Name: Khadeejah Griffin

Cooperating Teacher: Patricia Balodis

Subject and Grade Level: English and Language Arts, 12th grade

Lesson Topic: Tintern Abbey Mini One Pager

Date: April 21st, 2022

1. State Standard(s):
a. CCSS.ELA.11-12. RL.2 & W.2
RL 2. Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build on one
another to produce a complex account; provide an objective summary of the text.

W 2. Write informative/explanatory texts to examine and convey complex ideas,

concepts, and information clearly and accurately through the effective selection, organization,
and analysis of content.

2. Teaching Model(s):

a. Direct Instruction: Teacher will present the lesson including the objectives
and information in person to students by using an example of mini one pager
and clear instructions (step by step process).

3. Objective(s):

a. By the end of the lesson, SWBAT (students will be able to) reflect on
texts by producing work that effectively supports one’s theories and
claims through a step-by-step writing process.
 4. Materials and Technology Resources
a. Tintern Abbey poem
b. Access to Canvas
c. Tintern Abbey One Pager Directions and Example

Instructional Procedures:
a. Motivation/Engagement:

i. How can students apply prior knowledge to new knowledge? How are
they able to make connections between the two?

-Students will be able to apply prior knowledge to new knowledge by

building on prior themes and main ideas. Creating connections between text
and clarifying the authors point of view is essential when building on prior
knowledge.

ii. How can readdressing the main ideas of a text shape the way students
view literature?

-Readdressing the main ideas of a text shape the way students view literature
due to students being able to build on ideas in different ways that were
previously discussed throughout the class.

iii. Will this lesson help them achieve goals, etc?

- This will help students achieve their goals in reflection as it will allow
students to determine what they deem as important in what they are reading,
summarize their interpretations of text, and make connections between texts
in ways that promote creativity.

iv. How can this improve the way students communicate with their
peers/teachers?
- This can help the way students communicate with their peers/teachers
through the emphasis being placed on student collaboration and
communication. Having a discussion prior to the start of the activity allows
students to hear and engage in multiple perspectives.

b. Developmental Activities or Learning Experiences:

i. Students will enhance their understanding of a text by utilizing their own

interpretations of the text to summarize the novel's key ideas.

1. 7:00-7:03: Warm-Up Activity

2. 7:03-7:15: Students will read Wordsworth’s poem Tintern Abbey.
Students will do a short review out loud on the poem and make
connections to Mary Shelley’s novel, Frankenstein.
3. 7:10-7:15: Teacher will introduce “Tintern Abbey Mini One Pager”
Activity to students. Teacher will go over a personal example of a one
pager and clearly state the instructions/ expectations of the assignment
to students.
4. 7:15-7:18: Teacher will guide students through the steps of the “Tintern
Abbey Mini One Pager” by asking students to compare and contrast
both Wordsworth and Shelley’s pieces of work. Students will then be
prompted to create images/ symbols that represent their interpretation
of the poem and write/draw them on the given piece of paper.
5. 7:18-7:45: Students will begin to complete the remainder of the tasks of
the “Tintern Abbey Mini- One Pager” assignment independently.
6. 7:46: Student Dismissal.

c. Closure:

Lesson ending:

To ensure student understanding: Teachers will create a short review by

developing questions that prompt students to engage in prior knowledge and
build on new knowledge.
d. Extension:

1. Students who need more time: Will be able to complete the remainder
of the Tintern Abbey Mini-One Pager for homework and during the
next class period.
2. Students who are finished early: Will be asked to share the connections
they developed based on both texts with their shoulder partner.
3. What to do if additional practice is required: Students will be redirected
to the front of the classroom where the teacher will specialize in
individualized scaffolding.
4. What to do if the whole class finishes early or needs extra time:

-Needs Extra Time: Students will be allowed to complete the remainder

of the “Tintern Abbey Mini One Pager” for homework and will be
given time in class to complete it the next day.

-Finishes early: Students will be directed to the front of the classroom

where teachers will interpret Tintern Abbey to students and make
connections to Mary Shelley’s novel, Frankenstein.

6. Accommodations, Modifications and Differentiations for Diverse

Learners

Learners:

Teachers will follow IEP & 504 and accommodate students in ELL, ELA,
and learning disabilities.

a. Teacher check-ins and/or comprehension checks during guided practice

and independent assignments (this will be done by teacher presenting the
assignment)
b. Teacher will give hard copies/print copies of materials
c. Teacher reads assignment and/or test directions, questions, and choices
aloud to the student/ students

7. Assessment and Evaluation of Learning:

a. Formative: The “Tintern Abbey Mini- One Pager” activity will act as an
assessment that asks students to use textual evidence in order to support their
choice of themes they believe were used throughout both the poem and novel.

b. Summative: Students will review the poem and will be asked questions
(from teacher) that compare and contrast ideas in both Tintern Abbey and
Frankenstein.

8. Reflection:
a. This lesson went well as I engaged students in different forms of literature. Students
were asked to do a cold reading of Tintern Abbey. Students were then asked to identify
both figurative language and figures of speech used throughout Wordsworth poems.
This not only enhanced their understanding but it also allowed them to understand the
importance of engaging in reading text multiple times.