Poetry: Critical Reading Report Presentations
Poetry: Critical Reading Report Presentations
Standard - CC.1.2.8.F
Analyze the influence of the words and phrases in a text including figurative and connotative, and
technical meanings; and how they shape meaning and tone.
Standard - CC.1.3.7.E
Analyze how the structure or form of a text contributes to its meaning.
CCSS.ELA-LITERACY.SL.7.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent
descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear
pronunciation.
C. Assessment/Evaluation Plan
1. Formative Assessment
- Student input, feedback, and questions throughout the lesson will be used to assess how
well students understand poetry as a genre and as a literary mode—times of formative
assessment will be designated in the lesson’s development (F.A.)
- Student definitions of the term poetry will be recorded by the teacher and used to assess
objective two
- Poetry report sheets will be collected after class and used to assess object two
- Turn and talks will be used often during instruction to assess objective one, and to promote
class discussion and collaboration
2. Summative Assessment
- A close reading sheet done in partner groups will be collected and assessed on the unit’s
final day
Content:
- The purpose of this lesson is to build on our platform of poetry knowledge by, instead of
doing a whole class critical reading, taking their learning into their own hands and
analyzing their poem in small groups
- Now that mood, tone, and the general gist of what poetry is is understood, I can now take a
step back and allow them to control their learning—making me simply their “guide on the
side”
IV. Implementation
A. Introduction
1. Hook
1. The day’s PDN will be on the board as students enter the classroom
2. Allow students three to five minutes to assess and respond to the PDN prompt
3. Lead a group discussion, eliciting student responses and feedback to the prompt
2. Activation of Prior Knowledge
1. Ask students to put away their PDN sheets; they should have nothing on their desk at this
time
2. Elicit from the class what we learned the week prior (F.A.)
3. Ask for examples of mood and tone, and for students to define these terms in their own
words (F.A.)
3. Setting Today’s Objective
1. Share with the class what they will be working on today at their table groups
2. Share with the class today’s objectives/expectations—these are academic and behavioral
- Ask if there are any questions or concerns with my expectations before moving on
B. Development
1. Ask students to clear their desk, all they need is something to write with
2. Explain the day’s assignment to the students
- They will be working as a group on a “poetry report,” of a poem assigned by the teacher
3. Distribute to each group a copy of their poem
4. Emphasize that for this assignment to work, each table group member must read over the
poem and have a role in answering the questions
5. Outline the assignment, which involves critical reading of their poem and creating a report
which they will present to the class
6. Elicit from the class what critical reading means (F.A.)
7. Give the students time to read their poem at their seats before passing out the report sheet
8. Set a time on the board for 10 minutes
9. Circulate the room, meeting intentionally with each group, and emphasizing time with
certain students in the class (F.A.)
10. When the timer runs out, gauge the room to see if a few more minutes is needed to finish up
11. Pick tables to present their reports—all groups must present
12. Present the rules of the presentation
- Each student must read at least one question that was answered, bonus points if they read
the poem for the class, and the class must come up with at least two questions after the
presentation is finished
13. After all groups have gone, collect the sheets to assess (F.A.)
C. Closure
1. With five minutes remaining, revisit the initial definition of poetry, and ask the class for
their own definition of the term (F.A.)
2. Record this in their respective section of the slide