Lesson Planning Template

(C. Danielson 2007)

Teacher name: _______Erin Emperor___ Grade Level: ____9th Grade/ Freshmen___
Class: ______American Literature___________

Date: ____1/20/2015_____

Area of Interaction: __________Environments____________________

E(s): ____Empathy, Environment, and education______________________________________
Significant Concept(s): __Society is in a constant flux, Writing styles reflect the culture from
which they originate.
Unit Question:_How is my life shaped by the cultures that came before me? How do authors use
their writings to put forth their own ideas and beliefs?

1. Describe any unique characteristics of the class and the students in the class.
(1b: Knowledge of students)

Two to three of the freshmen class have ADD and ADHD

Two of the freshmen have learning disabilities.
I have a student teacher who needs to teach 6 weeks.
We rely heavily on the elmo and computers for technology.
The agenda for the day is on the board in green for the freshmen class.
Students work in small groups (at their desks), in pairs, and in large classroom discussion.
The seat groups are organized by differing lexile scores.
Assessments are differentiated in order to allow everyone to succeed.
Class is started every day with a warm-up, usually a journal or quiz, where they write and gather their
thoughts and then share with the class. Sometimes the journal is a formal assessment, review, or the
beginning of a writing assignment.
This unit has been disrupted with my being gone last week, so the kids are still getting used to me
Students who have been absent receive a sheet which allows them to catch up, filled out by their table
mates.
Students are encouraged to exchange information with seat groups in order form a community as well as a
way to get homework when class is missed
Students use Canvas in order to keep organized as well as stay on task with their assignments.
Students are required to read and respond to all of their emails from me on a daily basis through Canvas.
Students are currently using their large literature book to study the Puritans

2. State your instructional goals and objectives for this lesson.

(1c: Selecting instructional outcomes).
Through content exploration the student will: Gain a solid understanding of the literary and cultural
contributions of the political and historical writings from The Age of Reason.
Recognize the spirit of ideas and the purpose of writers prior to the birth of the American novel or short story.
Produce a demonstrative essay that analyzes the effectiveness of the writing styles studied, while writing with
precision as well as clarity.

Demonstrative essay using pre-writing, editing, and a variety of technology to express their understanding.
Express their comprehension through a good grade on the test.

Designed to meet standards: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2,2.3,3.1,3.2,3.3, and 4.2

SWBAT develop their own idea of what poetry means to them

SWBAT copy notes about the elements of poetry

3. Outline [provide an outline] your instructional plan.

(1e: Designing coherent instruction)

Journal: Respond to Accents or Every day

o What do you think was the purpose of this poem? What forms does poetry come in? How
do you experience poetry in your own life?
Poetry notes
Assign vocabulary

4. Describe your use of instructional groups to facilitate learning.

(1e: Designing coherent instruction)
Students will not be working in groups today.

5. Materials / resources you will use in this lesson.

(1e: Designing coherent instruction)
Elmo
Whiteboard
Pencils
Paper
Journals
Test

6. Assessment for and of learning.

(1f: Designing assessments of learning)
Poetry project

Creative piece
Vocabulary test
Poetry work sheets

Lesson Planning Template

(C. Danielson 2007)
Teacher name: _______Erin Emperor___ Grade Level: ____9th Grade/ Freshmen___
Class: ______American Literature___________

Date: ____1/21/2015_____

Area of Interaction: __________Environments____________________

E(s): ____Empathy, Environment, and education______________________________________
Significant Concept(s): __Society is in a constant flux, Writing styles reflect the culture from
which they originate.
Unit Question:_How is my life shaped by the cultures that came before me? How do authors use
their writings to put forth their own ideas and beliefs?

