Lesson Plan Form

Name of Instructor: Amber Ginter Grade Level: 11 Subject: Honors English III

Unit Title: Transcendentalism (Whitman and Dickinson Day 2): Walt Whitman Song of Myself 10/33,
O Captain, My Captain, and O Me! O Life!
Time Length: 45 minutes
Date of Lesson:

1. Learning Goal/Objective – a. What will the pupil be able to do as a result of the lesson? State your objective from
the course of study or ODE Academic Content Standards; b. Prior knowledge/skills required by students? c. Connection –
how does the lesson objective connect with previous and future lessons/learning?
Standard: Connecting to the previous lessons that Ms. Ginter and Mrs. Congrove have taught about Transcendentalism and
Walt Whitman, students will learn how both Walt Whitman and Emily Dickinson contributed to the Transcendental period.
In this lesson specifically, students will first learn about Whitman and his works Song of Myself 10/33, O Captain My
Captain, and O Me! O Life. They have been previously assigned (the day before) to read Song of Myself 10/33 with
corresponding questions in order to discuss in class.

Objective: As a result of this lesson students will be able to thoroughly explain and comprehend Walt Whitman’s Song of
Myself I,10, and 33, O Captain, My Captain, and O Me! O Life! while discussing those findings as a class. They will be able
to discuss the main concepts of Whitman’s poems as a class, which will thus lead into their class discussion, demonstrated
annotation, individualized annotation, and comprehensive WS as a group using this information. The student will also be
able to complete the O Me! O Life reading and discussion questions for homework.
In this lesson we will be building upon prior knowledge of the previous day’s lesson which includes: the biographical
information/homework questions of Walt Whitman, Transcendentalism notes as provided and given by Mrs. Congrove, the
two weeks on Emerson and Thoreau as seen prior to this lesson, Song of Myself 1/10/33 and assigned discussion questions.

Connection: This lesson is a continuation of the previous day’s lesson and is also concurrent with the following lesson
pertaining to it. It will connect to the Transcendentalists of Emerson and Thoreau by building upon similar traits and ideas of
their character and relating it to the two new Transcendentalists of Whitman and Dickinson for the week. This lesson will
explore Song of Myself 10/33, O Captain, My Captain, and O Me! O Life!

2. Assessment (Pre-& Post) - How and when will you evaluate the objective and student learning? Attach a copy of
the assessment/rubric instrument you will use.
Pre - Assessment: The students were given the Song of Myself 10/33 readings and homework questions the night before
regarding Whitman which serves as a pre-assessment prior to the discussion in class. They are also given an annotation
example and warm-up at the beginning of class prior to their own use of annotation.
Post Assessment: When the students arrive in class, they will hopefully show signs of growth through the pre-assessment
given the night before. The post-assessment will thus be shown in their discussion as a class, the group and individualized
annotation to reflect this new knowledge, the pairing group work of a comprehensive worksheet, and the homework reading
and questions for O Me! O Life! and O Captain, My Captain.
3. Methods/Strategies – a. What teaching methods will you use (e.g. teacher presentation, demonstration, simulation,
role playing, peer teaching, laboratory activity, etc.); Type of learning: Inductive/inquiry questioning for student discovery or
deductive/direct modeling)? b. Accommodations – How will you accommodate for student differences? c. Learning
climate/environment – How might you establish a safe and an effective environment?
a. The methods used in this class period include teacher presentation and demonstration of materials and
annotation/discussion. This also includes peer teaching when the students complete this activity through independent
practice. The type of learning is inductive/inquiry when we discuss as a class and will then move to direct modeling as I show
them annotation and they replicate, as well as discussion, group work of the comprehensive worksheet, assigned reading, and
HW sheet.
b. Accommodations- For those with learning disabilities, extra time will be given, hand out notes can be provided, the teacher
will clarify and reiterate questions and points, and be available after class as well. The HW may be assigned to complete in
pairs or with an aid or less questions assigned for homework.
c. Learning Climate/Environment- I will establish a safe and effective environment by treating all students with respect,
speaking clearly, repeating points, asking questions, and helping students as they need it.
4. Grouping - Large/small group; cooperative groups (pairs, threes, etc.); Is this typical?
Students are in a large group for the class discussion and then groups/pairs for the annotation WS. Individual work includes
the assigned reading homework and homework worksheet. This is typical as I like to incorporate various forms of grouping
in every class.

5. Equipment and Material - What instructional equipment and materials are required to help students reach the
objectives (e.g. textbook, lab equipment, technology, activity sheet, CD-ROM, Web Site, etc.)?
-Textbook (pg.353/356) (Discuss Song of Myself 10 and 33 in class).
-O Captain, My Captain handout (pg.2)
-O Captain, My Captain handout in class with group (pg.3)
-O Captain, My Captain handout for HW (pg.4)
-O Me! O Life! Handout with questions
-Pencils/Paper
-Song of Myself HW questions to turn into tray
-Write discussion points for Song of Myself 10/33 on Board (Smartboard or Chalkboard)
-Computer
-Smartboard
-Chalkboard
-Teacher Sheet on Song of Myself 10/33 with info
-O Captain, My Captain PP slide for annotation
-O Me, O Life annotation WS with teacher-student comparison
6. Instructional Delivery
a. Introduction (e.g. motivate, elicit student interest, review past learning, background in topic; Communicate
expectations, procedures required for the lesson.)
1. To connect to previous lesson: Recap: Song of Myself 10/33- turn in HW. Discuss as class. Take 5 minutes to write your
own Song of Myself Quick Write. “If you were to pretend to be Walt Whitman, create your own Song of Myself that relates
directly to transcendental themes. Write this under the Quick Write section from the day before.
b. Activity: What activities have you planned? What will you do? What will the students do? (e.g. small steps, examples,
clues, feedback/checking for understanding. etc.)
ACTIVITY TIME ALLOTTED
The Instructor will:
1. See Introduction (Ask?’s and Quick Write Activity, Hand in)
2. The day before, the instructor will assign Song of Myself questions for HW.
3. The Instructor will have the students turn the HW into their period tray.
4. In class, pass out O Captain, My Captain, load on PP board and annotate on board.
5. Discuss annotation and poem meaning.
6. Break into groups/pairs to complete Comprehensive WS for O Captain, My Captain.
7. Assigned HW: O Me! O Life! With annotation WS and Money Worksheet for O Captain, My Captain

The students will:

1. The student will discuss with the teacher in the introduction and complete the Pre-Quick Write 10 MINUTES
2. The student will turn in the Song of Myself HW to their according tray. 2 MINUTES
3. Students will participate by engagement with a teacher-led annotation and reading/discussion of O Captain,
My Captain. 20-25 MINUTES
4. Complete Comprehensive WS for O Captain, My Captain in groups/pairs. 10 MINUTES
5. HW: O Me! O Life! With annotation WS and Money Worksheet for O Captain, My Captain

c. Conclusion/Summary - Review; Students demonstrate achievement; Connection with future lesson.

The teacher will lead an introduction of questions and have the students complete a Quick Write Activity. After the Quick
Write, the teacher will go over Whitman’s Song of Myself 10/33 with the students and discuss using teacher notes to help lead
the discussion. After finishing the discussion, she will have them turn in the HW from the night before. In class, O Captain,
My Captain will be annotated, discussed and explored in class which helps them when they break into groups to complete the
Comprehensive WS for the same poem. This helps lead into the connection of the future lessons that will explore the HW of
O Me! O Life! With annotation WS and Money Worksheet for O Captain, My Captain, as well as Whitman’s written other
pieces of Transcendentalism. The homework of reading and answering questions will also lead to the upcoming lessons and
solidify information learned so far.

d. Practice and/or Assessment - Guided, independent; Help with initial steps and monitor; Corrections, re-teach if
necessary. Practice is assigned through the reading and homework assigned the day before. In addition, guided practice is
given as the class discusses and annotates Whitman’s works as a class using discussion points lead by the teacher. The
teacher then demonstrates the Flip Chart, which leads to independent practice of the students creating their own charts.
Modeling, group work, and discussion through O Captain, My Captain should help them with the O Me, O Life! HW
assigned. They are also assigned these readings with discussion question HW for further assessment practice.

7. Standards from ODE- Copied and pasted as requested per OCU Standards and curriculum.
Reading Standards for Literature
Key Ideas and Details:

RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text, including determining where the text leaves matter uncertain.

RL.11-12.2 Analyze literary text development.

a. Determine two or more themes of a text and analyze their development over the course of the text, including how they
interact and build on one another.
b. Produce a thorough analysis of the text.

Reading: Craft and Structure:

RL.11-12.4 Determine the connotative, denotative, and figurative meaning of words and phrases as they are used in the text;
analyze the impact of author’s diction, including multiple-meaning words or language that is particularly evocative to the
tone and mood of the text.

Reading: Integration of Knowledge and Ideas:

RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or
recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare
and one play by an American dramatist.)

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

Reading: Range of Reading and Level of Text Complexity:

RL.11-12.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–
CCR text complexity band proficiently, with scaffolding as needed at the high end of the range, building background
knowledge and activating prior knowledge in order to make personal, societal, and ethical connections that deepen
understanding of complex text.

Writing Standards

Production and Distribution of Writing:

W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should
demonstrate command of Language standards 1–3 up to and including grades 11–12.)

W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in
response to ongoing feedback, including new arguments or information.

W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-
twentieth-century foundational works of American literature, including how two or more diverse texts from the same period
treat similar themes and/or topics”).
Range of Writing:

W.11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of tasks, purposes, and audiences.

Speaking and Listening Standards:

Comprehension and Collaboration:

SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively.

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by
referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of
ideas.

b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish
individual roles as needed.

c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full
range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative
perspectives.

d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue;
resolve contradictions when possible; and determine what additional information or research is required to deepen the
investigation or complete the task.

SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively,
orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and
noting any discrepancies among the data.

SL.11-12.3 Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, assessing the stance, premises,
links among ideas, word choice, points of emphasis, and tone used.

Presentation of Knowledge and Ideas:

SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that
listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization,
development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Language Standards:

Conventions of Standard English:

L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English
Usage, Garner’s Modern American Usage) as needed.

L.11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.

a. Observe hyphenation conventions. b. Spell correctly.

Vocabulary Acquisition and Use:

L.11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12
reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a
clue to the meaning of a word or phrase.

b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive,
conception, conceivable).

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to
find the pronunciation of a word or determine or clarify its precise meaning, part of speech, etymology, or standard usage.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context
or in a dictionary).

L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

b. Analyze nuances in the meaning of words with similar denotations.

L.11-12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading,
writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or expression.
8.Teacher Reflection/Self-Evaluation - Answer the following questions on a separate paper: What pleased you?
What would you do differently next time? Re-teaching or Intervention required? Did the assessment instrument measure
intended student learning? If no, what are some alternatives?
Attachment (s):