Name: Cortney Hedlund

Date: 05/20/2022
Lesson Details
 Lesson Title
Introduction to the Harlem Renaissance 
Content Area
English Language Arts
Grade Level
9th
Timeline
1 of 1
Date of Lesson
-/-/-

UBD Stage I: Identify Desired Results

Enduring Understandings:
  We analyze our surroundings every day, it is essential to our understanding of the world
around us.
Essential Questions: 
How can I go beyond what the words explicitly say to arrive at understanding?
 
PA Core Standards: Standards Aligned System (SAS)
 Standard - CC.1.2.9-10.B:Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences and conclusions based on an
author’s explicit assumptions and beliefs about a subject.
Standard - CC.1.3.9-10.H:Analyze how an author draws on and transforms themes, topics,
character types, and/or other text elements from source material in a specific work.

Lesson Objectives:
Students will be able to analyze a poem of their choosing by identifying the extended
metaphor and using contextual evidence to support their analysis of what the metaphor is
representing.
 
UBD Stage II: Determine Acceptable Evidence
Assessment Tasks
 
The teacher will:
-Informally assess student’s ability to identify the difference between an explanation and
an analysis through think-pair-share.
-Informally assess student’s ability to contrast three differences between an analysis and
an explanation in think-pair-share.
-Informally assess student’s ability to complete an analysis using individual responses.
-Formally assess student’s ability to analyze an extended metaphor in a poem.
 
Assessment Adaptations
-Read to students aloud while they are reading to themselves. 
 -Provide additional time to complete assignments. 
-Read directions orally & provide them in writing. 
-Allow think time. 
Rubric/Scoring Criteria
Keystone Constructed Response Rubric:
GENERAL DESCRIPTION OF SCORING GUIDELINES FOR LITERATURE
3 Points
-The response provides a clear, complete, and accurately analyzes the extended
metaphor.
-The response provides relevant and specific information from the passage that
helps analyze the extended metaphor.
2 Points
-The response provides a partial answer to the task.
-The response provides limited information from the passage and may include
inaccuracies.
1 Point
-The response provides a minimal answer to the task such as explaining the
prompt rather than analyzing.
-The response provides little or no information from the passage and may include
inaccuracies.
OR
-The response relates minimally to the task.
0 Points
-The response is totally incorrect or irrelevant or contains insufficient information
to demonstrate comprehension

 
UBD Stage III: Plan Learning Experiences and Instruction
Materials and Resources

List of poems for analysis

Example Analysis
Anticipatory Set
-(T) Show image of dog to students. Ask them to explain the dog to their partners.
 -(S) Share observations with their partners.
-(T) Ask students to explain what they see. Wait for students to answer “he is about to
attack” or “he is angry”
(T) Ask students if there is anything in the photo that says he is about to attack. Is there
dialogue here from the owner that is warning us to back away? Are there captions we do
not see?
(T) Ask students to explain it again, this time without drawing any conclusions.
(S) Wait for students to say, “his teeth are showing,” and “his back in arched.”
(T) Tell students that what they just provided to me was an explanation, at first, they
provided me with an analysis.

Procedures and Content

Introduction: 3 minutes 
(T) Ask students for a show of hands in they were even aware they were analyzing the
poem.
(T) Explain that we naturally analyze our surroundings, conversations, and body
language of other people. Analyzing is not a scary thing. We have done it forever and it is
crucial to our survival and interpretation of the world.
(T&S) Ask students what the difference was between analyzing the picture and
explaining it?
Content:
(T&S) Ask students to pull up the material I provided them called The Poison Tree.
(T) Read the poem out loud to the class
(S) Have students turn to their partners are identify which of the following paragraphs is
explanation, and which is an analysis.
(S) Have students find three differences from each.
(T) Circulate the room and touch base with students. Which do they think it is? Why?
Redirect if needed.
(T&S) Come back together as a group and have students share the differences.
(T&S) Explain to students that analyzing is going beyond what is directly said and using
textual evidence to make inferences about a poem’s meaning.
(S) Have students go back into the poem and analyze the last stanza with their partner’s.
Direct them to find two words or phrases that support the analysis already set up.
(T) Circulate the room and touch base with the students to check for understanding.
(T&S) Have students share volunteer answers with the class.
Assignment:
 (T&S) Direct students to the handout titled “Analysis practice”
(T) Instruct students to pick one of the five poems for this assignment. They will then be
offering a short explanation of the poem. Then they will be analyzing the extended
metaphor. Reiterate that they will be going beyond the words and inferencing the
meaning of the metaphor based off the contextual evidence.
(T) Remind students of the rubric.
(T&S) Circulate the room as students are selecting poems, checking for understanding.
Ask, “What do you think the metaphor is? What is the meaning? What individual words
and phrases tell us that? What are you doing differently in your analysis than in your
explanation?
Closure
3 minutes 

(T) Explain that I would almost always know when the right time to ask my father if I
could do something was. Do they know a time that they were offended by a text message
a friend sent even though it never explicitly said anything offensive?
(T) Explain that every minute we analyze situation. Every profession we chose will
require us to analyze the world around us. Every day we interact with people, we are
analyzing our environment and drawing conclusions based off the evidence that is
presented to us. This makes us strategic and well-informed thinkers.
(T&S) Inform students this will be there exit ticket: pick a job (preferably one they want
for their career) and tell me about a time that they would have to use analysis in their
everyday work.

If time: Have students choose one of their favorite songs and analyze it’s meaning.

Homework:
(S) Finish their poetry analysis.