1. Describe any unique characteristics of the class and the students in the class.
(1b: Knowledge of students)

Two to three of the freshmen class have ADD and ADHD

Two of the freshmen have learning disabilities.
I have a student teacher who needs to teach 6 weeks.
We rely heavily on the elmo and computers for technology.
The agenda for the day is on the board in green for the freshmen class.
Students work in small groups (at their desks), in pairs, and in large classroom discussion.
The seat groups are organized by differing lexile scores.
Assessments are differentiated in order to allow everyone to succeed.
Class is started every day with a warm-up, usually a journal or quiz, where they write and gather their
thoughts and then share with the class. Sometimes the journal is a formal assessment, review, or the
beginning of a writing assignment.
This unit has been disrupted with my being gone last week, so the kids are still getting used to me
Students who have been absent receive a sheet which allows them to catch up, filled out by their table
mates.
Students are encouraged to exchange information with seat groups in order form a community as well as a
way to get homework when class is missed
Students use Canvas in order to keep organized as well as stay on task with their assignments.
Students are required to read and respond to all of their emails from me on a daily basis through Canvas.
Students are currently using their large literature book to study the Puritans

2. State your instructional goals and objectives for this lesson.

(1c: Selecting instructional outcomes).
Through content exploration the student will: Gain a solid understanding of the literary and cultural
contributions of the political and historical writings from The Age of Reason.
Recognize the spirit of ideas and the purpose of writers prior to the birth of the American novel or short story.

Produce a demonstrative essay that analyzes the effectiveness of the writing styles studied, while writing with
precision as well as clarity.
Demonstrative essay using pre-writing, editing, and a variety of technology to express their understanding.
Express their comprehension through a good grade on the test.

Designed to meet standards: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2,2.3,3.1,3.2,3.3, and 4.2

SWBAT use context clues to decipher what is happening and how Carrol is creating meaning in his piece The
Jabberwocky

3. Outline [provide an outline] your instructional plan.

(1e: Designing coherent instruction)

Finish notes
Read The Jabberwocky out loud
o Hand out work sheets, project the poem on ELMO
Class reads The Jabberwocky together
Begin analysis on Elmo
o Only two or three stanzas
Student partner work to finish analysis

4. Describe your use of instructional groups to facilitate learning.

(1e: Designing coherent instruction)
Students will not be working in groups during note taking
Students have the option of working together on the worksheet

5. Materials / resources you will use in this lesson.

(1e: Designing coherent instruction)
Elmo
Whiteboard
Pencils
Paper
Journals
Test

6. Assessment for and of learning.

(1f: Designing assessments of learning)
Poetry project

Creative piece
Vocabulary test
Poetry work sheets

Lesson Planning Template

(C. Danielson 2007)
Teacher name: _______Erin Emperor___ Grade Level: ____9th Grade/ Freshmen___
Class: ______American Literature___________

Date: ____1/23/2015_____

Area of Interaction: __________Environments____________________

E(s): ____Empathy, Environment, and education______________________________________
Significant Concept(s): __Society is in a constant flux, Writing styles reflect the culture from
which they originate.
Unit Question:_How is my life shaped by the cultures that came before me? How do authors use
their writings to put forth their own ideas and beliefs?

1. Describe any unique characteristics of the class and the students in the class.
(1b: Knowledge of students)

Two to three of the freshmen class have ADD and ADHD

Two of the freshmen have learning disabilities.
I have a student teacher who needs to teach 6 weeks.
We rely heavily on the elmo and computers for technology.
The agenda for the day is on the board in green for the freshmen class.
Students work in small groups (at their desks), in pairs, and in large classroom discussion.
The seat groups are organized by differing lexile scores.
Assessments are differentiated in order to allow everyone to succeed.
Class is started every day with a warm-up, usually a journal or quiz, where they write and gather their
thoughts and then share with the class. Sometimes the journal is a formal assessment, review, or the
beginning of a writing assignment.
This unit has been disrupted with my being gone last week, so the kids are still getting used to me
Students who have been absent receive a sheet which allows them to catch up, filled out by their table
mates.
Students are encouraged to exchange information with seat groups in order form a community as well as a
way to get homework when class is missed
Students use Canvas in order to keep organized as well as stay on task with their assignments.
Students are required to read and respond to all of their emails from me on a daily basis through Canvas.
Students are currently using their large literature book to study the Puritans

2. State your instructional goals and objectives for this lesson.

(1c: Selecting instructional outcomes).

Through content exploration the student will: Gain a solid understanding of the literary and cultural
contributions of the political and historical writings from The Age of Reason.
Recognize the spirit of ideas and the purpose of writers prior to the birth of the American novel or short story.
Produce a demonstrative essay that analyzes the effectiveness of the writing styles studied, while writing with
precision as well as clarity.
Demonstrative essay using pre-writing, editing, and a variety of technology to express their understanding.
Express their comprehension through a good grade on the test.

