Lesson Planning Template

Name: Rachel Anderson Date: 11/29/21

Lesson Title: Explore Images and Poetry!
Lesson Justification
Who are my students? (student information, interests, and needs specific to the content of this lesson)
9-12th grade students

What conditions/limitations might impact the planning and delivery of the lesson?

If the PowerPoint isn’t working correctly, if we run out of time, and if a student isn’t finished
with their poem.

What are you teaching?

Blackout Poetry and how to connect words with imagery.

Why do students need to know this content?

The students will be flooded with images and words together as art. Whether this be on
social media, on their tv, or in a museum.

Why did I select the instructional strategy (ies) utilized in this lesson? Provide a
research/theory connection to support the instructional strategy.

I decided to have a TAB based lesson to improve student choice, and to encourage creativity
and individuality.

How does this lesson connect with and build on previous/subsequent lesson(s)?
Students so far have learned how to make images and are now learning how to incorporate
words or poetry.

Academic Language
Language Function (see the last page of the template)

Students will read through different poems and pieces of writing.

Students will write a new poem from a poem or piece of writing.
Students will infer the meaning of the new poem.

Vocabulary (think about both content and academic vocabulary)

Blackout poetry- when you take a written piece of text from a book, newspaper, or magazine
and redact words, in order to come up with your very own poetry
Poem- a piece of writing in which the words are chosen for their beauty and sound and are
carefully arranged, often in short lines which rhyme.

Syntax OR Discourse (circle one and explain how this lesson practices either discourse or
syntax. See the last page for information on each of these)
This lesson practices syntax when the students piece together words and phrases to make a
new poem. This lesson also practices discourse when the students adjust the poem to make it
grammatically correct.

Student support tool: (see the last page for ideas)

Pencil grips
Paper packets of the PowerPoint slides and requirements for the project
Standards And Learning Objectives
Standard Content Objective Assessment:
Tools: (things that are used
5.9.2.3.2 3. Create original Students will complete a to assess students)
artistic work. 2. Balance minimum of one blackout
freedom and ethical poem. Teacher will walk around and
responsibility in the use of observe while the students
images, materials, tools, and are working and will be
equipment during art making. available for any help that
may be needed.

Indicators/Criteria:
Poem will contain a minimum
of two different lines or
shapes.

Feedback:
Students will be given verbal
feedback by the teacher
while they are working.

There will also be written

feedback on a separate sheet
of paper when the blackout
poems are turned back in to
the students.
Standard
5.9.2.3.1 3. Create original
artistic work. 2. Explore and
plan themes, ideas, concepts
or styles in preparation for an
artwork.
Content Objective
Students will look through
poems and pieces of writing
before making their blackout
poetry.
Assessment
Tools:
Teacher will look at the
student’s poem before they
add lines and shapes to make
sure the poem makes sense.
Indicators/Criteria:
Students will look through a
minimum of one poem book or
piece of writing before they
start making their new poem.

Feedback:
Teacher will look at the new
poem the students make
before they add lines and
shapes to their poem.
Teacher will give verbal
feedback during this time.

Materials

Old poem books and books, pens, pencils, markers, colored pencils, pastels, and a PowerPoint
with the following examples.

Instructional Strategies And Learning Tasks

Time Instructional Strategies/Learning Tasks Differentiation
2 min Start the lesson by saying so far we’ve learned how to Teacher will make sure
express emotions, concepts, and ourselves through images to speak loudly and
alone. Today I would like to explore how to combine using clearly to that all the
poetry and images to express these emotions, concepts students can hear.
and ourselves. This is a fun exercise I learned in high
school called blackout poetry.
5 min In blackout poetry you take a poem or a piece of writing, Teacher will have
highlight specific words to make a new poem or piece of packets of the
writing, and use the rest of the paper as a canvas. I will PowerPoint slides and
then show some examples of blackout poetry through a the project
PowerPoint. I will then give the requirements of at least requirements for those
one completed poem by the end of the class period. I will who would want or need
also require that they use at least two different kinds of one.
 lines or shapes on their work, and that they need to show
the teacher their poem before they add lines and shapes
to it.

25-30 Students will then have time to work on their poems, and Students are required
min the teacher will walk around to observe, and offer any to have 1 blackout
help that could be needed. poem completed but
are encouraged to
make more than one if
they choose.
Students can bring in
their own old books or
poetry if they choose
to do so.
Pencil grips will be
provided for anyone
who may want one.
Closure

The last 5 minutes of class time will be clean up. Teacher will also ask the students what they
liked about the project, and what they liked about making new poems.

Self-Assessment/Reflection

Complete after teaching event (There will be no need to do this section this semester)
The planning/teaching process
How much did we get off track in class today?
What can I do to prevent some of the chaos, or stay on track, in class next time?
The meeting of objectives
How much did my students struggle to meet or fly by the objectives?
Is there anything I could change in the lesson or objectives to prevent this from
happening again?
General behaviors of students
How chaotic was the lesson today?
How quiet or disruptive was the discussions today?
How can I maintain the classroom during discussion next time to have a more beneficial
discussion?
Is there anything I could change in my lesson or project to have better behavior in the
classroom during work time for the next lesson?
The quality of work
How did I assist students to reach their desired quality of work on their projects?
 How did I assist students to have a quality discussion about masterpiece artworks?
Was the project too easy or too difficult for the class?
What changes can I make to better assist students to reach their desired quality of work
in class?
The next lesson
What can I do to make the next lesson more beneficial to the students?
What can I do to be more prepared for the next lesson?

Language Function – what do student have to DO with language – reading, speaking, writing
and/or listening? It must include one of the language usage verbs like you see below…

Cite evidence
Cause/effect
Justify evidence
Infer, predict
Conclude

Syntax: The set of conventions for organizing symbols, words, and phrases together into
structures (e.g., sentences, graphs, tables).

Discourse: the structures of written and oral language, as well as how member of the discipline
talk, written, and participate in knowledge construction.

Examples: essays, debates, multimedia presentations, artist statement, reports, discussions/

questions to ask; what types of information are included? How are the pieces of information
organized? What comes first, etc?

Academic Vocabulary: (What are the key academic vocabulary words students need to know and
use in this benchmark?)

Student Support Tools: Sensory, Graphic and Interactive Supports that could be used to help
your language learners succeed.