UNLV/Department of Teaching & Learning

Secondary Lesson Plan Template

UNLV
Student:
Course &
Grade:
Date:

Gary Andrews

PSMT Name:

10th Grade English

Lesson Topic:

Community Poetry

5/3/16

Estimated
Time:

45

1. State Standard(s):
a. RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how It emerges and is shaped
and refined by specific details; provide an objective summary of the text.
b. W.9-10.8 Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the usefulness of each
source in answering the research question; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and following a
standard format for citation.
c. SL.9-10.4 Present information, findings, and supporting evidence clearly,
concisely, and logically such that listeners can follow the line of reasoning and
the organization, development, substance, and style are appropriate to purpose,
audience, and task.
2. Teaching Model(s): Problem-Based Learning
3. Objective(s): Students will be able to:
a. Determine themes of various poems in an attempt to answer the research
question
b. Gather the historic and cultural information about a specific area using a variety
of internet resources
c. Present conclusions clearly, concisely, and logically
4. Materials and Resources:
a. Macbooks, paper, pens and pencils
5. Instructional Procedures:
a. Introduction: Students will begin class with a short quiz that will be handed out. It
is identical to the Intro activity yesterday, requiring students to remember the
elements of TWIST.
b. Activities or Learning Experiences:
i. The teacher will create new groups. The teacher will just number
students, and the students will go with students who have been assigned
that number. This makes it somewhat random, but the teacher may
adjust the groups at his discretion if students that he knows dont work
well together end up in a group together, or if a group ends up with only
quiet and very shy students.
ii. Introduce the Problem (write on the board): The City of Henderson is
building a monument in a newly developed park in the master-planned
Cadence community, and they want to engrave a poem in large print

across the front of the stone monument. They need a research team to
find a poem that would really be in the spirit of the history and
significance of the area and would also be appropriate and inspiring for
children and families to read for many years to come.
iii. Groups are instructed to use their computers to research some local
history (the area where the park is, the City of Henderson, Las Vegas
Valley area, and some more general info about the region).
iv. Groups will then research poems that might work well for the monument.
The poem MUST not have any indecent language or themes, and should
preferably be from an important poet. Students should look up authors of
the poems as well to be sure they are well-known. They must find THREE
poems, then Choose One of them and Write 300 words explaining why
they chose it. The paper they turn in must include all three poems listed.
v. Each group will explain/present their choices and their final decision, and
why they chose that particular poem. These are informal presentations,
but a rubric will be used to assess the group work
c. Closure:
i. Students will write on a small piece of paper, one thing they enjoyed
about this unit, and this is their ticket out the door.
d. Extension and Contingency Plans:
i. If students seem to not be finished with the research portion, or many
groups arent done when 10 minutes of class is remaining, then we will
carry this assignment over into tomorrows class.
6. Accommodations and Modifications:
a. If a student seems to be having trouble with this assignment, because of a
learning or language difficulty, or a developmental issue, the teacher will be
spending lots of time with the groups those students are in, ensuring they are
able to participate in the lesson, possibly dropping hints, such as bits of local
history info, or ideas for poems that might be good possibilities to check out.
7. Assessment and Evaluation of Learning:
a. The teacher will assess this both formally and summatively.
i. Formative Assessment: Watching students during the intro activity, and
the observing answers from the few students called on during that (as
mentioned above). Monitoring and evaluating group work and
participation during the group portion of the PBL lesson.
ii. Summative: When grading the final answers of all the groups, the teacher
will be able to give a summative assessment of how the students
comprehended this activity and if they were successful or not, using the
attached rubric sheet.
8. Homework Assignment:
a. As this completes the Poetry Analysis Unit, homework will consist of students
working on reading their Outside Reading novels, previously assigned early in
the quarter.
9. Reflection: