Unit Plan

10th Grade Unit Plan
Chandler Phipps
Spring 2019
Radford University
In the spring of 2019, Radford University assigned me to a split placement at Giles High
School for my student teaching experience. I taught under the mentorship of Mr. Jonathan Kidd and
Mr. Michael Etzler in their 10th and 12th grade classes, respectively. Ultimately, when it came time
for me to teach my complete unit to students, I was given the opportunity to do so in Mr. Kidd’s 10th
grade class, and so I began formulating what I wanted to do. While a split placement is unusual and
difficult in some aspects, I felt that my experience helped me to gain a realistic idea of the time
management skills and overall ways of preparation that a full-time teacher would be expected to
practice, and so I am very thankful for my time spent at Giles High.
As many are aware, 10th grade contains the largest focus on writing for high school students
in VA, with the writing SOL taking place near the beginning of spring. As such, my students had just
finished taking their writing SOL tests, and we had given them a weeklong “break” before moving
on to new material. Literature and its many devices must begin to be covered early in 10th grade, so
that students are being prepared for their reading SOL tests in later grades. Knowing that my time
with my students was limited, I created a very basic calendar outlining two major “mini” units:
poetry and short fiction.
3/25 3/26 3/27 3/28 3/29

Pre-Assessment Symbolism: Travelling Poem vs. Activity: Turn
Test/ Different Through the Eleanor Rigby your favorite
“Introduction to types/examples. Dark- Group comparison to Vine/meme into
poetry” by Billy Begin working work, analysis of Richard Cory a poem.
Collins. on “crests” major symbols
and themes.
4/1 4/2 4/3 4/4 4/5
Introduce Literary device Poem type Group work: Post-Assessment
literary devices: station activity: showcase: Haiku, Create a flyer for & Finish poetry
Alliteration, split into groups. Ode, Limerick; favorite type of flyers.
Metonymy etc. Write quick poetry.
limerick.
4/8 4/9 4/10 4/11 4/12
Begin “The “The Lottery” Exploring weird Begin “The “The Feather
Lottery” Group traditions/research Feather Pillow” Pillow” Group
discussion activity. discussion
questions questions
4/15 4/16 4/17 4/18 4/19
Begin “The Continue “The Veldt” “The Veldt” First day of
Veldt” reading “The Theme + motif short film and spring break
Veldt” reactions.
To align with my pre and post assessment test, I made it my goal, for the first two weeks, to
accomplish familiarizing the students with basic vocabulary terms related to poetry, common
genres and examples of poetry, and to give them hands-on practice with poetic analysis and seeing
literary devices in action. For the second half of my unit, we migrated to short fiction, and I chose to
have the students work on identifying and analyzing theme and motif through the stories we
covered. These practices would lead the students into beginning to cover Shakespeare after my unit
finished.
The following consists of a list of lesson plans that were used and taught during my
instructional unit:
RU Teacher Education Lesson Plan Format
Candidate Name: Chandler Phipps Date: 3/25/19 Grade Level: 10
Lesson Title/Topic: Pre-assessment & Introduction to Poetry
Standards:
10.4 The student will read, comprehend, and analyze literary texts of different cultures and
eras.
a) Identify main and supporting ideas.

b) Make predictions, draw inferences, and connect prior knowledge to support reading
comprehension.
h) Evaluate how an author’s specific word choices, syntax, tone, and voice shape the intended
meaning of the text, achieve specific effects and support the author’s purpose.
Specific Observable Objective(s):

Students will:
- Take the provided pre-assessment test to assess prior knowledge of unit material.
- Discuss the basic concept of poetry, as well as general concerns and opinions on poetry.
- Discuss how poetry should be analyzed.
Essential Vocabulary:
- Poetry
- Speaker
- Poet
- Fear
- Misunderstanding
- Opinion
- Analysis
- Symbolism
Assessment:
Student responses will explain their personal view on how poetry is looked at and their preferred
methods for teaching poetry, as well as prior history in being taught poetry.
Student Considerations:
During the lesson, I will repeat any directions as necessary and work hands-on with any students
who need assistance to stay on task. Presentation will also be posted online in Google Classroom for
any students who need to review the material following the lesson.
Instructional Resources, Materials, and Technology:
- Smartboard
- Projector
- “Introduction to Poetry” by Billy Collins from Poetry foundation website:
https://www.poetryfoundation.org/poems/46712/introduction-to-poetry
PROCEDURES:
The Beginning (a.k.a. Anticipatory Set):

Bellringer Journal prompt: Poetry: what do you think of it?
The instructor will lead students into discussion on the journal prompt, asking them their
opinions on poetry and why they either do or do not like it. Also, ask students to share any
examples of any favorite poems they may have. Also, make it a point to ask people why they
do NOT like poetry.
(5-10 minutes)
The Middle:
Students will be given the pre-assessment test, and be asked to answer the questions
honestly and to the best of their ability. Remind students that the pre-assessment is a
participation grade, but that they are expected to try their best in order for accuracy.
(15-20 minutes)
The End (a.k.a. Closing):

Using the smartboard and poetry foundation website, read over the poem “Introduction to
Poetry” by Billy Collins. Have students discuss who “they” is referring to in the poem. What
particular person or crowd of people is the poet talking about? How do “they” analyze and
view poetry, as hinted to us by the speaker of the poem? Then, shift focus to the student’s
opinions of poetry. Ask them how we SHOULD analyze poetry? How should we TEACH
poetry? Have each student individually write out:
a. How do you prefer to look at poetry? How do you prefer to be taught poetry? How
have you been taught poetry in the past? Have students share and compare their
responses.
b. Students will turn in their written responses as they exit the class. Responses will be
graded by the instructor to ensure student understanding and student ability to
express thought and opinion on the subject matter of the lesson.
(15 minutes)
Lesson Title/Topic: Symbolism- A Crash Course
Standards:
eras.

comprehension.
Specific Observable Objective(s): Students will:
- Identify the definition of symbolism and what a symbol is in terms of both reality, and in
terms of analyzing a poem.
- Discuss commonly accepted symbols and their meanings.
- Discuss colors as symbolism, and the overall connotation of colors.
- Start creating “Crests”
- Symbolism
- Symbol
- Universal symbol
- Personal symbol
- Symbolic Crest
Assessment: Students will follow through presentation and discuss examples of symbols such as
commonly known symbols, universal symbols, as well as share examples of personal symbols and
why they have personal symbols. Students will understand the difference between Students will
also discuss colors and the overall connotation and emotions that they associate with certain colors.
Students will also begin planning out their crest.
Student Considerations: During the lesson, I will repeat any directions as necessary and work
hands-on with any students who need assistance to stay on task. Presentation will also be posted
online in Google Classroom for any students who need to review the material following the lesson.

