Lesson plan on analyzing and identifying African American

poems.

Lesson plan on analyzing and identifying African American

poets.

Lesson plan on gaining an understanding the effects African

American poems and poets have on society.

Whole unit

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Pre-Instructional Planning:
The thought process that leads to the development of
quality, meaningful lesson plans
_____________________________________
Guiding questions that will provide the framework for the lesson.

(Respond to each question.)

Who are you teaching? (Identify student grade level as well as academic functioning level and specific needs of individual

students)

I am teaching 10th grade English Literature with an emphasis on poetry. The functioning level of
this class is a higher academic level. There are no specific needs for any student in the class.

Who (if anybody) will assist with the presentation of this lesson, and what will their role be?

There will be no assistance needed with the presentation of this any lesson in the unit.

What is the long range goal(s) that is tied to this lesson?

The long range goals tied to this lesson are the students will have an understanding on how
English Literature and the written word have an impact on the society and the World around
them. This will be achieved by learning about the poems and poets. This long range goal is for
the whole unit.

What is the specific learning objective(s) for this lesson?

The specific learning objective for this lesson is to analyze/identify poems from African American.
The specific learning objective for this lesson is to analyze/identify African American poets. What
were their lives like, why did they write poems etc.

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The specific learning objective for this lesson is to gain an understanding on the role African
American poems and poets played on society.

What prerequisite skills/knowledge will students need to effectively access and participate in this lesson?

The prerequisite skills/knowledge the students need to effectively access and participate in the
lesson is the definition of poems. The student should be able to answer “What is or can be
classified as a poem.”

When within the stages of learning will this lesson be presented? (Is it a learning acquisition lesson, learning fluency

lesson, learning maintenance lesson, or learning generalization lesson?)

Since I am not familiar yet with the above terms, I believe it would be a learning acquisition
lesson. The students will be learning the material for the first time for all lessons in the unit.

When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?)

The lesson will take 4 days to complete.

The lesson will take 4 days to complete.
The lesson will take 5-6 days to complete.

Where should this lesson be presented to ensure maximum student access and participation? (computer lab, classroom,

science lab…) AND what materials will be needed? How will technology be incorporated into the lesson?

The lesson will be presented in the classroom and two days in the lab. The materials
needed are handouts, books on African American poems and Power Point Presentation.
The Power Point Presentation will incorporate material not in the handout or books. The
students will need a computer in the lab to have access to glogster and make their poster.
The lesson will be presented in the classroom and two days in a lab. The materials
needed are handouts, books on African American poets and PPS. The PPS will
incorporate material not in the handout or books. Students will also need their own
computers in the lab to make their presentation for the Project in this lesson.
The lesson will be presented in the classroom and two days in the lab. The materials
needed are handouts, books on the impact and or effects of African American poetry on
society and a Power Point Presentation. The Power Point Presentation will incorporate
material not in the handouts or books. The students will need a computer in the lab to
have access to Animoto to make their poetry video for the Project in this lesson.

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Why are you planning to teach this lesson? Why must this information/skill be presented to the students?

These lessons are being taught because students need to have an understanding of the
different types of poems, the poets who wrote them and the impact literature can have on
their society. This information must be presented to the students so maybe one day the
can impact their World through poems and written word.

How does this lesson relate to the PA Academic Standards?

This whole unit relates to PA Academic Standards by

1.1 Reading Independently. More specifically Benchmark B, learning to analyze the structure
informational materials and how authors use them to achieve their goals.
Benchmark F: Understanding the meaning and vocabulary across the content area.
Benchmark H: Demonstrate fluency and comprehension in reading.
Standard 1.2 Reading Critically in all Content Area
Benchmark A: Read and understand essential content of informational of texts and documents in
all content areas.
Benchmark B: Use and understand a variety of media and evaluate for quality of material
produced.
Benchmark C: Produce work in one genre that follows the conventions of that genre.
1.3 Reading Analyzing and Interpreting Literature
Benchmark D. Analyze and evaluate poetry the appropriateness of diction and figurative
language.
Benchmark F: Read and respond to nonfiction and fiction including poetry and drama.
1.4 Types of Writing
Benchmark A: Write short stories, poem and plays.
Benchmark B: Write informative pieces such research, biographies.
1.5 Quality of Writing
Benchmark F: Edit writing using the conventions of language ex: correct spelling.
1.6 Speaking and Listening to Others
Benchmark A: Listen to others
Benchmark B: Listen to selection of literature
Benchmark D: Contribute to discussions
Benchmark E: Participate in small and large group discussions and presentations.
Benchmark F: Use media for learning purposes.

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How does this lesson relate to the previous lesson? How does this lesson relate to future lessons?

All lessons relate to each other because without the understanding of poems the student could not
discuss the poets who wrote them. The students also need an understanding to the poets to
understand how their lives impact their poems which in turn impacted society.

How will you determine if students have met the lesson objective? (Think assessment)

The students will do three projects in order to show they understood the lesson. Each project will
be graded by a rubric style grading system.

How should this lesson be presented to ensure maximum student access and participation? (lecture, whole group

activities, small group activities, cooperative learning groups…)

All lessons in the unit will be presented with a mixture of lecture with whole group activities and
small group activities. The projects will be done in two to three student groups with the exception
of the glogster poster.