Designed to meet standards: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2,2.3,3.1,3.2,3.3, and 4.2

SWBAT Review their homework, Reading and Annotating The Raven by E. A. Poe and apply literary elements
using Tuesdays notes

3. Outline [provide an outline] your instructional plan.

(1e: Designing coherent instruction)

Journal: What happened in The Raven last night? What is one symbol or literary device you
noticed?
Project the poem on the ELMOstudents are then to come up and recreate their annotations from
their homework
As a class, go over and analyse the poem
o Themes
o Literary devices

4. Describe your use of instructional groups to facilitate learning.

(1e: Designing coherent instruction)
Students will not be working in groups today.

5. Materials / resources you will use in this lesson.

(1e: Designing coherent instruction)
Elmo
Whiteboard
Pencils
Paper
Journals
Test

6. Assessment for and of learning.

(1f: Designing assessments of learning)
Poetry project

Creative piece
Vocabulary test
Poetry work sheets

Lesson Planning Template

(C. Danielson 2007)
Teacher name: _______Erin Emperor___ Grade Level: ____9th Grade/ Freshmen___
Class: ______American Literature___________

Date: ____1/26/2015_____

Area of Interaction: __________Environments____________________

E(s): ____Empathy, Environment, and education______________________________________
Significant Concept(s): __Society is in a constant flux, Writing styles reflect the culture from
which they originate.
Unit Question:_How is my life shaped by the cultures that came before me? How do authors use
their writings to put forth their own ideas and beliefs?

1. Describe any unique characteristics of the class and the students in the class.
(1b: Knowledge of students)

Two to three of the freshmen class have ADD and ADHD

Two of the freshmen have learning disabilities.
I have a student teacher who needs to teach 6 weeks.
We rely heavily on the elmo and computers for technology.
The agenda for the day is on the board in green for the freshmen class.
Students work in small groups (at their desks), in pairs, and in large classroom discussion.
The seat groups are organized by differing lexile scores.
Assessments are differentiated in order to allow everyone to succeed.
Class is started every day with a warm-up, usually a journal or quiz, where they write and gather their
thoughts and then share with the class. Sometimes the journal is a formal assessment, review, or the
beginning of a writing assignment.
This unit has been disrupted with my being gone last week, so the kids are still getting used to me
Students who have been absent receive a sheet which allows them to catch up, filled out by their table
mates.
Students are encouraged to exchange information with seat groups in order form a community as well as a
way to get homework when class is missed
Students use Canvas in order to keep organized as well as stay on task with their assignments.
Students are required to read and respond to all of their emails from me on a daily basis through Canvas.
Students are currently using their large literature book to study the Puritans

2. State your instructional goals and objectives for this lesson.

(1c: Selecting instructional outcomes).
Through content exploration the student will: Gain a solid understanding of the literary and cultural
contributions of the political and historical writings from The Age of Reason.
Recognize the spirit of ideas and the purpose of writers prior to the birth of the American novel or short story.
Produce a demonstrative essay that analyzes the effectiveness of the writing styles studied, while writing with
precision as well as clarity.
Demonstrative essay using pre-writing, editing, and a variety of technology to express their understanding.
Express their comprehension through a good grade on the test.

Designed to meet standards: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2,2.3,3.1,3.2,3.3, and 4.2

SWBAT discuss imagery and symbols in Sotos Oranges

SWBAT create their own comprehension questions about Oranges

3. Outline [provide an outline] your instructional plan.

(1e: Designing coherent instruction)

Read Oranges to self; then teacher read; then together.

Ask students to annotate
Begin working on tier 1, 2, and 3 questions

4. Describe your use of instructional groups to facilitate learning.

(1e: Designing coherent instruction)
Students will not be working in groups today.