- Powerpoint presentation on symbolism
- Provided examples of symbolism, both universal and personal
- Smartboard and projector
- Paper for students to take notes
- Examples of colors and associated meanings with certain colors
PROCEDURES:

Bellringer journal prompt: Do you take everything literally?
Discuss journal prompt with students, and ask them how they prefer to think about the
world around them. Do they prefer to take things at face value, or do they look at the world
with a “deeper” perspective, whether it be people, actions, objects, situations, etc. How many
of them recognize that things can have many various different meanings; not just what we
see with our eyes? Steer the conversation to how certain objects, people, actions, etc. have
underlying meanings to us, and only through discovery and understanding of these
underlying meanings can we attempt to make educated guesses and inferences on what
many authors are really trying to say, both in poetry and in various forms of fiction.
(5-10 minutes)
The Middle:
Students will view a Powerpoint presentation on symbolism, and different types of
symbolism. Students will begin by going over the basic concept of symbolism and its
denotative meaning before branching off into specific types of symbolism and the literary
terms associated with them such as metaphor, simile, and the concepts of “universal”
symbols, as well as “personal” symbols, which specific people may hold. The instructor will
mention the ongoing debate about the Orangutan in Poe’s “The Murders in the Rue Morgue”
as a prime example of how a particular symbol can be interpreted so differently by various
people. Throughout the presentation, the instructor will show off various examples of
universal symbols such as commonly known flags, poison warning symbols, etc. so that
students can relate images seen in the real world with the concepts discussed in the lesson.
The instructor will also ask students to provide some of their own examples of any personal
symbols they may have. What objects have special meanings to them that do not have a
particular meaning to others? What experiences allow us to attach symbolic meaning to
objects? Why do we associate certain emotions with certain objects? Also, have students
view colors as symbols. Ask students why we view certain colors with the connotation that
we do, and explain the psychological effects that come from certain colors.
(30-35 minutes)
Students will be assigned symbolic “crests” to work on until the end of the period. Crests will
be projects made in the style of a traditional family crest, but using symbols and colors that
pertain to the individual student. Crests will be representative of the student and contain
symbols with personal meaning to them, as well as particular colors. Crests will need to
contain up to 4 specific symbols for students to describe and 3 different colors to use in
the decoration of their crests. Students will have to give explanations of both the symbols
present, as well as their choice of colors to be present within their crests. The instructor will
urge students to get as creative as they wish with this assignment, and to design their crest
in a way that is reflective of their own personality and organization-type. Crests to be due on
Monday, April 1st. (10-15 minutes)
Lesson Title/Topic: Group analysis of Traveling Through the Dark
Standards:
10.1 The student will participate in, collaborate in, and report on small-group learning
activities.
a) Assume responsibility for specific group tasks.

b) Collaborate in the preparation or summary of the group activity.
e) Demonstrate the ability to work effectively with diverse teams to accomplish a common goal.
f) Collaborate with others to exchange ideas, develop new understandings, make decisions, and
solve problems.
10.3 The student will apply knowledge of word origins, derivations, and figurative language
to extend vocabulary development in authentic texts.
c) Discriminate between connotative and denotative meanings and interpret the connotation.
g) Use knowledge of the evolution, diversity, and effects of language to comprehend and elaborate
the meaning of texts.

Students will:
- Continue to develop skills in identifying examples of symbolism and interpreting the

meaning of symbols within the context of a poem.
- Read over the poem Travelling Through the Dark by William E. Stafford and offer personal
interpretations of the poem using both universally-acknowledged symbols and personal
symbolism.
- Collaborate with groups to identify any symbols and themes within this poem.
- Compare and contrast perceived themes and symbols with other groups in the class.
- Analysis
- Collaboration
- Theme
- Symbolism
- Inference
Assessment:
Through collaboration with groups and the following class discussion, students will work towards
the ability to identify specific symbols within a poem, interpreting the meaning of said symbols, and
inferring how these specific symbols can be used to make inferences and guesses about the
potential theme and overall meaning of a poem.
Student Considerations: During the lesson, I will repeat any directions as necessary, and work
hands-on with any students who need extra assistance during the activities in order to keep all
students on task and facilitate learning. Provided poems will be read out loud multiple times to
accommodate all appropriate students.

- Projector
- Smartboard
- Hard copies of “Traveling Through the Dark”
- Digital “Traveling Through the Dark” from poetry foundation website:
https://www.poetryfoundation.org/poems/46712/introduction-to-poetry
- Paper and writing materials for student group activities
PROCEDURES:

Bellringer Journal Prompt: Do you stress about things you can’t control?
Discuss journal prompt with students. Students will be asked about aspects of their life that
they feel as though they have no control over, and how these things affect them
psychologically. What emotions are stirred within them when they feel like they’ve lost
control over a part of their life? As students respond, steer the general discussion towards
talking about learning to accept things we cannot control, as opposed to feeling stress and
anger or sadness over them. Explain that acceptance is sometimes the only realistic option
that we have, and that learning acceptance can help students to overall gain passage or peace
with their troubles. Explain that the concept of acceptance could be viewed as being present
within the poem for today: Traveling Through the Dark by William E. Stafford.
(5-10 minutes)
The Middle:
The instructor will pull up Travelling Through the Dark on the projector through Poetry
Foundation and read the poem out loud to the students. After the reading has completed, the
instructor will ask students for their initial reactions to the poem. What kind of mood did
they get from reading the poem? Were they shocked by anything particular? What things in
the poem led them to feel the way that they feel? What do they wish to know more about, or
what do they still have questions about? After initial class discussion, the instructor will split
the class up into groups and will assign each group to look for 3 potential symbols in the
poem, and to come to a group consensus on the overall theme and/or message of the poem.
Groups will need to provide inferences on the true meaning of their symbols.
(30-35 minutes)

Groups will share their responses out loud and compare/contrast with other groups. Overall,
the class will come to a group consensus on the meaning of the poem, and will again, re-tie
their themes into the bellringer prompts to talk about acceptance, just as the speaker of the
poem must accept the decision he is forced to make. Groups will turn in their response
papers. With any time that remains, students may have time to work on their symbolic
crests.
(10 minutes)
Lesson Title/Topic: Comparing and Contrasting poetry themes through song analysis
Standards:
c) Discriminate between connotative and denotative meanings and interpret the connotation.
f) Extend general and specialized vocabulary through speaking, reading, and writing.
eras.

comprehension.

Students will:
- Learn to analyze and view songs as a literary text and to subject them to the same kind of
analysis as literary works previously discussed.
- Compare and contrast two provided texts, one poem and one song, looking for common
themes and similar uses of symbolism between both texts.
- Use technology to perform research and provide an example of a song from prior knowledge
and to identify and explain examples of symbolism as they are used within the song.
- Song
- Lyric
- Stanza
- Verse
- Chorus
- Refrain
- Symbol
- Theme
Assessment: Using the comparisons made between “Eleanor Rigby” and “Richard Cory”, students
will gain further practice in analysis of symbols within a text, as well as gain practice in the
comparing and contrasting of two separate texts that contain similar ideas, and practice in linking
themes between texts in order to improve cohesive reading comprehension between provided
texts. Students will also show ability to identify symbols and themes taken from prior knowledge in
the example of using a chosen song to perform a second symbolic analysis.
students on task and facilitate learning. Provided poems will be read out loud multiple times to
accommodate all appropriate students.

- Projector
- Smartboard
- “Richard Cory” from poetry foundation website
- “Eleanor Rigby” song video from YouTube
- Papers for song analysis
PROCEDURES:

Bellringer Journal Prompt: What do you personally get out of listening to music?
The instructor will discuss the journal prompt with students, and ask them what music does
for them. Do they listen to music simply because they enjoy the sound, or do they look for a
deeper purpose such as listening for the message within the lyrics? Ask students to think
about whether ALL songs have a deeper meaning, or do some exist just for simple
entertainment? What kinds of songs make good poems? What kinds are harder to view as
poetry?
(5-10 minutes)
The Middle:
Use the projector to display and read Richard Cory by Edward Arlington Robinson with
students. Go over the main idea/theme of the poem with students, and emphasize how
lonely Richard Cory must have likely been, even though he was loved by so many of the
townsfolk. Guide students through identifying which Pull up the lyrics and play the song
Eleanor Rigby by The Beatles for students. Discuss the lyrics to this song and have students
identify any commonalities and differences with Richard Cory. Emphasize how both poems
focus on the loneliness of the main characters, but also emphasize the contrast of how they
go about describing it very differently, with Richard Cory showing an outside perspective,
while Eleanor Rigby shows the personal lives of the characters.
(20-25 minutes)
With remaining class time, students will be tasked with using their phones to research their
own song and to analyze it in the same way we have been practicing in the classroom. They
will be asked to provide a minimum of three examples of symbolism being used in the song,
as well as describe what they believe to be the main theme of the song. Students will be
allowed to turn in their song analyses at the beginning of class tomorrow if there is not
enough ample time to work at the end of the period.
(10-15 minutes)
Lesson Title/Topic: Pop culture as poetry/Extended work time for symbolic crests
Standards:
10.2 The student will analyze, produce, and examine similarities and differences between
visual and verbal media messages.
a) Use media, visual literacy, and technology skills to create products.

Students will:
- Use technology to research a vine, meme, or other school-appropriate internet resource to

create a poem.
- Share written poems with the class, and identify symbols used in the poems of others.
- Continue to work on their symbolic crest activities.
-Meme
-Psychology
-Pop-culture
-Symbol
-Poem
-Symbolic Crest
Assessment:
Through creating the meme assignment, students will show ability to create an original
product which contains uses of symbolism and a link to pop-culture and the appeal which
pop-culture has to society. This will allow students to link the symbolism of memes to the
real-life appeal of memes to enhance understanding of the taught concepts.
During the lesson, I will repeat any directions as necessary, and work hands-on with any students
who need extra assistance during the activities in order to keep all students on task and facilitate
learning. Provided poems will be read out loud multiple times to accommodate all appropriate
students.
- Cell phones
- Chromebooks
- Papers for poem writing
- Symbolic crest activities
PROCEDURES:

Bellringer Journal Prompt: Why are memes so popular?
Discuss journal prompt with students. In the spirit of looking at symbolism, today’s activity
will be about internet memes. Specifically, what makes memes appealing to us, and how do
they do so? Explain that memes are, on the surface, nothing more than obscure pictures or
short clips, but each adopts a certain meaning that, in time, becomes universally understood.
From that point on, the meme can be used in a variety of situations to communicate different
ideas, and it takes little more than a mere reference to said meme for the idea to be able to
cue itself up in our minds. In a sense, memes are one of the easiest-to-understand examples
of symbolism because of how frequently our current society adopts them in order to
communicate ideas.
(5-10 minutes)
The Middle:
Today’s activity will be fairly simple so that students may also have extended class time to
work on their symbolic crest activities, which are still to be due on Monday. Students will
take their favorite meme (that is school-appropriate) and convert it into the form of a poem
using a minimum of 5 lines. The style of poetry can be any that they wish, and they must also
give the instructor some indication of what original meme inspired their poem by either
showing the instructor directly or providing a URL for the instructor to follow when grading
the assignment. Students will have as long as they need to during this period to work on
their meme poems.
(20-25 minutes)

Any students who finish with their meme poem assignment early will have whatever class
time remains after they have finished to continue working on their symbolic crest
assignment in class. Colored pencils and other materials for decorating the crests will be
available to students in the room, and the instructor will consistently urge students to use
their class time wisely so that they do not have to work on as much of the crest assignment
over the weekend. Crests can be turned in early if any student is able to finish theirs before
the end of the period. Instructions for both assignments for the day will be displayed on the
smartboard for students to refer to as needed.
(15-20 minutes)
Lesson Title/Topic: Literary Devices Intro
Standards:
10.3 The student will apply knowledge of word origins, derivations, and figurative
language to extend vocabulary development in authentic texts.
b) Use context, structure, and connotations to determine meanings of words and phrases.
g) Use knowledge of the evolution, diversity, and effects of language to comprehend and
elaborate the meaning of texts.

Students will:
- View, identify, and discuss examples of various devices commonly used in literature.
- Discuss the characteristics and overall effect that each literary device has on the text in
which it is present.
- Use prior real-world knowledge to further discuss examples of each literary device.
- Imagery
- Rhyme Scheme
- Personification
- Metonymy
- Alliteration
- Onomatopoeia
- Oxymoron
- Refrain
Assessment: Throughout the powerpoint presentation, students will attentively partake in

discussion on the different literary devices, viewing the instructor-provided examples,
providing their own examples using prior knowledge from outside of the classroom, and
describing the effectiveness and overall usage of each device.
Student Considerations: During the lesson, I will repeat any directions as necessary, and
work hands-on with any students who need extra assistance during the activities in order to
keep all students on task and facilitate learning. Powerpoint slides will be read out loud and
students will be given extended time to take notes as needed. Powerpoint slides will also be
uploaded to Google Classroom after the class has ended, so that students may have access to
the full presentation even after the end of the class.

- Powerpoint presentation
- Projector
- Student notes
- Google Classroom
PROCEDURES:

Bellringer Journal Prompt: What is good/effective/clever speaking?
1. Discuss journal with students. The instructor will steer the conversation towards what kinds
of speaking methods really grab people’s attention, and how the way words sound can affect
our interpretation of what is being said. Emphasize to students that tone and word choice
play a big role in how we absorb something being said, even within a text that we do not
read out loud. Even in written texts, there are certain patterns, word choices, word sounds,
etc. that give off a certain effect to the reader. Tell students we will learn about some of these
devices today through the presentation, and urge them to take notes.
(5-10 minutes)
The Middle:
The instructor will begin presentation the prepared powerpoint on literary devices and their
usage. The presentation will include explanations and examples of literary devices such as:
a. Imagery
b. Rhyme Scheme
c. Personification
d. Metonymy
e. Alliteration
f. Onomatopoeia
g. Oxymoron
h. Refrain
Each literary device will have a full definition and thorough explanation, some pop-culture
references to enhance student engagement and understanding, and several examples of the
how each device is used, as well as the appeal that each device can have on the reader, as
well as how authors can use each to fulfill a specific purpose. As the presentation is being
shown, have students speak up and offer examples of each literary device from their
memories, or from other resources and references to ensure that students recognize and
identify the usage of these literary devices in everyday speech and situations. The
presentation should run until the end of the period.
(30-40 minutes)

As students prepare to exit the class, remind them to ensure that they have taken good notes
and that the presentation will be posted to Google Classroom as well. Inform students that
they will be doing a group activity tomorrow to get some practice in identifying the literary
devices discussed today, and urge them to review their notes before they come in to class
tomorrow.
(1-2 minutes)
Lesson Title/Topic: Literary device stations activity
Standards:

- Work through a provided variety of stations within the classroom to hone time management
skills with various activities.
- Read through provided works of poetry in groups and collaborate to identify specific literary
devices present within each work of poetry.
- Analyze and recognize the effect that each literary device has on the works of poetry in
which they are used.
- Collaboration
- Work stations
- Literary Devices
- Time-management
Assessment: Through the group activity, students will have visited each station and collaborated in
working hands-on to identify all examples of various literary devices to show competence both in
identification and comprehension/understanding of the material taught in the presentation
yesterday.
students on task and facilitate learning. Selected works of poetry will be read out-loud for any
student who needs it, and the instructor will be present to facilitate the activity and assist group
who may be struggling in identification of the literary devices. After the activity has completed, the
station examples will be posted on Google Classroom so that students may review them after the
lesson has ended.