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 Lesson Planning
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Writing the lesson plan:

Translating thoughts into a plan of action
______________________________________
LESSON PREPARATION
Pennsylvania Academic Standard(s) addressed during this lesson:
(Provide Standard number and statement)
1.1 Reading Independently. More specifically Benchmark B, learning to analyze the structure
informational materials and how authors use them to achieve their goals.
Benchmark F: Understanding the meaning and vocabulary across the content area.
Benchmark H: Demonstrate fluency and comprehension in reading.
Standard 1.2 Reading Critically in all Content Area
Benchmark A: Read and understand essential content of informational of texts and documents in
all content areas.
Benchmark B: Use and understand a variety of media and evaluate for quality of material
produced.
Benchmark C: Produce work in one genre that follows the conventions of that genre.
1.3 Reading Analyzing and Interpreting Literature
Benchmark D. Analyze and evaluate poetry the appropriateness of diction and figurative
language.
Benchmark F: Read and respond to nonfiction and fiction including poetry and drama.
1.4 Types of Writing
Benchmark A: Write short stories, poem and plays.
Benchmark B: Write informative pieces such research, biographies.
1.5 Quality of Writing
Benchmark F: Edit writing using the conventions of language ex: correct spelling.
1.6 Speaking and Listening to Others
Benchmark A: Listen to others
Benchmark B: Listen to selection of literature
Benchmark D: Contribute to discussions
Benchmark E: Participate in small and large group discussions and presentations.
Benchmark F: Use media for learning purposes.

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Lesson Objective(s)
(Stated in observable and measurable terms)

Students will be able to analyze and identify poems written by African American poets.
Students will gain an understanding of poems written by African American poets.
Students will be able to identify African American poets.
Students will discuss the background of African American poets.
Students will explain why African American poets and their poems have an impact or effect on
our society.

Assessment Plan
(What will be done to determine if lesson objectives have been met?)

All assessments for the projects will be based on a rubric.

Daily assessments will be done in the form of answer and questions before the new lesson and
before leaving the classroom.
Materials:

The materials needed for all lessons in the unit are:

handouts to supplement the lesson,

books approved by the teacher with additional information and
use of a computer enabled with Power Point in order to show a Power Point Presentation to
highlight the important information in the lesson.

Inclusion Techniques for Students with Special Needs:

None needed.
Enrichment Techniques:

Students will be asked to read poems aloud to the classroom in order to give the poems meaning
and gain understanding oral reading.

Students will be given a crossword puzzle with all the African American poets names they will
learning in class. This enrichment activity will help them recall the names they will be seeing in
classroom.

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students

have access to and are able to participate in the lesson):

All students will be given lab time in class to be able to work on their projects in case students do
not have access to a computer at home. In special cases, if the teacher is not seeing they have
enough time, extra time will be allotted to finish the projects.
______________________________________
LESSON PRESENTATION

Introduction/Motivational Activities/Anticipatory Set:

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One the first day of the unit the students will come into the classroom and be asked to answer the
question on the board. “What is a poem”
A picture will be taped on the board of an African American poet with a question underneath
asking “Can you identify this person” The students will be asked to make an educated guess on
who the poet is on the picture.
A picture will be taped to the board of a scene from a Civil Rights Movement. The students will be
asked to tell how an African American poet may influence the scene depicted.

Detailed Teaching Sequence:

(Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted
statements are preferred)

• The students will answer to board question “What is a poem” and participate in a
discussion on what the meaning of a poem is to them. This can be done in small groups
if necessary to generate more responses.
• The students will go over material on the handouts and Power Point Presentation to learn
what the differences may be in a regular poem and a poem written by an African
American poet.
• The students will be given a poem the last 5 minutes of class and asked to verify if the
poem could have been written by an African American poet. Why or why not.

• The students will answer the board question “Can you identify this person”

• The students will go over material on the handouts and Power Point Presentation to learn
about different African American poets.

• The students will be asked for review the last 5 minutes of class on the names of some of
the poets learned in the lesson for the day. Pass out crossword puzzle to be completed as
homework.

• The students will give their opinion on the scene depicted on the pictured taped to the
blackboard. What does it represent, How an African American poet could effect this
scene and what it means to us as a society how poetry influenced these movements.

• The students will be broken into groups of 3-4 students to discuss their ideas on the
impact of African American poetry on society.

• The students will review handouts and Power Point Presentation to gain a better
understanding on how these influences impacted society.

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 • The students will be given an exit question to write down what they discussed in their
groups.
Guided Practice/Independent Practice/Assessment Activities
Students will be assigned a project by making a poster of an African American poem on glogster.
Students will be assigned a project by making a Power Point Presentation on the biography of an
African American poet. The presentation will be 5-7 slides.
Students will be assigned a project by making a video poem with elements of African American
poems/poets to show an understanding the impact on society.

Closure:
At the end of class each student will be given a poem and asked to verify if the poem could have
been written by an African American poet Why or Why not.

Students will be asked to raise their hands to review an African American poet learned in the
classroom in that day’s lesson.

Students will be given an exit question to bring to class the following day filled out on why they
feel African American poets have an impact on society.

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