college and career readiness level; demonstrate
independence in gathering vocabulary knowledge when considering a word or phrase important to
comprehension or expression.

CCSS.ELA-LITERACY.SL.11-12.5

Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in
presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

CCSS.ELA-LITERACY.SL.11-12.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and
expressing their own clearly and persuasively.

CCSS.ELA-LITERACY.W.11-12.10

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

CCSS.ELA-LITERACY.W.11-12.5

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for
1
conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12
here.)

CCSS.ELA-LITERACY.W. 11-12.3 D

Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the
experiences, events, setting, and/or characters.

Objectives (observable and measurable): SWBAT show mastery of the poetry concepts they learned in
the previous classes by taking a quiz and complete brainstorm activities to help get their creative juices
flowing in preparation for their poetry presentation.

Materials:

o Poetry Quiz
o Brainstorm Station Activity Sheets
o Chromebooks

Proactive Behavior Management: The classroom desks will be arranged in tables so that students are
already seated in groups. A list of our class expectations will be posted somewhere easily accessible so that
all students can see and if need be I can easily refer to it at any moment. If I have noticed that some
students distract each other or disturb each other, I will make changes to the seating chart and some
students will get new assigned seats.

Provisions for Student Learning: Throughout the lesson students will be discussing with members of
their group at the different stations. As a class we will have discussions and students will have the
opportunity to ask questions regarding our big poetry assignment. Transitions will be managed by
communicating to students that we are moving on or giving time warnings if completing a task (ex. “This is
a 2-minute warning, finish up your final thoughts and get ready to switch stations”).

Procedures

• Warm-Up/Opening (may be Motivator): (25 min)

o When students enter the classroom, I will have the following written on the board: Poetry
Quiz today. Please take 5 minutes to review with a partner. Prepare any outstanding
questions you have about the concepts and terms. (*Quiz attached after the lesson plan*).
o After students have had time to study. The teacher will ask the students if they have any
outstanding questions.
o Following, the students will have 15 minutes to complete the quiz.
o Once everyone has completed the quiz, the instructor will make sure that everyone
submitted.
o The teacher will go over the correct answers with the students before beginning the lesson.

2
 • Motivator/Bridge: (5 mins)
o Ask a few volunteers to read their first draft poem to the class. Students should have typed
their first draft on Google Classroom and should have printed a copy out to use in today’s
class activity.
o I will ask the students, “What are some of your ideas for your topic after working on your
first draft?” - This will help the teacher gage how students are interpreting the assignment, if
the students are facing any challenges, and/or address any immediate needs.
o Explain that we will be doing an activity that involves working in groups of 3-4 and students
will be rotating to a total of five different stations around the room (I will have assigned
students to a group prior – A list will be displayed on the board, so students know who is in
their group).

• Modeling: (5 mins)
o Distribute the handouts needed for each station to students (each station will have a
handout explaining what is expected at each station).
o Explain that, in groups, students will rotate from station to station to complete activities
involving brainstorming to help them with their final project.

Guided Practice and Independent Tasks

• Guided Practice:
o Have students look at the board to find their name and the names of students in their
group. Groups will contain 3-4 students.
o Everyone will have the same first and last station at the same time. .
o Students will be at each station for 10 minutes. A timer will be displayed on the board
for students to see.
o I will walk around the room to monitor each groups progress and make suggestions as
needed to check for understanding.
o While students are in their stations, the teacher will play soft music to inspire creativity.
• Brainstorming Stations: (50 minutes)
o Station 1 - Share - Each student will share what they have created so far with their group
members. Peers can provide initial feedback and check for proper format from using
their lecture notes.
o Station 2 - Sensory - Students will be given tangible objects. Students will be asked to
describe these objects in unnatural or unique ways. Emphasis will be given to smell,
taste, touch, and the auditory. Students will also be tasked to describe these objects with
motions as well.
o Station 3 - Limited Free Writing - Students will be given a stack of pictures and a bag of
words to write about and create some words or phrases to optionally incorporate in their
poem.

3
 o Station 4 - Meet with Teacher - Students will have an opportunity to share their work
with the teacher for feedback in small groups quickly.
o Station 5 - Viewing Student Samples (At the end all students will have a chance to view
student samples briefly)

***Each station will have a handout that explains what is going on at each station.

• Independent Tasks:
o Since this lesson is focused on cooperative learning there will be no independent tasks in
this lesson.

Summary / Closure:

o Reconvene as a full class and talk about the different stages (what did they like? What did they find
confusing? What was challenging? What was helpful?)
o Assign homework.
o As we wrap up, I will say, “Does anyone have any questions about the assignment?
o The teacher will remind the students to have the second draft written by the next class period.