- Assigned poems containing literary devices
- Papers for groups to record their findings
- Projector
- Smartboard
- Pre-made groups (may or may not need to be used depending on specific class)
PROCEDURES:

In place of a journal prompt for today’s lesson, the instructor will greet students as they
enter the room, and they will be asked to break off into small groups as they are finding their
seats. Before students arrive, the papers containing the poetry excerpts will have already
been taped to various parts of the walls within the classroom, so that 5 different stations will
be present. The instructor will specifically explain to students what their task is supposed to
be for today, and then each group will be assigned to a specific station, where they will begin.
(5 minutes)
The Middle:
Once the activity has started, the instructor will set a timer for 7 minutes, and groups will
rotate to the next station after each set of 7 minutes. At their stations, groups will read
excerpts of poetry from the paper on the wall, and then students will work together to
identify examples of the assigned literary device assigned to that particular station. The
instructor will be moving around the class to ensure that students are staying on-task and
contributing to the overall effort of their groups.
(35 minutes)

Once each group has rotated through all stations, the
instructor will reunite the class as a whole, and the various stations will be displayed from
the projector for students to follow along with. The instructor will go through each station
and have students guide the class through identifying the examples of each literary device
from each station. If students were unable to identify an example, the instructor will help
students to identify it and explain why that example falls under that particular literary
device. After all stations have been reviewed, ask students if they liked the way today’s class
functioned. Did they prefer working in groups in the style that they did? Did it help them to
better understand what they were looking for? Before the bell rings, inform students that
since we have gone over various literary devices and their uses, we will begin looking at
various types and genres of poetry tomorrow, and will observe how different types uses
different devices for their own purposes. Urge students to come to class tomorrow ready to
continue taking more notes.
(7-8 minutes)
Lesson Title/Topic: Showcase presentation: Various poetry types
Standards:
eras.
k) Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other literary
devices convey a message and elicit a reader’s emotions.

Students will:
- Review literary devices discussed in previous presentation and station activity
- Learn characteristics and view examples of various types and genres of poetry from a range
of literature in order to see what makes each genre unique.
- Create an original example of one of the shorter genres of poetry discussed to show
absorption and comprehension of the material (if permitted by time)
- Genre
- Style
- Literary Devices
- Haiku
- Sonnet
- Acrostic
- Concrete
- Shape-Form
- Limerick
- Elegy
Assessment: Through today’s presentation and showcase, students will discuss and reflect on the
various types of poetry, and will actively identify characteristics and effects of each to show
comprehension of the taught material, as well as offer any examples from their memory or from
common knowledge. Students will also show further comprehension through creation of an original
piece (either a haiku or limerick) at the end of the class, if enough time is allotted in the end of the
presentation.
During the lesson, I will repeat any directions as necessary, and work hands-on with any students
who need extra assistance during the activities in order to keep all students on task and facilitate
learning. Powerpoint slides will be read out loud multiple times, and the presentation will be posted
on Google classroom after the lesson has ended so that all students who may need to review the
material after class are able to do so.

- Powerpoint presentation on various poetry types
- Smartboard
- Projector
- Student paper for taking notes
- Student response papers for writing quick limerick or haiku (if permitted by time at the end
of the lesson)
PROCEDURES:

Bellringer Journal Prompt: Why do you like your favorite genre of music?
The instructor will discuss the journal prompt with students. As the discussion progresses,
students will explain what characteristics of their favorite genre of music make it their
favorite. Do they like the tempo of the music? Do they like the subject matter of the lyrics? Do
they like the various types of sounds that are present within the songs? Do any students like
unconventional underground/indie type music because of the unique qualities many of
those artists have? As students are discussing various types of music, the instructor will
steer the discussion towards how just as various music genres have particular
characteristics that make them appealing, various poetry genres do the same, and we
discussed many of those characteristics as literary devices earlier in the week. Tell students
that today, we are going to look at specific genres of poetry and see how many of them use
the literary devices we discussed to achieve an overall effect on the reader.
(5-10 minutes)
The Middle:
The instructor will begin the powerpoint on various poetry types. The presentation will
feature the specifics of each type of poem and will provide examples of each, showcasing
their unique qualities. As the presentation is being given, ask students if they can recall any
notable examples of the various poetry types from their memory. The instructor will use
various references of these poems being present in pop culture to give students real-world
recognizable examples to further cement comprehension of the poem genres and their
general usage. Have students give their opinions on each type of poem discussed, noting
their strengths and weaknesses and what effect they personally get from each poetry genre.
(30-40 minutes, may be variable)
As the presentation finishes, if enough time is allotted before the end of the class, students
will be give the opportunity to create an original example using one of two of the poetry
genres discussed by creating either a short haiku or limerick to share with the class. If
enough time is not remaining at the end of the class, then students will be informed that,
starting tomorrow, they will begin working in groups towards a short project that will help
to solidify their understanding of the genres discussed today. Urge students to think about
who they will want to work with on tomorrow’s project as they are leaving the classroom.
(5-10 minutes, may be variable)
Lesson Title/Topic: Poetry activity: Genre Flyers
Standards:
activities.
solve problems.

Students will:
- Review knowledge of various genres of poetry discussed yesterday and showcase

comprehension of the material.
- Use collaborative skills working with other students in the classroom and use time-
management skills in the creation of an original product.
- Use hands-on creative skills to create a visual showcase of a poetry genre and its
characteristics in order to enhance comprehension of the various genres. All students will
observably contribute to the creation of their group’s poetry flyer.
- Flyer
- Visual
- Genre
- Characteristics
- Example
- Creative
- Design
Assessment: Students will have collaborated in groups on creating a flyer which demonstrates the
overall characteristics and mechanics of their selected poem genre. Flyers will also contain
aesthetically pleasing elements and be evident that students have put effort into the work.
Instructor will be monitoring group progress to ensure that all group members are contributing to
the effort of the project.
students on task and facilitate learning. Specific directions for the poetry flyer activity will be
posted on Google Classroom so that all students may have easy access to them whenever they need.
Instructor will be present to work with any groups who have additional questions or concerns
during the creation of their poetry flyers.

- Projector
- Smartboard
- Printer paper for student flyers
- Instructions for flyer activity
- Cell phones
- Chromebooks
PROCEDURES:

Bellringer Journal Prompt: Should students be allowed to skip senior year of high
school?
The instructor will begin the lesson by discussing the journal prompt with students. As
students give their opinions on the prompt itself, the instructor will steer discussion towards
how senior year can be an important and pivotal time for decision making. The instructor
will explain that brain development has been shown to not fully finish up until the mid-20’s,
and so young people are likely to make hasty decisions, or re-think many of their decisions at
a later point. Ask students if they make hasty decisions, or if they logically think things out
before they perform their actions. The instructor will tie this into what we REALLY learn in
schools, besides the material of a particular subject or discipline, such as collaboration and
social skills. Emphasize that abilities in communication and collaboration are more
important than ever in our changing world, and that students will be doing just that today as
they work in groups to create their poetry flyers.
(5-10 minutes)
The Middle:
Explain the qualifications of today’s assignment to students. Explain that they will work in
groups of no more than 3 to select a particular genre of poetry that we will have discussed
previously in yesterday’s presentation. Using a genre of their choice, groups will create a
flyer advertising their type of poem. Their flyers will list the characteristics of the genre,
contain pictures and images relating to the genre in some way, and provide a direct example
of the genre while collaborating to use aesthetically pleasing layouts in the creation of their
flyers. These projects will be worked on for the duration of this class period and further into
tomorrow, if necessary. Crayons, colored pencils, and other art supplies will be provided by
the instructor for students to use in their flyer projects.
(40-45 minutes, variable)

Students will work on their flyers up until the end of the class period, and the instructor will
inform the students that they will have the majority of class time tomorrow to also work on
the projects. Urge students to remember to bring the notes they have taken to class
tomorrow, as we will likely have a short review on both previous presentations before the
pre-assessment test, which will be given on Friday. Urge students to study their notes
tonight at home as well as they are exiting the class.
Lesson Title/Topic: Poetry Post-Assessment and finishing flyers
Standards:
activities.
solve problems.

