Crystal Sharp

Richard Cory / 11-6-14

Stage 1 Desired Results

Established Goals (Include ACOS standards in this section):

Compare and contrast a written story, drama, or poem to its audio, filmed, staged,
or multimedia version, analyzing the effects of techniques unique to each medium
(e.g., lighting, sound, color, or camera focus and angles in a film). [RL.7.7]
Analyze the interactions between individuals, events, and ideas in a text (e.g., how
ideas influence individuals or events, or how individuals influence ideas or events).
[RI.7.3]
Understandings (Students will understand that): Poems can convey hidden meanings
within them. Artists can use creative license to further a poems meaning and description.
Authors use specific words to convey a hidden meaning within poems.
Essential Knowledge (Students will know): creative license, poem, diction, language
Essential Skills (Students will be able to): Analyze a text to determine the true
meaning of the poem. Compare two versions of the poem to determine the differences and
the similarities and how artists use creative license in their work. Assess how literature and
the particular poem Richard Cory relates to real life.
Essential Question(s): How do authors and artists use their work (language, diction, and
symbolism) to convey a larger meaning than what is just on paper?
Stage 2 Assessment Evidence
Performance Task(s): N/A
Other Evidence: A Venn diagram will be used to assess students ability to compare and
contrast the different forms of the poem.
The circled words from the song will be used to assess if students understand the
importance of word choice that authors and artists use.
The homework activity will be used to assess the students ability to analyze the text and
form opinions based on the texts theme and evaluate how the individuals in the text relate
to one another.

Stage 3 Learning Plan (Include approximate time for each activity in the learning plan)
Materials needed for the lesson: Teacher: Computer, internet access, some form of the
song to play, Venn diagrams, handouts of the lyrics and poem or document posted on
Blackboard; Students: Pen, Paper, computer
Secondary Education Lesson Plan Template

Adapted from Understanding by Design Professional Development Workbook 2004

Crystal Sharp
Richard Cory / 11-6-14

Bell ringer (if one is used): Students will answer (on paper/computer) the question:
Which things do you notice when you first meet a person? What makes the greatest
impression on you clothes, hairstyle, physical features, way of speaking?
After answering, they will share their answers. Discussion: Do you judge people based on
their outside appearance? What is a stereotype? Are stereotypes true? (7 minutes)
Review of relevant, previously learned information: Real life Relation: How does
Richard Cory relate to people you have met before? Do you base your assumptions of
people on first impressions or how they look on the outside? What is the best way to really
know someone, and can you really know someone from just seeing him or her walk down
the hall/street everyday?
Introductory Activity: Provide each student with a copy of the lyrics for the song Richard
Cory by Simon and Garfunkel. Play the song Richard Cory while students follow along.
Tell them to circle any words that they believe to be important. (4 min)
Body of the lesson: After the song, briefly discuss as a class what they can infer about
Richard Cory (rich, lonely, popular, giving, only child, power, grace, style) and the important
words they circled. (5 min)
Provide students with the poem Richard Cory by Edwin Arlington Robinson. In groups, let
students read through the poem (each student must read). In groups, discuss what one can
infer from the poem about Richard Cory and the townspeople. (7 min)
*Song and poem are both available on Blackboard for vision -impaired students.
Complete a Venn diagram on the poem vs. the song in groups. Each person must contribute
one idea to the diagram. As a class, discuss the differences and similarities in the song and
poem. How do Simon and Garfunkel use creative license to add to the poem? (10 minutes)
End of lesson: Revisit the bell ringer. Have your opinions changed on how you will now view
people and base your opinions of people? Discuss Real Life Relation: How does Richard Cory
relate to people you have met before? Do you base your assumptions of people on first
impressions or how they look on the outside? What is the best way to really know someone,
and can you really know someone from just seeing him or her walk down the hall/street
everyday? (7 min)
Preview of the next lesson: N/A
Related out of class assignment: Allow students to respond to the following questions in
an assignment posted on Blackboard and turn it in to the drop box. Responses must be at
least four sentences each and contain various forms of sentence structure (simple,
compound, complex, compound-complex).

Secondary Education Lesson Plan Template

Adapted from Understanding by Design Professional Development Workbook 2004

Crystal Sharp
Richard Cory / 11-6-14

- How do your judgments or first impressions of people differ from who they actually are or
how they feel? How do you think the townspeople judged Richard Cory, and how were they
wrong about him?
-Have you ever felt disconnected from the people around you or do you know anyone that
reminds you of Richard Cory?
-Imagine you are a townsperson. Describe how you feel about seeing Richard Cory
everyday. If you knew his fate beforehand, would you talk to him or try to spark a friendship
with him even though he is clearly richer and more popular than you?

Description of co-teaching strategy used in this lesson. If co-teaching was part of

this lesson, describe: co-teaching model used, how and why this particular
strategy was employed, role (lead teacher/secondary teacher), and details of the
implementation of the co-teaching model.
One teach, one observe will be used for this lesson. The CT will observe the student teacher
and complete the evaluation form.

Secondary Education Lesson Plan Template

Adapted from Understanding by Design Professional Development Workbook 2004