Name:_Austin Burr Cohort: YD

Lesson Plan
Lesson Title: Iambic Pentameter and Trochee Meters Grade: 11 Date: October 18, 2017

Subject: University English Strand: Reading and Literature Studies Location: Classroom Time: (length in minutes): 75 minutes

Lesson Plan Description – (one/two paragraphs with general details about what you will do and how you will do it)
I will introduce the concepts of trochee and iambic meter, as part of a larger Shakespeare study. I will use modern
and Shakespearean examples to explain the difference between trochee and iambic form, with the goal of students
being able to recognize and identify them in a variety of contexts. At the end of the lesson to prove their
understanding, students will create their own sentences in iambic and trochee form.

Ontario Curricular Overall Expectations that this lesson builds towards (numbers from documents and details)
Oral Communication 1) Listening to Understand
Reading and Literature Studies 2) Understanding Form and Style

Ontario Curricular Specific Expectations that this lesson addresses (numbers from documents and details) selected & listed from the Ont.
Curriculum, refined when necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3) have expectations that match
assessment. Should coincide with Overall Expectations.
• Oral Communication 1.9 Understanding Presentation Strategies “evaluate the effectiveness of a variety of presentation strategies used
in oral texts, including increasingly complex or difficult texts, and suggest other strategies that could be used effectively.
• Reading and Literature Studies
o 1.6 Analyzing Texts “analyse texts in terms of the information, ideas, issues, or themes they explore, examining how various
aspects of the texts contribute to the presentation or development of these elements”
o 2.3 Elements of Style identify a variety of elements of style in texts and explain how they help communicate meaning and
enhance the effectiveness of the texts

Learning Goals Discuss with students: What will we be learning today? (clearly identify what students are expected to know and be able to do, in language
that students can readily understand)

Today we will learn…

• How to recognize iambic form
• How to recognize trochee
• How to write our own iambic and trochee lines.
ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the criteria to assess student’s learning, as well
as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand)

I can: Divide a line into syllables in order to examine rhythm

I can: Recognize stressed and unstressed syllables in a line
I can: Explain what the difference between iambic and trochee form is.
Assessment – how will I know students have learned what I intended? How will they know if they've met the learning goals?
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application

Assessment For, As, Of Learning (Complete the chart below)

Assessment Mode: Assessment Strategies: Assessment Tools:

Written, Oral, Performance check out books 1-3 for suggested strategies Instrument used to record data
(Write, Say, Do) i.e., rubric, checklist, observation sheet, exit card, etc.
Please attach tools.

Do Thumbs up / Thumbs down Teacher to ask if students are starting to

understand after each example and decide

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 whether more are needed or they can start
working on their own.

Written Students create their own iambic and trochee Exit card; their statements will be collected
lines to check for understanding and see if it
needs further clarification in another
lesson.
CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
*Read several acts of a Shakespearean play
*Analyzed poetry before
*Have an understanding of basic poetic aspects (namely rhythm).
Learning Skills/Work Habits
Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation

New Vocabulary (for word wall and/or to develop schema)

Trochee form Iambic Form Iamb Stressed syllable Unstressed syllable

Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student
worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan
where appropriate. Include any relevant web links.
• Chart paper
• List of examples
• Chalkboard
• Markers
Learning Environment (grouping; transitions; physical set up). Sketch a picture on an attached page of classroom setup. Make sure to consider where
materials will be placed if students need to access them. Here, write a short justification of why the classroom will be organized like it is (this matters for learning).

The class will begin “cabaret style” toward the board as seen below. When they break into groups, they will turn the chairs in to make circles at their tables and
begin their discussion. They will remain in these groups for the lesson.

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Cross Curricular Links (especially important for gr 7/8 lesson plans. Don't agonize over this)

Lesson – Delivery Format

Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do: What Students do:
Minds on: Motivational Hook/engagement /introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson
Time: 0-5 minutes (Indicate time breakdown of instructional elements) Students will think about their prior knowledge of
Ask students what they know about how Shakespeare’s Shakespeare to try and determine where the lesson is
plays are written. Have two lines written on the board; going. The two lines, which are structurally similar but
the opening line from “Romeo and Juliet” as well as the rhythmically different, will encourage them to think in
opening line of William Blake’s poem “The Tyger”. Ask terms of rhythm and form rather than theme and
students what they see similar and different between meaning.
the lines.

Action: During /working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning
Time: 5 - 45mins (Indicate time breakdown of instructional elements)
Show video: Iambic Pentameter Rap
(https://youtu.be/p226OX39OLs) 2mins Students will work as a class to determine what each
We will go through examples one at a time on the example line is and gain an understanding of what
board, from a variety of genres and time periods constitutes iambic and trochee forms.
(poems, song lyrics, plays). We will divide each line up
into its separate syllables and use these to determine if When divided into groups, they will work together to
it is Iambic, trochee, or neither. As we do this, I will further their understanding with more examples and
show and explain the similarities and differences applying their own work.
between the forms.

Students will be encouraged to clap out the beats as

they say each phrase. Students will alos be asked to
come up to perform the steps themselves with later
examples (divide it into feet, mark stresses, take a
guess). (30mins)

When students have a firm understanding, they will split

into small groups of 3 and work independently on some
more examples while I float around the room checking
up on them. (10 mins)

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection
Time: __45____-___60____ (Indicate time breakdown of instructional Students will now apply the knowledge they’ve learned
elements)
in reverse to show they have a clear understanding of it.
Students to fill out an exit card creating their own
Iambic and trochee statements. Exit cards will be
provided which have syllable spaces and some quick
prompts.

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Extension Activities/Next Steps (where will this lesson lead to next)

After this lesson, another discussion on how form and language affects theme could take place in a following class
(why do the royal characters speak in iambic but not the commoners? Etc).

Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:

The Teacher:

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013