Students will:
- Apply knowledge and material learned throughout the duration of the previous two weeks
through the post-assessment test. This will show the level of improvement in the student’s
comprehension and retention over the period of before and after the test
- Continue to collaborate and work in groups on the continuing poetry flyer assignment to be
turned in at the end of the class.
- Assessment
- Review
- Literary Devices
- Poetry
- Genre
- Flyer
- Collaboration
Assessment: The post-assessment will serve as an indication of what material was most absorbed
throughout the prior two weeks. Analysis of assessment data will show where students are strong,
with understanding the material, and areas or concepts where they still need improvement.
students on task and facilitate learning. Students who have accommodations for read-aloud or
similar requirements will be provided with the appropriate resources. Instructions for poetry flyers
will also be on Google Classroom and on the projector during class so that all students will have
easy access to them.

- Post-Assessment tests
- Projector
- Smartboard
- Printer paper for student flyers
- Instructions for flyer activity
- Cell phones
- Chromebooks
PROCEDURES:

Bellringer Journal Prompt: Can you tell you’ve grown in the past year?
The instructor will discuss the journal prompt with students, and get them to talk about how
they feel that they’ve emotionally developed and matured within the past year. Do they feel
smarter? Do they feel more confident? Have there been any significant experiences that have
changed them drastically in some way? The instructor will steer the conversation towards
introducing the post-assessment, and explain that it is to show growth and the gaining of
knowledge through the material we have studied recently.
(5-10 minutes)
The Middle:
The instructor will distribute the post-assessment test for students to complete, and
students will have as long as they need to work on the assessment. With the time that
students have left after they have finished their assessments, students will work towards
continuing and finishing their poetry flyer assignments. Students will have until the end of
the class period to work on their flyers. Final flyers will be due at the beginning of class on
Monday, so students will have the weekend to work as well.
As students have all finished the post-assessment and worked on their flyers, the instructor
will monitor student progress on flyers. Any groups who are able to finish their project
before the bell rings may turn their flyer in early, but all groups will be able to work on the
project over the weekend, if they so desire. Remind students that the final due date for the
flyers will be at the start of class on Monday as they are exiting the class.
Lesson Title/Topic: The Lottery- Day 1: Mock Lottery
Standards:
eras.
comprehension.
g) Explain the influence of historical context on the form, style, and point of view of a literary text.
- Experience a similar situation to that in “The Lottery” by Shirley Jackson in order to

introduce students to the type of situation and attitudes present within the text.
- Be guided through a reading of “The Lottery”, and discuss various aspects of the text
throughout the process of reading from general ideas and inferred themes to discerning the
author’s purpose.
- Provide initial reactions to “The Lottery”, following the guided reading.
- Begin actively searching for and recognizing themes and motifs within the text being read.
- Short Story
- The Lottery
- Winner
- Theme
- Opinion
- Motif
- Inference
Assessment: Students will have actively partaken in the mock-lottery activity, and linked the ideas
and feelings from the experience to the text we read. As the reading commences, students will read
closely to analyze the attitudes and opinions of the characters throughout the short story. Students
will work towards identifying consistent motifs and themes within the text, as assisted by the
instructor.
students on task and facilitate learning. Questions and concerns during reading will be clarified for
all students who need help understanding any concept.
- Container
- Note cards
- Class set of “The Lottery”
PROCEDURES:

Bellringer Journal Prompt: In place of a journal prompt today, students will instead be
asked to write their name on a note card, and place it into the box as they enter the
classroom.
Once all students have placed their name into the box, the instructor will say “The lottery
will now begin.”
The instructor will begin pulling names from the box, announcing them out loud as they are
drawn. Once roughly a quarter of the names have been drawn, the instructor will ask some
students to respond: “If you’ve been chosen, how do you feel? If you haven’t been chosen,
how do you feel? Do you have any idea what’s going on?”
After half of the names are drawn, ask: “We’re halfway down, now. Do you feel a tension in
the air? Who will be our last name? How does random chance affect your though process on
a situation?
When ¼ of the names remain, the final students will be asked to step forward to the front of
the room, where the final names will be called. When the final student is left, ask the class
“what do you think is going to happen?” The student will receive a candy bar.
Ask students to think about what was going through their head throughout the process, as
we begin reading “The Lottery”. The instructor will read out loud through the end of the
class period.
(5-10 minutes)
The Middle:
The instructor will being reading through “The Lottery” out loud to students, stopping at
various places within the story to monitor student comprehension, and ask students
opinions on the events of the story. What do they think is going to happen? Which characters
do they find the most interesting thus far? What strikes them as odd or peculiar about the
situation that the story tells about? Ask students if they can identify any major plot points or
points of repetition that seem crucial to the plot.
(30-40 minutes)

As the reading ends, the bell will likely be close to ringing. Ask students their initial reactions
to the results of the story. Did they expect the ending? What did they find shocking about it?
What things in the story pointed them to the conclusions they had in their heads, and the
actual conclusion of what really happened? As students are exiting the classroom, urge them
to be thinking about the potential themes for this story, and what they think the author is
trying to communicate along through this story.
Lesson Title/Topic: The Lottery- Day 2: Discussion Questions
Standards:
activities.
solve problems.
Students will:
- Review read material from “The Lottery” and continue discussion on the story.
- Collaborate and work together with groups in order to answer provided discussion
questions on aspects of the text such as perceived themes and motifs within the text
- Compare and contrast responses with other groups to facilitate discussion on major themes
of “The Lottery”.
- Setting
- Mood
- Theme
- Tone
- Motif
- Irony
- Influence
- Crowd
Assessment: Students will discuss the significance and importance of the character Tessie through
the journal discussion, and will partake in further analysis of the story through answering and
discussion of the review questions. The questions will give students opportunities to provide
specific examples from the text, express opinions and inferences about the text, identify elements of
irony, identify motifs, and discuss and understand elements of satire, as well as the historical
context in which the story was published.
students on task and facilitate learning. Provided questions will be read out loud for students with
certain accommodations, and the instructor will provide additional clarification for groups who
have additional concerns about the discussion questions.
- “The Lottery” story set

- Provided discussion questions
- Papers for groups to record responses
- Projector
- Smartboard
PROCEDURES:

Bellringer Journal Prompt: Is it important to speak up when you know something
wrong is happening?
The instructor will discuss the journal prompt with students. As students discuss the basic
concept of the prompt, and their opinions on the rights and wrongs of the provided situation,
the instructor will gear the conversation towards the character of Tessie, and her actions
during the story. Ask students how they would have reacted had they been in her shoes.
Would she have reacted the same way if another family had been chosen instead of her own?
Allow students to discuss the situation for several minutes, monitoring the discussion and
urging students to consider how each person in the story must have felt when the time came
to initiate the “results” of the lottery.
(5-10 minutes)
The Middle:
The instructor will assign students to groups of no more than 3, and have them begin
working to respond to the discussion questions included with copies of the story. Discussion
questions will ask students to analyze their opinions on the events of the story, be aware of
the elements of the atmosphere surrounding the text, perform analysis of specific symbols
within the story, perform a short character analysis, analyze a specific motif, understand
satire, and examine the historical context in which “The Lottery” was published. Groups will
have until around 10 minutes before the bell to work on their discussion questions, and the
instructor will be present to assist any groups who have additional questions or concerns
during the assignment.
(25-30 minutes)

As students are finishing up their questions with their groups, the instructor will shift focus
to the projector, where the discussion questions will be displayed on the smartboard. The
instructor will guide the class through each of the questions, and volunteers from each group
will share their group’s responses as each question is reviewed. The instructor will compare
and contrast student responses, and monitor student comprehension of the material in all
groups. Review of the discussion questions will run until the end of the class.
(5-10 minutes)
Lesson Title/Topic: “The Lottery” – Exploring “weird” traditions
Standards:
10.8 The student will collect, evaluate, organize, and present information to create a
research product.
a) Use technology as a tool to research, organize, evaluate, synthesize, and communicate

information.
b) Develop the central idea or focus.
d) Make sense of information gathered from diverse sources by identifying misconceptions, main
and supporting ideas, conflicting information, point of view or bias.

