West Virginia State University

College of Professional Studies: Department of Education

LESSON PLAN FORMAT GUIDE (Updated 9/19)

Teacher Candidate: Brianna Moore Date: March 13, 2020

School: Hurricane Middle School Grade/Subject: 6th Grade ELA
Lesson Topic: Introduction to Poetry

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES

1. Students will be able to define the characteristics that determine if a piece is poetry or prose.
2. Students will be able to identify characteristics of poetry.
3. Students will be able to identify characteristics of prose.
4. Students will answer questions using complete sentences that follow the conventions of Standard
English grammar.
5. Students will be able to identify various types of poetry.

RATIONALE
 Objective 1 was developed to address standard ELA.6.18 and NCTE 6 because students are
addressing poetry.
 Objectives 2 and 3 were developed to address standard ELA.6.14 and NCTE 6 because students are
identifying, comparing, and contrasting between characteristics of prose and poetry, which determine
how they approach similar topics and themes.
 Objective 4 was developed to address standards ELA.6.36 and NCTE 6 because students will
demonstrate command of the conventions of Standard English Grammar by writing answers to
questions.
 Objective 5 was developed to address standard ELA.6.18 and NCTE 6 because identifying the
different types of poetry will help students to comprehend the poems by analyzing them according to
their characteristics.

WV CCRs
ELA.6.14 – Compare and contrast literary texts in different forms or genres (eg., stories, poems, historical
novels, and fantasy stories) in terms of their approaches to similar themes and topics.
ELA.6.18 – By the end of the year, read and comprehend literature, including stories, dramas, and poetry,
in the grades 6-8 text complexity range proficiently, with scaffolding as needed at the high end of
the range.
ELA.6.36 – Demonstrate command of the conventions of Standard English grammar and usage when
writing or speaking.

NATIONAL STANDARDS
NCTE 6 – Students apply knowledge of language structure, language conventions, media techniques,
figurative language, and genre to create, critique, and discuss print and non-print texts.

ISTE STANDARDS
5b – Design authentic learning activities that align with content area standards and use digital tools and
resources to maximize active, deep learning.

ASSESSMENT
Diagnostic/Pre-Assessment
1. First, I will ask students if they know what poetry is, then take 2 student responses.
a. -Can anyone tell me what poetry is?
1. (Possible Student Response) Poetry is love and romance.
2. (Possible Student Response) Poetry is confusing.
b. If students know what poetry is (can provide a definition or explanation), I will ask
them if they can name any types of poetry.
2. I will ask students if they know what prose is, and how it differs from poetry
a. I will assure students that it is okay for them to not know because we will be learning
today.
i. If students have even a slight understanding of prose and/or how it differs
from poetry, we will spend less time on Slide 4.
ii. If students have no understanding of prose and/or how it differs from poetry,
I will provide more examples and spend more time on Slide 4.
Objective 1, 2, 3, 4

Formative Assessment
 Observe students as they take notes using the packet provided (See Attachment) by walking
around the room during instruction.
o If students need time to complete their notes, I will pause.
 Pause after Slide 6 to check that students are following along and understanding
o If students are following along and understanding, I will continue with the slides.
o If students are confused, I will reword explanations and provide more examples.
 Pause after Slide 9 to check that students are still following along and understanding.
o If students are following along and understanding, I will continue with the slides.
o If students are confused, I will reword explanations and provide more examples.
 Pause after Slide 13 to check that students are still following along and understanding.
o If students are following along and understanding, I will continue with the slides.
o If students are confused, I will reword explanations and provide more examples.

Objective 1, 2, 3, 4, 5

Summative Assessment
Students will complete a quiz (See Attachment) using their notes (See Attachment). The quiz will
require students to define poetry in their own words, identify rhyme scheme, figurative language,
and type for two poems, name their favorite type of poem and explain why in a full sentence, and
categorize different characteristics into boxes for either prose or poetry.

Objective 1, 2, 3, 4, 5
 MANAGEMENT FRAMEWORK
Overall Time 75 minute lesson
Time Frame 10 min. intro and discussion
30 min. instruction on poetry
10 min. discussion
10 min. review game
25 min. assessment

DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS

Based on the student characteristics noted in the Differentiated Instruction Considerations chart,
describe the accommodations made in the lesson to meet learner differences.
Ways to differentiate content: Ways to differentiate based on how students accumulate
information (process):

Students are given visual instruction (PowerPoint), as well
as auditory instruction (lecture). The notes may help to
focus students with attention differences because it will
give them something to do while receiving instruction.
Students will be given instruction through lecture and
PowerPoint and given notes for those who find writing
information helpful. They will also complete a short review
game and an open-note quiz, which can be helpful to review
information and ‘cement’ the lesson.

