USD Daily Lesson Plan

Teacher Candidate: Gabrielle Szmidt Lesson Date: 10/17/2017

Cooperating Teacher: Virginia Shaw School: Sweetwater High School Grade: 10
Subject: English Lesson/Unit Title: Analyzing Poe-try

CCSS and CA SS /Standards: RL 9 10.4, RL 9 10.2 Agenda: Read Edgar Allen Poes A Dream within a
Dream, Go over vocabulary words, Discuss Theme and
Tone, Discuss Rhyme and Repetition, create a poem as a
group that mirrors the theme and tone of the poem while
using the rhyme scheme and repetition, turn in poem by
the end of class.
Lesson Objective: Students will be able to find the tone & theme of the poem by reading it and then create a poem with group members that
convey the overall tone & theme. They will be able to point out specific words, rhymes, and repetition that help create the tone & theme and use
these in their poems.

Key vocabulary and phrases: Vocabulary that may be challenging: Avow, Amid.
Phrases: 1st stanza: Take this kiss upon the brow!, And, in parting from you now, Thus much let me avow Is it therefore the less gone? All that
we see or seem, Is but a dream within a dream.
2nd stanza: And I hold within my hand, Grains of the golden sand Through my fingers to the deep, While I weep while I weep! O God! Can I
not save, One from the pitiless wave? Is all that we see or seem, But a dream within a dream?

Context of Lesson: They worked on a worksheet to get information about Frankenstein and Mary Shelley and Gothic Literature ideas, and they
worked on gothic vocabulary to prepare for Frankenstein. This lesson gets them to think about the theme and tone of typical gothic stories and
poems. This way they are more prepared to read Frankenstein and they will be able to understand Gothic literature better.

TIME INSTRUCTIONAL SEQUENCE FORMATIVE ASSESSMENT Note: Materials/

A variety of formative assessments should Technology
be used at key points throughout the
lesson

Get started/Drill/Do Now: Essential

Question, Daily Learning Target Watch students read and Poems on their
3 (DLT), Read over poem at desk quietly focus their attention if off desk
min
task

Engage/Motivation: Discuss how this poem relates to Frankenstein Have students recall what
5 they learned about
min Frankenstein on Thursday

Whole Group Instruction: Read over poem aloud. Go over unknown Call on students to pick Have poem
words. Discuss Gothic Themes and Tones. Underline Theme and words they dont projected on
30 Tone. Circle Repetitive words and phrases. Connect rhyming words. understand, call on students board, have
min Write the main ideas from the stanza on the right side of the paper to give examples of each students write
literary device. notes and ideas
on their copies
Group Practice/Small Group Instruction: Get
into assigned groups. Have students create poem One piece of
Decide who is the scribe. Create a two-stanza poem that as a group paper, pencils
60
min mirrors Edgar Allan Poes. Write poem on one piece of paper.
Each student is responsible for two lines of the group poem,
one line in each stanza.
 Independent Practice: Each
student will write their lines on an index Have students write their Index Cards
5 card to show what they created during class parts on index cards
min

Evaluate Understanding/Assessment: I
will know they have completed Have students turn in their Completed poem
2 their task when they turn in their complete poem and index poem and index cards on paper and
min cards stapled together at the end of the period. index cards
stapled together
I will have a group read their poem out
Closing Activities/Summary: Have a group present their Group with their
loud and we will discuss how it achieves the goal of Gothic poem, show it on document completed project
theme and tone camera so they can point
10
min out what parts of their poem
shows the theme and tone
with the use of literary
devices
ELL Strategies/Enrichment/Extension/Re-teaching/Accommodations: I have a power point where I have included
images to help with understanding, and going through the poem and having them watch me mark the poem at the same
time that they are doing it will help them understand the meaning of the poem.

STUDENTS WITH IEP/504 PLANS

IEP/504 PLANS: CLASSIFICATIONS/NEEDS NUMBER OF STUDENTS SUPPORTS, ACCOMODATIONS, MODIFICATIONS, PERTINENT
IEP GOALS
N/A

STUDENTS WITH SPECIFIC LANGUAGE NEEDS

LANGUAGE NEEDS (ELL) NUMBER OF STUDENTS SUPPORTS, ACCOMODATIONS, MODIFICATIONS

LTEL Spanish 5 I have images that will help with understanding

and going step by step through the poem so
that everyone understands what is going on.

STUDENTS WITH OTHER LEARNING NEEDS

OTHER LEARNING NEEDS (High ability, struggling readers) NUMBER OF STUDENTS SUPPORTS, ACCOMODATIONS, MODIFICATIONS

N/A