Students will:
- Use technology resources available in the classroom to do research online.
- Discuss the concept of traditions in general, and analyze human qualities and
predispositions to following certain types of traditions.
- Observe and analyze various traditions from around the world, and their causes/perceived
causes.
- Tradition
- Follow
- Blindly
- Purpose
- Benefit
- Connotation
- Usefulness
- Outdated
- Archaic
Assessment: Through offering examples of both their own traditions, and through researching of
various traditions from around the world, students will explore the concept and functionality of
human traditions, and understand what causes us to form traditions, what the function of traditions
are, and whether or not they are beneficial or detrimental to society as a whole. Through
understanding of these topics and terms, the student will gain a deeper understanding of the
themes surrounding “The Lottery”.
students on task and facilitate learning. During research on traditions from around the world, I will

- Cell Phones
- Projector
- Smartboard
- Chromebooks
- Paper for student research responses
PROCEDURES:

Bellringer Journal Prompt: Do you have any family traditions? If so, what are they? Do
you enjoy them?
Discuss journal prompt with students. Gear the conversation towards specific or unique
traditions, and ask the students if they know how they got started. What do they get out
of the traditions? Do they enjoy them? Do they consider them pointless now? Continue on
the topic of traditions in general. As students share different responses, the instructor
will ask the class their opinions on each: is it good, is it bad, is it purposeful? Remind
students to be respectful of each other’s traditions and practices.
(5-10 minutes)
The Middle:
Students will use their phones or chromebooks to do online research for around 10-15
minutes and find examples of “weird” or odd traditions from around the world. Students
will be asked to write down a brief description of the tradition they have found, the
origin of the tradition, (or perceived or estimated origin if an official one is unknown)
and their own personal opinion on the tradition. Is it something that is still done today
with little issue? Is it something that is still practiced but should be stopped? What
reasons should a tradition be stopped for if you believe it should be? Discuss various
traditions and be sure to ask the students to analyze the pros and cons of each. Question
if they are still necessary and/or if they are just harmless fun, or something that could
cause a potential problem. If needed, the instructor will google certain traditions when
they are brought up in order to analyze them more closely using visual aids such as
pictures, videos, etc.
(20-25 minutes)
Show students instructor-found examples of various odd traditions through a short
powerpoint presentation, and give them the same in-class analysis as the student-found
traditions. Gear the discussion towards human psychology and what makes us want to
“follow” certain customs or commands from others. Urge students to give other examples
of things that we seem to blindly follow without really considering the consequences or
questioning the entire concept. As the discussion progresses, tie the concepts discussed
into “The Lottery” itself, and discuss what the author was trying to communicate to use
about traditions through writing this story. Overall, what things about traditions and
human nature did students learn from this activity, and what did they learn about human
nature from reading “The Lottery”? Ask students what knowledge about the world they
will walk away from this story with.
(10-15 minutes)
Lesson Title/Topic: The Feather Pillow- Story and Guided Questions
Standards:
c) Discriminate between connotative and denotative meanings and interpret the

connotation.
g) Use knowledge of the evolution, diversity, and effects of language to comprehend and
elaborate the meaning of texts.

Students will:
- Independently read through “The Feather Pillow” by Horacio Quiroga.
- Read closely and analyze the text to identify potential uses of symbolism and use of theme
and motif within the text.
- Use knowledge of the effects of language on the reader to comprehend and elaborate the
theme of the text.
- Theme
- Motif
- Close-reading
- Dwelling
- Ignore
Assessment: As students read through the story, they will use their own judgement and context
clues from the story to predict the ending, and then they will make inferences about what the theme
of this story could be. Following the reading, students will complete the provided discussion
questions, and will justify their perceived themes with question responses using textual evidence to
back up their inferences about the themes of the story.
students on task and facilitate learning.

- “The Feather Pillow” story set
- Post-Reading Questions
- Papers for student responses
- Projector
- Smartboard
PROCEDURES:

Bellringer Journal Prompt: Do you dwell on bad things or try to stay positive?
The instructor will discuss the journal prompt with students. For the students who
choose to dwell on bad things, ask how it affects their mental state, and if it does so in a
negative way. For the students who try to stay positive, ask how they are able to do so,
and how difficult it generally is. Do certain aspects of their everyday lives make it more
difficult for them to stay positive? What are some of those aspects (if students are
comfortable sharing them)? How are the students’ mental states, generally? Do some
struggle more than others? Urge students to be open and accepting of themselves and
others in the classroom.
(5-10 minutes)
The Middle:
After the journal has been discussed, students will be provided with a class set of “The
Feather Pillow” by Horacio Quiroga, and a sheet containing a set of questions to be
answered after students have finished their reading. Students will begin to individually
read through “The Feather Pillow”, answering the provided questions after reading has
completed. As students are reading through the text, the instructor will be present and
actively rotating around the classroom to answer student questions, help them make
predictions and inferences, and monitor overall student comprehension as they read.
Students will read and work up until 10-15 minutes before the bell.
(30-35 minutes)

Questions will be discussed as a group after the reading time has passed. The students will be
asked to share their reflections on the text, as outlined in the questions, and asked what their
perceived theme is. Ask students how they came to the conclusion that they did about the
theme. What symbols point to their themes, and what context clues within the text helped them
to come up with their ideas?
(3-5 minutes)
The Feather Pillow discussion questions
Directions: After you read The Feather Pillow, answer the following questions on your own sheet of
paper.
1. What overall atmosphere does this story have? What impression did you have while reading it?
2. How would you best describe Alicia and Jordan’s relationship?
3. Describe Jordan’s character initially.
4. Describe Alicia’s character throughout the story.
5. How does the setting affect the story’s mood?
6. What does Alicia’s illness reveal about Jordan?
7. What could Alicia’s hallucination represent?
8. What could be the significance of Alicia’s illness majorly affecting her at night?
9. What could the parasite represent?
10. How could the parasite being hidden inside the pillow be viewed as symbolic?
Lesson Title/Topic: The Feather Pillow- Coping Mechanisms
Standards:
10.4 The student will read, comprehend, and analyze literary texts of different cultures
and eras.
b) Make predictions, draw inferences, and connect prior knowledge to support

reading comprehension.
h) Evaluate how an author’s specific word choices, syntax, tone, and voice shape the
intended meaning of the text, achieve specific effects and support the author’s
purpose.
k) Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other
literary devices convey a message and elicit a reader’s emotions.
10.8 The student will collect, evaluate, organize, and present information to create a
research product.
a) Use technology as a tool to research, organize, evaluate, synthesize, and

communicate information.