5. Materials / resources you will use in this lesson.

(1e: Designing coherent instruction)
Elmo
Whiteboard
Pencils
Paper
Journals
Test

6. Assessment for and of learning.

(1f: Designing assessments of learning)
Poetry project

Creative piece
Vocabulary test
Poetry work sheets

Lesson Planning Template

(C. Danielson 2007)
Teacher name: _______Erin Emperor___ Grade Level: ____9th Grade/ Freshmen___
Class: ______American Literature___________

Date: ____1/27/2015_____

Area of Interaction: __________Environments____________________

E(s): ____Empathy, Environment, and education______________________________________
Significant Concept(s): __Society is in a constant flux, Writing styles reflect the culture from
which they originate.
Unit Question:_How is my life shaped by the cultures that came before me? How do authors use
their writings to put forth their own ideas and beliefs?

1. Describe any unique characteristics of the class and the students in the class.
(1b: Knowledge of students)

Two to three of the freshmen class have ADD and ADHD

Two of the freshmen have learning disabilities.
I have a student teacher who needs to teach 6 weeks.
We rely heavily on the elmo and computers for technology.
The agenda for the day is on the board in green for the freshmen class.
Students work in small groups (at their desks), in pairs, and in large classroom discussion.
The seat groups are organized by differing lexile scores.
Assessments are differentiated in order to allow everyone to succeed.
Class is started every day with a warm-up, usually a journal or quiz, where they write and gather their
thoughts and then share with the class. Sometimes the journal is a formal assessment, review, or the
beginning of a writing assignment.
This unit has been disrupted with my being gone last week, so the kids are still getting used to me
Students who have been absent receive a sheet which allows them to catch up, filled out by their table
mates.
Students are encouraged to exchange information with seat groups in order form a community as well as a
way to get homework when class is missed
Students use Canvas in order to keep organized as well as stay on task with their assignments.
Students are required to read and respond to all of their emails from me on a daily basis through Canvas.

Students are currently using their large literature book to study the Puritans

2. State your instructional goals and objectives for this lesson.

(1c: Selecting instructional outcomes).
Through content exploration the student will: Gain a solid understanding of the literary and cultural
contributions of the political and historical writings from The Age of Reason.
Recognize the spirit of ideas and the purpose of writers prior to the birth of the American novel or short story.
Produce a demonstrative essay that analyzes the effectiveness of the writing styles studied, while writing with
precision as well as clarity.
Demonstrative essay using pre-writing, editing, and a variety of technology to express their understanding.
Express their comprehension through a good grade on the test.

Designed to meet standards: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2,2.3,3.1,3.2,3.3, and 4.2

SWBAT connect literary elements such as alliteration and rhyming with rhythm
SWBAT recognize rhythm and how poets create it in their pieces

3. Outline [provide an outline] your instructional plan.

(1e: Designing coherent instruction)

Read We Real Cool by Gwendolyn Brooks

o Out loud
o As a class
o Listen to her read it, Morgan Freeman
How does Gwendolyn create rhythm? TPS
Emily Dickinson
o How does she create rhythm?
o Pauses and punctuation.

4. Describe your use of instructional groups to facilitate learning.

(1e: Designing coherent instruction)
Students will not be working in groups today.
Students will work in pairs during select moments

5. Materials / resources you will use in this lesson.

(1e: Designing coherent instruction)
Elmo
Whiteboard
Pencils
Paper
Journals
Test

6. Assessment for and of learning.

(1f: Designing assessments of learning)
Poetry project

Creative piece
Vocabulary test

Poetry work sheets

Lesson Planning Template

(C. Danielson 2007)
Teacher name: _______Erin Emperor___ Grade Level: ____9th Grade/ Freshmen___
Class: ______American Literature___________

Date: ____1/28/2015_____

Area of Interaction: __________Environments____________________

E(s): ____Empathy, Environment, and education______________________________________
Significant Concept(s): __Society is in a constant flux, Writing styles reflect the culture from
which they originate.
Unit Question:_How is my life shaped by the cultures that came before me? How do authors use
their writings to put forth their own ideas and beliefs?

