Lesson Plan Format:

Teacher Ms. Young Grade Level 12th grade

I. Content and Standards:

CCSS.ELA-LITERACY.RL.11-12.5
Analyze how an author's choices concerning how to structure specific parts of a text (e.g.,
the choice of where to begin or end a story, the choice to provide a comedic or tragic
resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

CCSS.ELA-LITERACY.RL.11-12.9
Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century
foundational works of British literature, including how two or more texts from the same
period treat similar themes or topics.

CCSS.ELA-LITERACY.RL.11-12.10
By the end of grade 12, read and comprehend literature, including stories, dramas, and
poems, in the grades 12-CCR text complexity band proficiently, with scaffolding as
needed at the high end of the range.

CCSS.ELA-LITERACY.W.11-12.3
Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.

II. Prerequisites: Students should be

Familiar with literary terms used to analyze poetry.

III. Essential Questions (provide a framework)

How does the poet use literary elements to maintain the attention of the
audience?
What is a rhyme scheme/
How can we determine the writer’s purpose? Commented [Mo1]: 3c. Engaging Students in Learning:
These essential question were asked throughout the lesson to
help students develop an understanding on their own.

IV. Instructional Objective:

Student will be able to discuss and identify rhyme scheme, and stanza
structure.
 Students will be able to analyze the author purpose.

Students will be able to create a poem like Lord Bryon poem, “When We Two
Parted”.

V. Instructional Procedures:

Before- Quick write. Introduction of background information on literary terms used in poetry:
Alliteration, imagery, metaphor, simile, and personification. (Anchor chart provided) Using
the smart board present a slide show with definition and examples of each element of literary
to be discussed.
During- We Do: Together as a class we will read a poem. Discussion on how to locate the
Commented [Mo2]: 3e. Demonstrating flexibility and
responsiveness: The literary term review was first simply
going over the definition. I added a part to the lesson where
student’s had to match their cards to the pairs that match.
One card had the term, another card the definition and the
last card an example. Student getting up and moving really
helped bring energy to the beginning of the class.

rhyme scheme and identify poem structure. I will ask students to find an example of one
element of literary in the poem. What do these elements of literary add to the poem? Students
will analyze a poem and identify the stanza structure, literary terms and the purpose of the
poem.
After- Student will imitate the model. We are reading romantic poetry. Students will reread
When We Two Parted by Lord Byron. Students use Byron’s poem as a model for original
poems, also entitled “When We Two Parted,” that explores some sort of farewell. Tell
Commented [Mo3]: 3a. Communicating with student:
During this part of the lesson I am explaining and modeling
for students what skills we will be mastering today.
Commented [Mo4]: 3b. Using questioning and discussion
techniques: During the teacher model I used question and
discussion to check for understanding.
Commented [Mo5]: 3d. Using Assessment In Instruction:
Students were asked to analyze another poem. They found
the rhyme scheme, stanza structure and analyzed the effect
the poem created using a worksheet. This will show mastery
of objective/goals.

students to experiment with figurative language we explored in today lesson. Commented [Mo6]: 3c. Engaging students in learning:
This activity help students apply what they learned into their
own creative writing. Students wrote poems that model Lord
VI. Materials and Equipment: Bryon rhyme scheme and stanza structure.

When We Two Parted By Lord Byron via smart board

A Dream within a Dream by Edgar Allen Poe

PowerPoint

Computer/Smart board

Paper

Pens

Graphic Organizer

VII. Assessment/Evaluation:
 Completion of graphic organizer on own demonstrating understanding of structure, figurative
terms, and author propose. Student own version of when we two parted. Commented [Mo7]: 3d. Using Assessment in Instruction:
Both the worksheet and the completed poem that model Lord
Bryon’s When we two parted, are both assessments that will
VIII. Differentiation: Individualized Activities: Student needing more assistant can be paired into show mastery of goals.
groups and work with each other. Different poem can used to help student who are struggling
with these poems.
IX. Technology: Using the computer and Smart board to show PowerPoint with information
about the author. Use YouTube to listen to poem
X. Self-Assessment Record and evaluation on Danielson Framework.
Reflection:

I enjoyed teaching this lesson on romantic poetry and Lord Byron work. When examining domain
3, I found some glows and grows. I feel like the lessons objectives and essential questions help
communicate with students the goal set for the lesson. On the board students are informed on what they
will do for the day as well as what they will learn and how they will know they learned. Using my
objectives I informed students of the skill the lesson will master. Throughout the lesson the uses of “I Do,
We Do, You Do” helped promoting question and discussion. During the teacher model I was able to ask the
essential question as well as students were able to ask question to better understand. When implementing
the lesson I was able to use flexibility to allow students the time to finish their own poems. During their
independent practice of identifying rhyme scheme, stanza structure and effect the poet was trying create we
finished as a class to provide students with time on their poems. The worksheet, questions and poems all
serve as a type of assessment. They are tools that helped me determine if my students understood the
lesson. Some areas of improvement could be the use of supplement worksheet that was also British
Literature. I used Edgar Allen Poem for independent practice, and the different in styles made it difficult
for student. Another area of improvement could have been the review on literary terms. They fit into poetry
but did not necessary deal with the objectives set.