Students will:
- Link personal experience to content within the text in order to solidify understanding of the
theme.
- Research and discuss various human coping mechanisms for stressful situations, and their
effects.
- Link discussion on real-world coping mechanisms to the experiences of the characters

within the text, in order to link real-world knowledge to textual content.
- Discuss various motifs within the text that contribute to the theme of dwindling mental
health within the main character in order to identify a solid and reliable motif within the text
and relate that motif back to the story’s themes.
- Stress
- Coping
- Motif
- Mental Health
Assessment: Students will link the effects of stress to how each motif increases that stress, and
thus, the motifs will be shown to directly influence and support the theme: repression of the heart’s
desires leads to the death and destruction of our mental well-being.

- “The Feather Pillow” Story set
- Chromebooks
- Cell Phones
- Papers to write down research
PROCEDURES:

Bellringer Journal Prompt: How do you cope with stress? Is it healthy? Is it unhealthy?
Discuss journal prompt with students. Talk about various coping mechanisms they have,
and why they practice them. Are they just a part of their personalities, or is there a
deeper-rooted issue for their ways of coping with stress? Are they happy with how they
cope, or do they want to improve themselves? What aspects of their lives stress them the
most? Notice how different students will have various responses to these questions.
(5-10 minutes)
The Middle:
Students will work as groups use phones or chromebooks to do online research on the
effects that stress has on the human body and mind. Students will be asked to identify if
they have experienced the symptoms or effects that they uncover in their research. As
they research further, have students go back and analyze “The Feather Pillow” and the
characters within the story, namely Alicia. Does she suffer any of the symptoms or effects
that students researched today? What clues from the story point towards these same
symptoms?
(20-30 minutes)

After searching up the effects of stress on people, the class will begin to analyze Alicia and her
symptoms. The following motifs will be discussed, and the ways in which they worsen
Alicia’s mental state throughout the story:
a. Dual nature of symbols
b. Emphasis on coldness
c. Sleep and dreams
Through discussion of these motifs as potential stressors for Alicia, and through relating
these motifs to the real-world stressors that students researched, students will gain a
greater understanding of the motifs that support the overall theme of “The Feather Pillow”
by drawing links from real-life knowledge to textural information.
(5-10 minutes)
Candidate Name: Chandler Phipps Date: 4/15/19 Grade Level:
Lesson Title/Topic: The Veldt Day 1
Standards:
1.4 The student will read, comprehend, and analyze literary texts of different cultures
and eras.

purpose.

Students will:
- Thoroughly discuss technology and how it has affected their lives as an introduction to the
ideas discussed in the text.
- Review the concepts of theme and motif as they are present in literature, and discuss
potential examples of both as discussed in previous stories.
- Actively search for examples of potential motifs within the new story, “The Veldt” by Ray
Bradbury.
- Motif
- Theme
- Technology
- Spoiled
- Childhood
Assessment: Students will partake in discussion on technology and the role it plays in their lives. By
linking their personal lives and using personal examples, student understanding of the basic themes of the
text will be achieved. Students will also be on the look-out for examples of motif throughout the text.

- Cell phones
- Chromebooks
- The Illustrated Man class set
PROCEDURES:

Bellringer Journal Prompt: What does your phone do for you?
Discuss journal prompt with students. Ask them what their cell phones really DO for them,
not just in an emotional sense, but what responsibilities or real-world actions can their
phones perform for them to make life easier and more convenient? Other than their phones,
what are some other real-world activities that have been made all-but-obsolete with the
advances of technology? What are some things that people hardly do anymore now that we
have various forms for technology to do them for us? Do the students think it is good or bad
that certain traditions or actions have been made obsolete by technology? What is one thing
from the past that students wish we still did, but no longer do? Discuss life BEFORE cell
phones with students. Ask them if they remember what it was like, although many of them have
largely grown up with smartphones or at least some type of smart device. How often do some of
them actually go outside? Even when they do go out, how many of them still bring their phones
with them, whether it be to document what they are doing, or to assist in something that they are
doing? Do they feel empty or incomplete without them?
(5-10 minutes)
The Middle: The instructor will begin reading “The Veldt” out loud and students will follow
along in their copies of “The Illustrated Man”. The instructor will stop at various points to
monitor listening and reading comprehension by asking students basic review questions. As
the reading commences, the instructor will also routinely ask the students if they think they
have identified any specific motifs yet.
(40+ minutes)

The instructor’s reading of “The Veldt” will continue until the end of the class period, and we
will continue the story tomorrow. Students will be urged to continue thinking about motifs
that they have identified and to begin predicting and inferring what the main theme of this
story likely is, as well as look for ways to tie their motifs into that.
(Until the bell rings)
1.4 Standards: The student will read, comprehend, and analyze literary texts of
different cultures and eras.

purpose.

Students will:
- Continue to be guided by the instructor through the reading of Ray Bradbury’s The Veldt
- Continue to actively search for and identify examples of motif as present within the text.
- Make inferences and use context clues and textual evidence, as well as perceived motifs, to
identify and describe the themes of the story.
- Reflect and provide hands-on opinions of the themes of the story.
- Theme
- Motif
- Technology
- Spoiled
- Phones
- Obsolete
- Dangers
Assessment: Students will use their journal responses and discussion to link personal experiences
and real-world examples to ideas present within the text, in order to solidify understanding of the
themes of the text. Students will also actively identify potential motifs both before and after the
reading has completed in order to show understanding of the concept and identification of a motif,
as well as give them an opportunity to see motifs change as the text progresses.
- Cell phones
- The Illustrated Man class sets
- Papers for student responses
- Chromebooks.
PROCEDURES:

Bellringer Journal Prompt: How well do you communicate with others face-to-face?
Discuss journal prompt with students. Branching off some discussion had yesterday, ask
students to evaluate how cell phones and technology affect their relationships with others,
whether it be their parents, classmates, teachers, etc. How are the students’ family dynamics
changed by the introduction of technology? How often do students actually do hands-on
activities or bond with their families without incorporating too much technology into the
mix? Do students struggle with social skills or communication skills? Do they get nervous at
the aspect of having to CALL someone on a phone instead of texting or messaging them?
(5-10 minutes)
The Middle:
After discussion is complete, ask students to revisit the idea of motif. Students will write
down any examples of motif that they think they have identified thus far, and responses will
be shared and discussed for a few minutes before the reading commences. Have students
make predictions on where they think the story is going to go, or what is going to happen at
the end. What potential motifs have led them to make those predictions? Once responses
have been completed, the instructor will continue to guide students by reading through The
Veldt aloud to students, again, stopping in various places to monitor student comprehension,
and to answer any questions in order to minimize any confusion during the reading. Ask
students to link ideas present within the text to their journal responses, in order to solidify
knowledge of in-text themes.
(30+ minutes)
The End (a.k.a. Closing): Once the reading has finished, students will spend the remaining
class time reviewing the story and writing down any new motifs or adding anything to
potential ones that they discovered during the reading. If time permits, responses will be
discussed, and discovered motifs will be used to help the class come to an overall consensus
on possible themes of the story.
(5-10 minutes)
1.4 Standards: Standards: The student will read, comprehend, and analyze literary
texts of different cultures and eras.

purpose.

Students will:
- Reflect on the ending of “The Veldt”
- Form their own conclusions on potential motifs present within the story.
- Form their own conclusions on potential themes for the story.
- Form a hypothetical example using information from the text to confirm comprehension.
- Theme
- Motif
- Technology
- Spoiled
- Phones
- Obsolete
- Dangers
Assessment: Through the theme+motif handouts, students will show skills in identifying and
providing examples of both concepts. Students will also link their real-world hobbies and desires to
the nursery activity in order to gain a greater understanding of the themes within the text, and the
material within the text itself.