1. Describe any unique characteristics of the class and the students in the class.
(1b: Knowledge of students)

Two to three of the freshmen class have ADD and ADHD

Two of the freshmen have learning disabilities.
I have a student teacher who needs to teach 6 weeks.
We rely heavily on the elmo and computers for technology.
The agenda for the day is on the board in green for the freshmen class.
Students work in small groups (at their desks), in pairs, and in large classroom discussion.
The seat groups are organized by differing lexile scores.
Assessments are differentiated in order to allow everyone to succeed.
Class is started every day with a warm-up, usually a journal or quiz, where they write and gather their
thoughts and then share with the class. Sometimes the journal is a formal assessment, review, or the
beginning of a writing assignment.
This unit has been disrupted with my being gone last week, so the kids are still getting used to me
Students who have been absent receive a sheet which allows them to catch up, filled out by their table
mates.

Students are encouraged to exchange information with seat groups in order form a community as well as a
way to get homework when class is missed
Students use Canvas in order to keep organized as well as stay on task with their assignments.
Students are required to read and respond to all of their emails from me on a daily basis through Canvas.
Students are currently using their large literature book to study the Puritans

2. State your instructional goals and objectives for this lesson.

(1c: Selecting instructional outcomes).
Through content exploration the student will: Gain a solid understanding of the literary and cultural
contributions of the political and historical writings from The Age of Reason.
Recognize the spirit of ideas and the purpose of writers prior to the birth of the American novel or short story.
Produce a demonstrative essay that analyzes the effectiveness of the writing styles studied, while writing with
precision as well as clarity.
Demonstrative essay using pre-writing, editing, and a variety of technology to express their understanding.
Express their comprehension through a good grade on the test.

Designed to meet standards: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2,2.3,3.1,3.2,3.3, and 4.2

SWBAT independently annotate their songs they have brought in and analyze them for meter and meaning

3. Outline [provide an outline] your instructional plan.

(1e: Designing coherent instruction)
Journal: Read I am going to sleep By Alfonsina Storni
Watch Alfonsina y el Mar
o Respond: how do you think the poem and the song are connected? What happened to the author?
What happened in the poem? How do we know?
Students will individually analyze their songs for meaning, literary and figurative devices and meter

4. Describe your use of instructional groups to facilitate learning.

(1e: Designing coherent instruction)
Students will not be working in groups today.

5. Materials / resources you will use in this lesson.

(1e: Designing coherent instruction)
Elmo
Whiteboard
Pencils
Paper
Journals
Test

6. Assessment for and of learning.

(1f: Designing assessments of learning)
Poetry project

Creative piece
Vocabulary test

Poetry work sheets

Lesson Planning Template

(C. Danielson 2007)
Teacher name: _______Erin Emperor___ Grade Level: ____9th Grade/ Freshmen___
Class: ______American Literature___________

Date: ____1/30/2015_____

Area of Interaction: __________Environments____________________

E(s): ____Empathy, Environment, and education______________________________________
Significant Concept(s): __Society is in a constant flux, Writing styles reflect the culture from
which they originate.
Unit Question:_How is my life shaped by the cultures that came before me? How do authors use
their writings to put forth their own ideas and beliefs?

1. Describe any unique characteristics of the class and the students in the class.
(1b: Knowledge of students)

Two to three of the freshmen class have ADD and ADHD

Two of the freshmen have learning disabilities.
I have a student teacher who needs to teach 6 weeks.
We rely heavily on the elmo and computers for technology.
The agenda for the day is on the board in green for the freshmen class.
Students work in small groups (at their desks), in pairs, and in large classroom discussion.
The seat groups are organized by differing lexile scores.
Assessments are differentiated in order to allow everyone to succeed.

Class is started every day with a warm-up, usually a journal or quiz, where they write and gather their
thoughts and then share with the class. Sometimes the journal is a formal assessment, review, or the
beginning of a writing assignment.
This unit has been disrupted with my being gone last week, so the kids are still getting used to me
Students who have been absent receive a sheet which allows them to catch up, filled out by their table
mates.
Students are encouraged to exchange information with seat groups in order form a community as well as a
way to get homework when class is missed
Students use Canvas in order to keep organized as well as stay on task with their assignments.
Students are required to read and respond to all of their emails from me on a daily basis through Canvas.
Students are currently using their large literature book to study the Puritans

2. State your instructional goals and objectives for this lesson.

(1c: Selecting instructional outcomes).
Through content exploration the student will: Gain a solid understanding of the literary and cultural
contributions of the political and historical writings from The Age of Reason.
Recognize the spirit of ideas and the purpose of writers prior to the birth of the American novel or short story.
Produce a demonstrative essay that analyzes the effectiveness of the writing styles studied, while writing with
precision as well as clarity.
Demonstrative essay using pre-writing, editing, and a variety of technology to express their understanding.
Express their comprehension through a good grade on the test.

Designed to meet standards: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2,2.3,3.1,3.2,3.3, and 4.2

SWBAT respond to vocab quiz

3. Outline [provide an outline] your instructional plan.

(1e: Designing coherent instruction)

Students will take a vocab quiz

4. Describe your use of instructional groups to facilitate learning.

(1e: Designing coherent instruction)
Students will not be working in groups today.

5. Materials / resources you will use in this lesson.

(1e: Designing coherent instruction)
Elmo
Whiteboard
Pencils
Paper
Journals
Test

6. Assessment for and of learning.

(1f: Designing assessments of learning)
Poetry project

Creative piece

Vocabulary test
Poetry work sheets

Lesson Planning Template

(C. Danielson 2007)
Teacher name: _______Erin Emperor___ Grade Level: ____9th Grade/ Freshmen___
Class: ______American Literature___________

Date: ____2/1-2/2015_____

Area of Interaction: __________Environments____________________

E(s): ____Empathy, Environment, and education______________________________________
Significant Concept(s): __Society is in a constant flux, Writing styles reflect the culture from
which they originate.
Unit Question:_How is my life shaped by the cultures that came before me? How do authors use
their writings to put forth their own ideas and beliefs?

1. Describe any unique characteristics of the class and the students in the class.
(1b: Knowledge of students)

Two to three of the freshmen class have ADD and ADHD

Two of the freshmen have learning disabilities.
I have a student teacher who needs to teach 6 weeks.
We rely heavily on the elmo and computers for technology.
The agenda for the day is on the board in green for the freshmen class.

Students work in small groups (at their desks), in pairs, and in large classroom discussion.
The seat groups are organized by differing lexile scores.
Assessments are differentiated in order to allow everyone to succeed.
Class is started every day with a warm-up, usually a journal or quiz, where they write and gather their
thoughts and then share with the class. Sometimes the journal is a formal assessment, review, or the
beginning of a writing assignment.
This unit has been disrupted with my being gone last week, so the kids are still getting used to me
Students who have been absent receive a sheet which allows them to catch up, filled out by their table
mates.
Students are encouraged to exchange information with seat groups in order form a community as well as a
way to get homework when class is missed
Students use Canvas in order to keep organized as well as stay on task with their assignments.
Students are required to read and respond to all of their emails from me on a daily basis through Canvas.
Students are currently using their large literature book to study the Puritans

2. State your instructional goals and objectives for this lesson.

(1c: Selecting instructional outcomes).
Through content exploration the student will: Gain a solid understanding of the literary and cultural
contributions of the political and historical writings from The Age of Reason.
Recognize the spirit of ideas and the purpose of writers prior to the birth of the American novel or short story.
Produce a demonstrative essay that analyzes the effectiveness of the writing styles studied, while writing with
precision as well as clarity.
Demonstrative essay using pre-writing, editing, and a variety of technology to express their understanding.
Express their comprehension through a good grade on the test.

Designed to meet standards: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2,2.3,3.1,3.2,3.3, and 4.2

SWBAT identify different types of meter in poetry

SWBAT identify what meter different poems are in
SWBAT identify how rhythm and meter are related

3. Outline [provide an outline] your instructional plan.

(1e: Designing coherent instruction)

Journal: What confuses you about meter? What would you like to know about rhythm and meter?
On the elmo, begin going over meter work sheet and notes
Give examples
Begin going over meter and poems
Allow students to continue meter work with partners and table groups
After worksheets are doneproject on elmo, correct
Begin work finding out what meter songs from previous lesson are in

4. Describe your use of instructional groups to facilitate learning.

(1e: Designing coherent instruction)
Students will not be working in groups today during instruction
Students will work in pairs during individual practice

5. Materials / resources you will use in this lesson.

(1e: Designing coherent instruction)

Elmo
Whiteboard
Pencils
Paper
Journals
Test

6. Assessment for and of learning.

(1f: Designing assessments of learning)
Poetry project

Creative piece
Vocabulary test
Poetry work sheets

Lesson Planning Template

(C. Danielson 2007)
Teacher name: _______Erin Emperor___ Grade Level: ____9th Grade/ Freshmen___
Class: ______American Literature___________

Date: ____2/06/2015_____

Area of Interaction: __________Environments____________________

E(s): ____Empathy, Environment, and education______________________________________
Significant Concept(s): __Society is in a constant flux, Writing styles reflect the culture from
which they originate.
Unit Question:_How is my life shaped by the cultures that came before me? How do authors use
their writings to put forth their own ideas and beliefs?

