Michelle Childers

NEVADA STATE COLLEGE TEACHER PREPARATION PROGRAM LESSON PLAN Description of Classroom: 11 to 44 English Language Arts Honor Students Background: Students have previously practiced with poetic devices with John Donnes The Flea Content Objective(s): SWBAT analyze The Passionate Shepherd to His Love using poetic devices SWBAT analyze The Nymphs Reply to the Shepherd using poetic devices Language Objective(s): SW discuss poetic devices as used by Marlow and Raleigh SW write down poetic devices they notice and what they do for the poems themes/message/tone, etc. Nevada Standards: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful (Include Shakespeare as well as other authors). Key Vocabulary: Poetic Devices (List of 35+ devices given to them last week, with definitions) Best Practices: (put an X next to those that you address in your lesson) Preparation Scaffolding Grouping Options X Adaptation of content X Modeling X Whole Class X Links to background X Guided practice X Small groups X Links to past learning _ Independent practice X Partners X Strategies incorporated X Verbal scaffolds _ Independent X Procedural scaffolds Integration of Processes Application Assessment X Listening X Hands-on _Individual X Speaking _Authentic (Meaningful) X Group X Reading X Linked to objectives X Written X Writing X Promotes engagement X Oral

Teaching Strategies: Small group work (Think, Pair, Share), whole group discussion

Warm Up Activity: I. Alliteration. a. Use the s sound repeatedly in a statement about snakes b. Use the w sound repeatedly in a statement about wind c. Use the r sound repeatedly in a statement about a lion. d. From the four examples of alliteration you created in a-c above, what can you conclude about one effect of the use of alliteration Lesson Sequence: 1. Give students 10 minutes max to complete warm up. Randomly select students to respond 2. Pass out copies of Passionate Shepherd and ask for volunteer to read. 3. Ask students to take out list of poetic devices to use when analyzing the poem on their own, for 5 minutes. 4. Tell students to turn to another person close to them to share theyre responses, and see if they can come to a conclusion. 5. Ask a pair to share their collective analysis. Ask if any other pairs agree or disagree. 6. I will repeat this process by having pairs form groups of four to compare analysis (If I find I have extra time) 7. Repeat Think, Pair, Share for Nymphs Reply 8. Ask students if they see any connections between the poems in the case of poetic devices used by both poets. Accommodations: Projected poems as well as class set for them to read in their groups Review/Assessment: Discussion. Collect responses if necessary. Reflection: