Lesson Plan 4

UTL 640E
Kaitlyn Holcomb
Aaron Holman/Hendrickson High School
AP English IV/12th Grade
Date: 4/2/15
Teach #7
Class Period/Time: Block 2 (11:05-12:35) and Block 3 (1:10-2:40)
Enduring Understandings & Essential Questions
Since writing is often personal and stems from an authors beliefs about life and about writing,
critical readers investigate an author not only by determining how a particular text reflects the
authors beliefs but also by examining whether a collection of texts by that author reflects a
consistent set of beliefs or one that changes over time.
What are the conventions/criteria outlined in The Poetic Principle? [f]
What are the definitions of these conventions? [f]
How do figurative language and imagery create meaning in poetry? [c]
How do Poes conventions create meaning in his poetry? [c]
How does Poes use of his conventions change throughout his poems/poetic career? [c]
Lesson Objective:
After using the Jigsaw Technique to read and analyze 4-5 Edgar Allan Poe poems for
figurative language and the use of the poetic conventions outlined in The Poetic Principle,
students will work in groups to compose short essays based on their analysesincluding a clear
thesis and at least 3 aptly-chosen examples from the texts for supportin order to a) investigate
whether Poe adheres to the definition of poetry he provides in The Poetic Principle and b)
demonstrate understanding of the role of imagery, figurative language, tone, and theme in
creating meaning in poetry.
Resources/Materials:
To do before the lesson:
o Review analysis points for Song
o Create PowerPoint presentation that reviews the key points from the previous lesson and
gives directions for the lessons activities
o Make copies of the poems to distribute to groups during the lesson
o Determine group assignments
For the lesson itself:
o Bring copies of the poems to class (Alone, A Dream within a Dream, Eldorado,
Evening Star, and The Lake To )include extra copies of Song for students
who may have left theirs at home
o Whiteboard and markers
o Set up and test PowerPoint before the lesson begins
o Set up chairs in groups of 4-5 prior to class so that students can immediately sit with their
groups, allowing for more efficient transitions

TEKS/SEs Addressed in the Lesson:

(3) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and
draw conclusions about the structure and elements of poetry and provide evidence from text to
support their understanding. Students are expected to evaluate the changes in sound, form,
figurative language, graphics, and dramatic structure in poetry across literary time periods.
(7) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make
inferences and draw conclusions about how an authors sensory language creates imagery in
literary text and provide evidence from text to support their understanding. Students are expected
to analyze how the authors patterns of imagery, literary allusions, and conceits reveal theme, set
tone, and create meaning in metaphors, passages, and literary works.
Steps in Lesson:
ENGAGEMENT/INTRODUCE LESSON 4 minutes

Students will engage in a whole-class popcorn review of The Poetic Principle as follows:
I will project a list of the important points from this essay (art for arts sake, beauty,
melancholic tone, and common themes)
One student will volunteer to define/describe one of the terms or list one of the themes
common to Poes poetry. After providing his/her response, he/she will choose another
student in the class to define a term or list a theme.
This process will continue until all definitions and themes have been defined and identified (a
total of 6-7: art for arts sake, beauty, melancholic tone, love, melancholy, (dead) women)
STATED OBJECTIVE

Now that weve reviewed what Poe says in The Poetic Principle, were going to jump
in and begin analyzing some of his poems. First, well quickly discuss Song based on the
annotations and bullet-pointed lists you created last class. Then, in groups, youll discuss several
of Poes poems, looking at how he uses imagery, figurative language, and his self-defined
conventions to create meaning. Last, but certainly not least, your groups will compose short
essays in which youll 1) broadly discuss how Poe uses imagery, figurative language, and his
conventions to create meaning, and 2) consider whether Poes own poetry consistently adheres to
his definition of good poetry and, if it doesnt, why that might be.
ACTIVE LEARNING

Introduce:
See Engagement above.
Explain: 8 minutes
Discuss Song with students
o Review the meaning of the poem with students (projected on screen)
The narrator describes his reaction to seeing his beloved marry another man. He hints at
a previous relationship between himself and this woman and indicates his grief that his
love for her must remain unrequited.

o Engage students in a whole-class discussion during which they will use their
annotations/notes from the previous period to identify imagery, figurative language, and
Poes conventions. Model as needed. Make sure to pause while listening and then
respond to the students comments. Discussion may include the following points (write
student responses on board if space permits):
The brides blush: Initially, this blush could represent innocence (the brides maiden
shame as she anticipates her wedding night). However, shes blushing in spite of
(seen in the use of though in the first and fourth stanzas) the happiness that should
be awaiting a new bride. Also, the kindling light in her eye awakens a response in
the narrator, perhaps implying a romantic/sexual past between the bride and narrator.
In many ways, this poem aligns with Poes definition of what poetry should be and
do:
It does not include a moral; rather, it seems to focus on the poem as a piece of
art.
It does include a type of Beauty: Although the narrators love for the bride may or
may not be eternal, it is unrequited and it is thus impossible (or, at the very least,
taboo) for him to act on his feelings for her.
Although the poem initially seems lighthearted and innocent (it depicts a wedding
and the grooms passion for his bride), it also conveys an underlying sense of
sadnessthe narrator is left yearning for his lovers love, which parallels Poes
definition of an eternal, unreachable beauty.
Apply: 30 minutes
Number the students in each group from 1-4/5 (depending on group sizes). Have all of the
1s (and 2s, 3s, etc.) from each group form new groups.
Each new group of students will read and analyze one Poe poem. (11 minutes)
o Distribute copies of poems to each student in the group.
o Students will annotate as they read, noting imagery, figurative language, and Poes
conventions.
o Students will discuss the poemstaking notes as they do so since they will report this
information to their original group membersaccording to the following instructions
(projected on screen):
What is the meaning of the poem?
How does Poe use imagery and figurative language to create this meaning?
How does Poe use some or all of the Poetic Principle conventions to create this
meaning?
If he does not use one or more of the conventions, discuss the one(s) he omits and try
to determine why he might do so.
o Observe the groups as they work, and confer with them as needed.
Students will return to their original groups. Each student in this group will report on his/her
assigned poem to the other group members, and groups will compose short essays.
o Students will discuss their respective poems according to the following instructions
(projected on screen) (19 minutes):

Each group member will:

Briefly summarize his/her poem and explain its meaning.
Describe how Poe uses imagery, figurative language, and the Poetic Principle
conventions to create meaning.
Discuss which conventions Poe omits and why.
Each group member has approximately 3 minutes to discuss his/her poem.
As you discuss, begin looking for patterns in how Poe does or does not use his
conventions. (For example: Does he use a melancholic tone only when discussing
certain topics? Does he focus on Beauty only in poems he wrote toward the end of his
life?)
Students need not find a pattern that fully explains where Poe does or does not use
certain conventions; however, they should try to explain any exceptions. For
instance, Poes use of a melancholic tone is often undercut by other tonessuch
as joy or terrorbut only in his earlier poems. Likewise, his focus on beauty
becomes less superficial or natural (and thus more eternal and unreachable)
toward the end of his writing career. These features may indicate that Poes poetry
began to align more closely with the ideal presented in The Poetic Principle as
he began to identify what he believed poetry should be.
o Once students have completed the majority of their discussions (10-12 minutes), preview
the next step of the process (instructions projected on screen):
Compose a group essay of at least a -page in length that conveys your group
analysis.
Include a clear thesis that explains how Poe uses imagery/figurative language and his
self-defined conventions to create meaning.
Incorporate at least 3 specific textual examples that support your thesis (i.e., where do
we see the type of convention or figurative language you mention?). You must
include at least one of each type of convention (i.e., at least one of Poes conventions
and at least one instance of imagery or figurative language).
If Poe occasionally omits certain conventions, try to explain why he does so.
CLOSURE (3 minutes)

Ask 1-2 students to summarize the key points of the lesson. Briefly build on student
comments as needed.
If time remains, ask students to summarize their group essays.

Modifications/Differentiation Strategies:
Students will participate in both group and whole-class discussions.
Students will participate in multiple groups, allowing them to interact with multiple peers.
I will provide instructions visually and aurally to benefit students of multiple learning styles.
Evaluation Strategies:
I will check for understanding throughout the lesson.

I will moderate whole-class discussion, checking to ensure that students understand the
concepts (specifically, Poes conventions) as they relate to Song.
I will observe/confer with student groups as they work.
I will collect the essays at the end of the period, reading them to determine the students
understanding of imagery/figurative language and Poes poetic conventions. They will be
evaluated based on how well the chosen examples support the thesis statement and their
attempt to explain any exceptions regarding Poes use of conventions.

Notes/Recommendations for next time:

Overall, the students seemed to have a lot of fun with this lesson, and it promoted a lot of
hands-on thinking and learning. Most of the students like Edgar Allan Poe, so it was nice to
share some lesser-known poems.
This lesson does require more time. The quick turnaround (~3 minutes) when the students are
sharing their analyses is okay (4 minutes might be more appropriate), but they definitely need
more time when writing their final paragraphs (perhaps 20 minutes).