Lesson Plan Template

Teachers: Grace Holodak & Melannie Peña

Subject: English Language Arts
Grade level: 7th Grade
Learning Segment Title: Reading and Analyzing Bilingual Poetry
Length of each lesson: 45 mins

Central Focus: In this learning segment students will read and analyze various poems, using
reading comprehension skills to point out literary elements such as imagery, tone, metaphor, and
sentence structure. Students will point out similarities and differences between two poems using
strategies such as Venn diagrams to show their understanding of the content. Since two students,
Ernesto and Maria, are ELL students, are in Level 1 of academic English proficiency, and have
Spanish as their first language, the poems taught are from Hispanic authors with content about
their experiences with their Spanish background and being bilingual in the United States. One
poem includes both English and Spanish written translations and another includes an audio of the
author reading the poem in English and in Spanish, to help the ELL students better understand
the content. To practice their English speaking skills, orally reciting a poem of their choice will
help to develop their academic language skills. This learning segment will help students to focus
on pointing out similarities and differences between two texts to further develop their literacy
through reading and speaking activities in this lesson.

Essential Question(s):

1. What strategies can I use to read and analyze a poem?

2. What are different characteristics of poetry?
3. How can learning new vocabulary assist my understanding in reading and analyzing
poetry?
4. How do poets convey messages about themselves, society and their experiences?
5. How can we relate or empathize with what they go through in their writing?

Learning Standards:
CCSS.ELA-LITERACY.L.7.6
Acquire and use accurately grade-appropriate general academic and domain-specific words
and phrases; gather vocabulary knowledge when considering a word or phrase important to
comprehension or expression.

CCSS.ELA-LITERACY.L.7.1
Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
Writing Standards:
CCSS.ELA-LITERACY.W.7.2.A
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and
information, using strategies such as definition, classification, comparison/contrast, and
cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and
multimedia when useful to aid comprehension.

CCSS.ELA-LITERACY.SL.7.2
Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually,
quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

(http://www.corestandards.org/ELA-Literacy/CCRA/SL/5/)

Content Objective:
1. Students will identify and understand the emotional impact poetry conveys through
reading and analyzing many works of poetry. Through exposure to different tones,
structures, multiple languages and more, students will have a well rounded understanding
of what poetry is and how to read them thoroughly.
Language Objective:
(http://www.corestandards.org/ELA-Literacy/L/7/5/)

Demonstrate understanding of figurative language, word relationships, and nuances in word

meanings.

Academic Language

Language Function Compare the similarities and differences between two poems
Vocabulary compare, contrast, classify, imagery, punctuation, tone, metaphor,
 Syntax Venn Diagram for differentiating between poems and finding
Discourse Students will choose one poem to orally recite and share one
Differentiation The students will share what they have learned during the lesson

Special Needs of Students This lesson plan is tailored to the requirements of kids
Pre-assessment & Student
Content Differentiation In order to assist those who need any form of content
Poems in two languages along with audio versions to be
Process Differentiation All students will use a Venn Diagram to determine
Product Differentiation Read and writing learners write summaries/ complete
DAY 2
Lesson Topic: Analyzing Literary Terms Within Poetry; Using NonLinguistic Strategies
Outcomes Assessments
Students will: Students will be able
to analyze poetry, understand
Procedure:
Introduction:
Sponge Activity
Beginning Statement: On Day 1, students were introduced to 2 new Poems. For today's lesson
we will be transitioning to hearing one of those poems read out loud through a pre-recorded
audio in order to introduce the non linguistic strategy of called “Mental Picture Strategy”
Students will be told that they will have to follow the following instructions:

1. Close your eyes on the count of 3 and the poem will start playing.
2. It will play once in English and once in spanish in order to accommodate everyone in the
classroom (Specifically ELLs Like Maria and Ernesto)

Play recorded audio of The Sky Over My Mother’s House in both English and Spanish for
students and ask them to close their eyes, picturing the setting of the poem. Then, students will
be asked to draw a picture to their best ability of what they visualized. Students will then
compare their pictures with a partner sitting next to them through turn and talk. (5 minutes)

1. Anticipatory Set (2 min.)

Students will Copy the essential question that is projected on the board into their notebook: How
can listening to poetry being read out loud help the way we learn and understand the speaker's
experience even if you do or do not understand spanish? What did you draw as a result of what
you listened to? Was it any different or the same as your partner? The students will have 3
minutes to discuss their answers through class discourse which will add to their participation.

Initial Phase
Direct Instruction
1. Direct Instruction (8 minutes)

The teachers will present a Google Slides presentation and explicitly introduce new content about the
poems that will relate to new strategies they will learn before going forward

Slide 1: Introduce new literary/ vocabulary terms (structure, tone, point of view)

Slide 2: Examples of each literary term in poetry through the excerpts. This will help students
like Maria and Ernesto

Middle Phase

1. Guided Practice

We will model for students how to point out literary devices within the two poems we read the
previous lesson.

We will also model the generalization principle. We will explain to our students through the use
of our whiteboard how to choose one literary element from the poem and include three examples
where you see it being used using the poem, The Sky Over My Mother’s House.

The generalization principle will be stating one literary term (either one we learned in class
today or in the previous lesson; structure, tone, point of view, setting, metaphor, or
imagery) with three examples of it used in the poem.
We will complete two generalization principles with the students together.
For the third generalization, students will get into pairs and complete it together.

1. Independent Practice
Students will be asked to complete their own generalization principle template using the second
poem, In a Neighborhood in Los Angeles. Students will start their template in class and finish it
for homework since they will not have enough time to complete it entirely.

Concluding Phase

1. Closure/Summary (3 minutes)
Students will write an Exit Ticket on loose leaf paper answering this prompt: What was your
favorite non linguistic strategy you learned today? Mental Picture Strategy or the
generalization principle. Students must have at least three full sentences.
Follow up: What comes next to reinforce the lesson (HW or supplemental instruction)
Homework #2: Complete your generalization principle for the second poem, In a
Neighborhood in Los Angeles. Due: The following Day
Materials: (items, technology, etc.)
- In a Neighborhood in Los Angeles poem, The Sky Over My Mother’s House poem, laptops,
graphic organizers (t-chart), smartboard/ projector, speakers, poem audio, Homework
Resources: (reference any “borrowed” materials)
https://lemonbayhigh.com/studyskills.html