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Day 5 - Ricki

1) The daily lesson plan aims to teach students New Criticism Theory and close reading skills through analyzing select poems. (Learning Objective) 2) Students will be assessed through a close read of poems and the data will be used to determine how to modify the next day's lesson. (Assessment) 3) After reviewing close reading, students will analyze poems in groups and share their annotations to demonstrate their understanding of literary elements and New Criticism Theory. (Learning Activities)

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79 views2 pages

Day 5 - Ricki

1) The daily lesson plan aims to teach students New Criticism Theory and close reading skills through analyzing select poems. (Learning Objective) 2) Students will be assessed through a close read of poems and the data will be used to determine how to modify the next day's lesson. (Assessment) 3) After reviewing close reading, students will analyze poems in groups and share their annotations to demonstrate their understanding of literary elements and New Criticism Theory. (Learning Activities)

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Daily Lesson Plan Format

Name: Christa Ewing Date(s) of Lesson: Day 5

Student Learning Objective(s) and Related Assessment(s):

1. Students will demonstrate mastery of New Criticism Theory by applying it to


select poems. (Learning Objective)
2. Students will perform a close read of select poems. (Language Objective)

I will take the data from both assessment and use it to determine how the next day’s
lesson will go: What did students understand? What did they not understand? What do I
need to change/teach differently?

Standard(s):
Standard 9.2.1.a, c, e.
These standard and sub-standards require students to find a text’s theme, analyze the
structure, and identify the characteristics that distinguish literary forms and genres.
Students will be performing this during their poetry analysis.

Materials/Resources: (can be read before class, but it is not required)

“Because I could Not Stop For Death” – Emily Dickinson


“Those Winter Sundays” – Robert Hayden
“Words are Birds” – Francisco X. Alarcon
“a girl named jack” – Jacqueline Woodson
“Sympathy” – Paul Lawrence Dunbar
“Spanglish” – Tato Laviera

Learning Activities:

Initiation: Students will journal for 10 minutes answering the prompt, “Write
something (a story, poem, conversation, or what you did this weekend) that
conveys an excited tone.”

--The learning targets and objectives for the class will always be written on the
board, and I will reference them before, during, and after the lessons.
--The journal prompt gives students an opportunity to formulate their thoughts
before the topic is discussed in class, in a non-confrontational and easy way.
Journals are not graded based on the content, just the work.
Lesson Development:

-- Remind students of Day 3: when I modeled how to close read a poem. Check
for student understanding by show of hands. Quick review by modeling if
necessary. (5-10 minutes)
--Instruct students to group up based on their poetry selection. There will be 6
groups of 4-6. (45 minutes)
--I will engage in “Think Alouds” to help students who do not or can’t express
their questions/concerns.
--When checking for understanding, I will adjust the method depending on the
students. I can have students close their eyes and raise hands/thumbs, or do a
quick “exit” ticket that I would check before beginning.
--Circle the room during group work, checking for understand, misconceptions,
ect.

Closure:
-- Groups will share their annotations with the class on the projector
OR
--Students can share out their journal entries (Closure 10-15 minutes)

Individuals Needing Differentiated Instruction:


ELL: Handouts will be clear and explicit, and read out loud to the class. Handouts will
also include sentence frames I will use Think Alouds during the lesson and
understanding checks can be modified. A review of a New Criticism close-reading will be
prepared- modeling it will be done with visuals. Poetry analysis can be done
individually, or in a smaller group

Special needs: Understanding checks can be modified. A review of a New Criticism


close-reading will be prepared- modeling it will be done with visuals. Poetry analysis
can be done individually, or in a smaller group. A simpler poem can be used, and the
student/s can work individually, with me, in a smaller group. Journal entries can be
written by hand, typed, or dictated.

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