Ways to differentiate product: Ways to differentiate learning environment:

N/A Safe classroom, students encouraged to participate in

discussion, students allowed to move to standing desks

PROCEDURES
1. ANTICIPATORY SET
I will complete the Diagnostic Assessment, then transition into the PowerPoint presentation. First,
I will ask students if they know what poetry is and take two student responses. Next, I will ask
students if they like poetry, then ask students if they like music with lyrics. Explain to students
that poetry is lyrics without the music and refer to the National Anthem starting as a poem and
then being set to music. I will also point out that everyone knows the name of the poet, but not
the composer, and compare this to the process of making music today. As I am asking these
questions, I will be moving around the room distributing packets with fill-in-the-blank-notes and
popsicle sticks they will use for the review game.
2. INTRODUCTION
Tell students we will be learning about what poetry is. Then tell students that we will play a
review game and take an open-note quiz at the end. I will point out their packets of fill-in-the-
blank notes and tell them that they are welcome to add any other notes that they wish.
3. BODY & TRANSITIONS
 Begin PowerPoint presentation (See Attachment)
o Students will use fill-in-the-blank notes (See Attachment)
 Define and explain poetry on Slide 2 and identify characteristics
 Show video on Slide 3
 Point out that the spoken-word poem from the video sounds similar to music, especially rap
o I will ask students what about the poem sounded musical
 Discuss poetry vs. prose on Slide 4
 Pause at start of fifth slide (famous poets) to ask students if they know any famous poets and
take two student responses.
o “Can I have two students tell me any famous poets they know of?”
1. (Possible Student Response) Edgar Allen Poe
2. (Possible Student Response) Shakespeare
 Name a famous poem for each poet as the name appears
o Edgar Allen Poe
 ‘The Raven’
o Theodore Geisel (Dr. Seuss)
 ‘Oh, the Places You’ll Go’
o Shakespeare
 Sonnet 18 (Shall I compare thee to a summer’s day?’
o Maya Angelou
 ‘I Know Why the Caged Bird Sings’
 Transition to Types of Poetry section on Slide 6
 Pause after listing Types of Poetry on Slide 7 to see if everyone is still following and
understanding
 Explain and describe sonnets and Shakespearean vs. Petrarchan sonnets, then transition to
example sonnet on Slide 9
o Elizabeth Barrett Browning’s ‘How do I love thee? Let me count the ways’
 Explain and describe Epics on Slide 10
o No examples provided because of length, but will mention Iliad and The Odyssey
 Explain and describe Ballads on Slide 11
o No examples because of length
 Pause and check that students are following along and understanding.
o If understanding, continue.
o If struggling, pause to review concepts covered. Reword descriptions and provide
more examples.
 Explain and describe Cinquains on Slide 12 then transition to examples on Slide 13
o Original Didactic and Reverse Cinquain from Abigail Gronway
 Explain and describe Haikus on Slide 14, then transition to example Haikus on Slide 15
o Bill Watterson and Matsuo Basho
 Pause and check that students are still understanding
o If they are understanding, continue with lesson.
o If students are struggling, pause to review concepts covered. Reword descriptions and
provide more examples.
 Explain and describe Free Verse poems on Slide 16, then transition to examples on Slide 17
o Kelly Roper and Carl Sandburg
  Explain and describe Acrostic poems on Slide 18, and reference the “Before You Speak”
poster in the office, point out picture in slides
 Explain and describe Biographical Poems on Slide 19
4. CLOSURE
Discussion
 Tell students that we just discussed prose, poetry, figurative language, and a variety of
types of poetry.
 Tell them they are now able to name the characteristics of both poetry and prose, use
those characteristics to determine if a piece is poetry or prose, and identify many different
types of poetry.
 Ask students if there is anything they would like to look at again before we begin our
review game.

Review game with students on PowerPoint (See Attachment) with popsicle sticks

Summative Assessment
 Students will complete quiz (See Attachment). If they finish early, they may either write
an acrostic poem with their name or a haiku on a topic of their choice. If the entire lesson
finishes early, students will work in small groups to identify rhyme scheme and figurative
language in example poems from slides.
5. ASSESSMENT (Refer to description above.)
Summative Assessment (See Attachment)

STRATEGIES
Teacher-led discussion
Independent practice
Guided instruction

MATERIALS
 PowerPoint
 Writing utensil for each student
 Paper copies of fill-in-the-blank notes for each student
 Paper copies of quiz for each student
 Colored and labelled popsicle sticks for each student

EXTENDED ACTIVITIES
If Student Finishes Early
Students who finish early will be given a choice of writing an acrostic poem using their name or a
haiku on a topic of their choice.

If Lesson Finishes Early

If the lesson finishes early, students will work in small groups to identify rhyme scheme and
figurative language in example poems from slides.
 If Technology Fails
If technology fails, I will lecture using my notes and write some example poems on the white
board, particularly a haiku, cinquain, and acrostic poem.

POST-TEACHING
Reflections
In preparation for writing your reflection, you may want to record initial thoughts prior to leaving
the school. The reflection should address the indicators on the Lesson Plan Rubric.
Data Based Decision Making
The data alone has little if any value. You MUST use your analysis of the data to make decisions
concerning future lessons. Data are collected to be used to drive future instruction.

Differentiating Instruction Considerations

When planning, consider all areas in this chart. Put the first name of students who are characterized by these
descriptors. Then, move to the Differentiated Instruction chart to describe how you accommodate
differences.
Learning Differences Sensory Differences

Attention Differences Behavioral Differences

Jonathan

Motivational Differences Ability Differences – Remediation

Physical Differences Ability Differences – Enrichment

Chloe

Communication Differences Cultural Heritage

Gender Differences Student Interests