McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

Revised August 2015

Teacher: Katherine McKerley Date: 1/29/2018

Title of Lesson: Poetry: Harlem Cooperating Teacher: Heather Shuler

Renaissance

Core Components
Subject, Content Area, or Topic
Reading – Poetry
Student Population
Whole Group – 27 students
Learning Objectives
https://www.education.com/lesson-plan/elements-of-poetry/

Virginia Essential Knowledge and Skills (SOL) CW.ELA.4.5.3 Identify the narrator of a story and
the speaker of a poem

VDOE Technology Standards

English Language Proficiency Standards (ELPS)

Materials/Resources
Literature Web Worksheet, poem Harlem (Dreams Deferred)
https://www.history.com/topics/roaring-twenties/harlem-renaissance
https://www.youtube.com/watch?v=CZIfdWiw3rU

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used
Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE RETURNS
YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Reading 10%
Lecture 05%
Safety (if applicable)

Time
(min.) Process Components
6 min *Anticipatory Set
Recall poetic Devices
Introduce Harlem Renaissance – Video
Video explains the impact of the 10’s and 20’s and African American expression in poetry,
art and music. Speaks specifically to Langston Hughes.

30 *State the Objectives (grade-level terms)

sec The students will use their knowledge of poetic devices to dissect the structure of a poem
The students will identify feelings, imagery, key words, and ideas of a poem

*Instructional Input or Procedure

Transition from Harlem Renaissance to Langston Hughes
Highlight how in the video it talked about the height of the renaissance era and the ending
with the Great Depression
Segway into Harlem (Dreams Deferred)
TTW talk about why name the poem Harlem and what does Deferred mean
Read the poem
TSW have a moment to reread the poem and think about its meaning
TSW discuss at their tables what they were able to understand
TTW go over the poem line by line and ask questions and define words to help students
interpret the poem
TTW explain the Literature Web
TSW complete the Literature Web
TSW pair up and share up – picking two partners that do not sit at their table to discuss
the worksheet
*Modeling
The teacher will read over the poem twice aloud.

*Check for Understanding

TTW check for understanding by asking varied questions about tone, ideas, imagery, and
structure.
TTW review the worksheets
TTW listen in on students when they pair up to share about what they found in the poem
and wrote down on their worksheet.
*Guided Practice
TTW go line by line through the encouraging students to interpret what the poet was trying
to convey.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 *Independent Practice
TSW work on the literature Web on their own.

Assessment
No assessment – crosswalk standard

*Closure
TTW discuss with students how the poet can change tone even when keeping to the
same topic and how in the next lesson they would use the skills and knowledge they have
gained to compare and contrast two poems by Langston Hughes.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

Classroom Management Issues (optional)

Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?
The students were able to meet the objectives. I work on creating a smoother transition from the
Harlem video to Langston Hughes Poems. Make the directions and description of the task clearer.
Figure out and establish in the direction what early finishers are acceptable.
*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015