- The Illustrated Man class set
- Theme and motif worksheets
- Papers for nursery sketches
PROCEDURES:

Bellringer Journal Prompt: What did you do before you had a cell phone?
Discuss journal prompt with students. Ask them to consider how their lives were BEFORE
their phones. How were they different? What were their favorite childhood hobbies? Did
things seem easier or harder? Did life seem simpler? Did the lack of a constant social media
presence and constant communication/entertainment seem to make life less stressful
overall? What kinds of hobbies or activities did students like to do before they had their
phones on them all the time? Are there things that they used to do that they no longer do
because of newer technology?
(5-10 minutes)
The Middle:
1. After journal discussion, distribute theme+motif sheets to students. On these handouts,
students will write down 3 potential motifs from the story and their reasoning to how the
motifs support the theme of the story. Students will also write down what they consider to
be the overall theme of the story, and the class will compare/contrast theme ideas once
every student has filled out their sheets. Students will also share their motif ideas, and how
they think their ideas support their theme.
After students have finished the handout sheets, they will be given printer paper and asked
to create a rough sketch of their “nursery”, like the one in the story. What would be inside it?
Will it be the same all the time? What kind of scenarios will the students be able to play out
inside their room? Will they be enjoyable activities, or stress-relief? Do students think they
would become dependent on exposure to their room once they had it? Would it make
wanting to go back to the “real” world less desirable? Students will share their nursery ideas
with the rest of the class, and will discuss their rooms versus reality, and which would seem
more enjoyable. Steer this conversation to how the increased exposure to the room would
cause people to feel a disconnect from each other and from the real world, just as the family
within the story did.
(30-40 minutes)
Students will share and discuss their nursery sketches until the end of class, and nursery
sketches will be taken up for a grade.
(5-10 minutes)
Lesson Title/Topic: The Veldt short film day and reflections
Standards:
1.4 Standards: Standards: The student will read, comprehend, and analyze literary
texts of different cultures and eras.

purpose.
10.2 The student will analyze, produce, and examine similarities and differences between
visual and verbal media messages.
c) Determine the author’s purpose and intended effect on the audience for media
messages.
d) Identify the tools and techniques used to achieve the intended focus.

Students will:
- Review the conclusion and themes of Ray Bradbury’s The Veldt
- Watch the short-film version of The Veldt and give responses and reactions to it
- Theme
- Motif
- Technology
- Danger
- Short Film
- Compare
- Contrast
- Reaction
Assessment:
Through watching the short film version of The Veldt the students will be able to visually see the
events of the story unfold, and see how often motifs appear in the visual sense. This will allow
students to see the transition from text to media, and how certain themes and motifs will come
along with that transition.

- Projector
- Smartboard
- The Veldt short film from YouTube
PROCEDURES:

Bellringer Journal Prompt: Are you a book or movie person?
Discuss journal prompt with students. Ask them simply whether or not they prefer books or
movies, and depending on their answer, what appeals to them about their choice over the
other one? Some may prefer that books add a lot more detail, while some may prefer that
movies are better at creating an overall atmosphere and mood because they have visuals and
sounds to rely on. Ask students if they have ever read a book and also watched a film
version, and if they have, what things did they like about the book or movie specifically?
Were things left out of either version that students would have preferred? Other than things
that remain different between different versions, what are some things that remain
consistent between books and films? Ask students if the overall theme of a text can change if
it is converted form a book to a movie.
(5-10 minutes)
The Middle:
Explain to students that, since Easter break begins tomorrow, and since we have worked
very hard over the past few weeks, we will watch a short film version of The Veldt today so
that everyone may relax. Urge students to pay attention to the film and to see how often
specific images, sounds, etc. are used and see if any of the motifs that we have discussed
previously are just as prevalent in the film version as they are in the book version. Also note
how the overall atmosphere of the film may differ from what the students were imagining as we
read the story.
(30-40 minutes)

While we will just be watching the short film version of the story today, students will also be
allowed to work on any make-up work for this class while the film is playing, and the
instructor will be available to discuss grades or any pending work with students who need to
do so.
(Variable time)

Unit Plan

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10th Grade Unit Plan

3/25 3/26 3/27 3/28 3/29

Candidate Name: Chandler Phipps Date: 3/25/19 Grade Level: 10

Lesson Title/Topic: Pre-assessment & Introduction to Poetry

a) Identify main and supporting ideas.

Specific Observable Objective(s):

- Discuss how poetry should be analyzed.

The Beginning (a.k.a. Anticipatory Set):

The End (a.k.a. Closing):

Candidate Name: Chandler Phipps Date: 3/26/19 Grade Level: 10

Lesson Title/Topic: Symbolism- A Crash Course

a) Identify main and supporting ideas.

Specific Observable Objective(s): Students will:

- Discuss commonly accepted symbols and their meanings.

- Discuss colors as symbolism, and the overall connotation of colors.

- Start creating “Crests”

Instructional Resources, Materials, and Technology:

The Beginning (a.k.a. Anticipatory Set):

Candidate Name: Chandler Phipps Date: 3/27/19 Grade Level: 10

Lesson Title/Topic: Group analysis of Traveling Through the Dark

a) Assume responsibility for specific group tasks.

Specific Observable Objective(s):

- Continue to develop skills in identifying examples of symbolism and interpreting the

Instructional Resources, Materials, and Technology:

The Beginning (a.k.a. Anticipatory Set):

The End (a.k.a. Closing):

Candidate Name: Chandler Phipps Date: 3/28/19 Grade Level: 10

a) Identify main and supporting ideas.

Specific Observable Objective(s):

Instructional Resources, Materials, and Technology:

The Beginning (a.k.a. Anticipatory Set):

Candidate Name: Chandler Phipps Date: 3/29/19 Grade Level: 10

a) Use media, visual literacy, and technology skills to create products.

Specific Observable Objective(s):

- Use technology to research a vine, meme, or other school-appropriate internet resource to

- Continue to work on their symbolic crest activities.

The Beginning (a.k.a. Anticipatory Set):

The End (a.k.a. Closing):

Candidate Name: Chandler Phipps Date: 4/1/19 Grade Level: 10

Lesson Title/Topic: Literary Devices Intro

Specific Observable Objective(s):

Assessment: Throughout the powerpoint presentation, students will attentively partake in

Instructional Resources, Materials, and Technology:

The Beginning (a.k.a. Anticipatory Set):

The End (a.k.a. Closing):

Candidate Name: Chandler Phipps Date: 4/2/19 Grade Level: 10

Lesson Title/Topic: Literary device stations activity

Specific Observable Objective(s):

Instructional Resources, Materials, and Technology:

The Beginning (a.k.a. Anticipatory Set):

The End (a.k.a. Closing):

Candidate Name: Chandler Phipps Date: 4/3/19 Grade Level: 10

Lesson Title/Topic: Showcase presentation: Various poetry types

Specific Observable Objective(s):

Instructional Resources, Materials, and Technology:

The Beginning (a.k.a. Anticipatory Set):

Candidate Name: Chandler Phipps Date: 4/4/19 Grade Level: 10

Lesson Title/Topic: Poetry activity: Genre Flyers

a) Assume responsibility for specific group tasks.

b) Collaborate in the preparation or summary of the group activity.

Specific Observable Objective(s):

- Review knowledge of various genres of poetry discussed yesterday and showcase

Instructional Resources, Materials, and Technology: