Instructional Lesson Plan

I. Purpose of the Lesson What will the students learn? Why is this learning meaningful, important
and appropriate? What will the students say or do that will serve as evidence of learning?
Subject
Date

English

11/23/2015

Unit

Poetry

Grade 12th Honors

Mentor

Class Size
23

School

Topic

Slam Poetry

Time

9:00-9:20AM

Intern
Seth, Melinda, & Steph

Standard(s): CCSS 11-12.5 Analyze in detail how a complex primary source is structured, including
how key sentences, paragraphs, and larger portions of the text contribute to the whole.
Big Idea or Essential Question: What are the differences between slam poetry and traditional poetry?
Alignment with Summative Assessment: This information appears on questions 23, 30, and 35 on
the quarterly exam.
Lesson Objective: Students will differentiate between traditional and slam poetry and identify
elements of each.
Formative Assessment: Homework to be collected next class (slam poem).

II. Context for Learning What knowledge of students will influence my instructional decisions in this
lesson? How will my instruction remove barriers to learning and/or build on students strengths?

Knowledge of Learners

(What prior knowledge of learners are you

using to plan this lesson?
DATA

Instructional Decisions Based on

Knowledge of Learners
RESPONSE TO DATA (required)

Formal data -Based on the data from the last tests 6/23
students struggled with the elements of a sonnet.

To address this we have decided to compare the new

material (slam poetry) to the old material of sonnets and
Shakespeare.

Informal data - We observed that specifically students

X, Y, and Z learn best when they have information
presented to them aurally.

To address this we have found youtube readings of both

the poems we will be discussing in class to better
accommodate these students.

Individual or Small Group Needs Specific

to this Lesson

(Ex. IEP/504 accommodations, ELL, social concerns,

gifted/talented, multicultural/equity measures, etc.)
IEP: There is a student in our class who is blind and
has an IEP.

Differentiated Practices Specific

to this Lesson
(Instruction and/or Assessment)

In order to accommodate this student we will provide

the poems in braille.

III. Instructional Procedures What instructional strategies will I use to ensure that every child is a
successful learner?
Instructional Materials/Resources:
Copies of poems- (Shakespeare http://www.poetryfoundation.org/poem/245774) (Patricia Smith
http://www.bu.edu/agni/poetry/print/2002/56-smithp.html)
Video readings of poems (Shakespeare- https://www.youtube.com/watch?v=QKXPd-ghXcM) (Patricia Smith
https://www.youtube.com/watch?v=Klb5TniRGao)
Activinspire Doc

Technology Integration: Activinspire, youtube videos.

Cross-curricular Connections:
Transition from Beginning to Development of New Learning: How do you think these individuals
historical and social context influenced how they wrote poetry?
Management Considerations (Procedures, Transitions, Materials) and Student Engagement:
Student engagement: Using the SmartBoard and ActivInspire to engage students by having the
students come up to the board and select traits from a word bank and put them in the correct category.
Transition from Beginning to Development of New Learning: How do you think these individuals
historical and social context influenced how they wrote poetry?

Instructional
Sequence

Approximate
Time
2-3 minutes

Planned
Beginning

Transition Q:How do you think these individuals historical and

social context influenced how they wrote poetry?

Warm-up
Motivation
Bridge

Development of
the New Learning
(Procedure will vary with
the instructional model
used. Ex. 5E lesson
plan, scientific inquiry,
teacher/student
modeling, cooperative
learning, before, during

Procedure
Comparative biographies of Patricia Smith and Shakespeare

15 minutes

Students will listen to the poems and read along with their own
copies.
Students will use ActivInspire to compare and contrast the traits
of traditional poetry and slam poetry. Students will be called up to
the SmartBoard to select traits from a bank and place them in the
right category.

and after strategic

reading, etc. Focus on
active student
engagement.)

3-5 Minutes
Enrichment or
Remediation

Try to write your own version of slam poetry. (will be homework)

Give students links to youtube videos of other slam poets so they
can get ideas for homework.

(As appropriate to
lesson)

Assessment: Homework that will be collected next class.

Assessment/
Evaluation
Planned Ending
(Closure)

Homework: Write your own slam poem.

Summary
Homework

V. InTASC or COE Standard and Rationale - How does this lesson represent my progress toward
gaining mastery of the skills of an effective teacher?
This lesson is a good example of InTasc 3 (The teacher understands how students differ in their
approaches to learning and creates instructional opportunities that are adapted to diverse learners)
because we have included visual, auditory, kinesthetic opportunities as well as accommodations
(braille) for our student who is blind.