Adaptations:

o Students will be in groups with students who are not necessarily on the same level as them in regard
to reading, writing, etc.
o Students with ADHD will be grouped with a student who has strong leadership skills.
o Students with physical disabilities will meet their group at their own desk to minimize movement.
Students in the group can bring over any material to the students’ desk.
o Students who need extended time will be given that accommodation. If they did not get to finish a
station, they can come in during lunch or after school if possible.

Assessment: Formative assessment – In order to assess student progress and check for learning I will be
using their participation, discussions I hear at the various stations, quizzes, and their drafts. Through
participation I will be able to see which students are really understanding the material and which students
may need help. Through their discussions I will be able to gain better understanding of what they have
mastered and what they are still struggling with. The quiz from todays lesson will allow me to see if
students have learned key terms from the previous lessons. The students drafts will allow me to further
assess if students have mastered their learning objectives.

Summative assessment - Poetry & Performance Assignment Guide (this will be due at the end of the third
lesson plan): Students will create a poem in any of the forms that we have discussed in class (spoken word,
lyrical, ballad, haiku, free verse, or sonnet.) The student is allowed to pick any topic that they would like to
write about as long as the topic is school appropriate.

4
Generalization/Extension Activity: It is unlikely that students will finish the stations activity early, but in
the event that students do finish early they can begin working on their second draft for their poetry project.

Review/Reinforcement (Homework): Students will be expected to complete a second draft for the
assignment guide and have it ready to be turned in for next class.

Reflection: The greatest challenge in developing this lesson plan was fitting all the activities in the 90-
minute block period. A two-day lesson is not necessary for this topic, but it was definitely a challenge to
incorporate everything within that time frame. I attempted to address this challenge by establishing clear
procedures. If this lesson is too much to complete in one class period, we could always use some time from
the next class period to finish up a station or two. I also struggled with the idea of grouping students. I was
not sure if I should group students with the same accommodations, students with the same reading/writing
levels, etc. together or if I should create more mixed-groupings. I went with a mix because I thought
students would benefit from being with students that are at a higher level as it could challenge them and
also aid in their development. I will have to see how this goes after delivering the lesson.

5
 Lesson 4 Supplemental Material
Name:

Date:

Poetry Quiz
*This quiz will be taken online; however I wrote out the questions in this format so you are able to see
them*

1) How many lines are in a sonnet? What’s the difference between a Shakespearean and Italian
sonnet?

2) How many couplets are in a sonnet?

3) How many syllables are in a line of iambic pentameter?

4) What are feet? (Clue: Not the body part.) Also, name a type of meter other than pentameter.

5) What are the symbols for stressed and unstressed syllables?

6) T or F Odes are generally written to someone.

7) Name a historical aspect of haiku.

6
8) What theme is commonly used in haikus?

9) What is the rhyme scheme of free verse?

10) What is the main difference between spoken word and other forms of poetry?

7
 Brainstorm Station Handouts

Station 1 - Share - Each student will share what they have created so far with their group members. Peers
can provide initial feedback and check for proper format from using their lecture notes. These questions
will be written on the board for students who are struggling to talk about their peers poems:

1) What is the topic of your group members poem?

2) What is your favorite part about their first draft?
3) What is your least favorite part about their first draft?

Station 2 - Sensory - Students will be given tangible objects (withered flower, bar of soap, basketball, and
fake gold pieces). Students will be tasked to describe these objects in unnatural or unique ways. Emphasis
will be given to smell, taste, touch, and the auditory. Students will also be tasked to describe these objects
with motions as well.

1) Describe these objects in unnatural or unique ways through smell, taste, touch, or the auditory. Try to relate
these objects to your poem if possible. Write your responses on a piece of notebook paper.
2) Also discuss a motion that could represent each object.

ex. Television: Breaking ZZZZZZ ews ZZZZZ The ar ZZZZZZ is ZZZZZZZZ Over (auditory)
Movement: Ripples & Breaks

Objects

Withered Flower

8
Soap

Basketball

Fake Gold Pieces

Station 3 - Limited Free Writing - Students will be given a stack of pictures and a bag of words to write
about and create some phrases or sentences to optionally incorporate in their poem.

Pick 3 words out of the bag and 2 pictures. Use these pictures and words to create interesting phrases or
sentence. It’s a bonus if you can include them in your poem.

Note: These words and pictures will be cut out.

Word Stack Photo Stack:

- Historic
- Marvelous
- 2000
- French Fry
- Paradise
- Chair
- Love
- Heat
- Spirit
- Book
9
 - People
- Cabinet
- Fish
- Gargle
- Brush
- Case
- Lawyer
- Wood
- Superman

Station 4 - Meet with Teacher - Students will have an opportunity to share their work with the teacher for
feedback in small groups quickly. The teacher will make sure the students are on the right track and provide
feedback.

Station 5 - Viewing Student Samples (At the end all students will have a chance to view student samples
briefly) I will have each poem up on the PowerPoint projector.

10
11