1. Describe any unique characteristics of the class and the students in the class.
(1b: Knowledge of students)

Two to three of the freshmen class have ADD and ADHD

Two of the freshmen have learning disabilities.

I have a student teacher who needs to teach 6 weeks.

We rely heavily on the elmo and computers for technology.
The agenda for the day is on the board in green for the freshmen class.
Students work in small groups (at their desks), in pairs, and in large classroom discussion.
The seat groups are organized by differing lexile scores.
Assessments are differentiated in order to allow everyone to succeed.
Class is started every day with a warm-up, usually a journal or quiz, where they write and gather their
thoughts and then share with the class. Sometimes the journal is a formal assessment, review, or the
beginning of a writing assignment.
This unit has been disrupted with my being gone last week, so the kids are still getting used to me
Students who have been absent receive a sheet which allows them to catch up, filled out by their table
mates.
Students are encouraged to exchange information with seat groups in order form a community as well as a
way to get homework when class is missed
Students use Canvas in order to keep organized as well as stay on task with their assignments.
Students are required to read and respond to all of their emails from me on a daily basis through Canvas.
Students are currently using their large literature book to study the Puritans

2. State your instructional goals and objectives for this lesson.

(1c: Selecting instructional outcomes).
Through content exploration the student will: Gain a solid understanding of the literary and cultural
contributions of the political and historical writings from The Age of Reason.
Recognize the spirit of ideas and the purpose of writers prior to the birth of the American novel or short story.
Produce a demonstrative essay that analyzes the effectiveness of the writing styles studied, while writing with
precision as well as clarity.
Demonstrative essay using pre-writing, editing, and a variety of technology to express their understanding.
Express their comprehension through a good grade on the test.

Designed to meet standards: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2,2.3,3.1,3.2,3.3, and 4.2

SWBAT create blackout poems

3. Outline [provide an outline] your instructional plan.

(1e: Designing coherent instruction)

Project examples of blackout poetry on the ELMO

Students will be given excerpts of pieces theyve read this year, or will read in the future
In groups, students are to create an artistic version and formal version of their poems by blacking out every
word they do not want in their poem.

4. Describe your use of instructional groups to facilitate learning.

(1e: Designing coherent instruction)
Students will be working individually or in groups today, depending on preference. Students will present on
Monday.

5. Materials / resources you will use in this lesson.

(1e: Designing coherent instruction)
Elmo

Whiteboard
Pencils
Paper
Journals
Test

6. Assessment for and of learning.

(1f: Designing assessments of learning)
Poetry project

Creative piece
Vocabulary test
Poetry work sheets

Lesson Planning Template

(C. Danielson 2007)
Teacher name: _______Erin Emperor___ Grade Level: ____9th Grade/ Freshmen___
Class: ______American Literature___________

Date: ____2/9/2015_____

Area of Interaction: __________Environments____________________

E(s): ____Empathy, Environment, and education______________________________________
Significant Concept(s): __Society is in a constant flux, Writing styles reflect the culture from
which they originate.
Unit Question:_How is my life shaped by the cultures that came before me? How do authors use
their writings to put forth their own ideas and beliefs?

1. Describe any unique characteristics of the class and the students in the class.
(1b: Knowledge of students)

Two to three of the freshmen class have ADD and ADHD

Two of the freshmen have learning disabilities.
I have a student teacher who needs to teach 6 weeks.
We rely heavily on the elmo and computers for technology.
The agenda for the day is on the board in green for the freshmen class.
Students work in small groups (at their desks), in pairs, and in large classroom discussion.
The seat groups are organized by differing lexile scores.
Assessments are differentiated in order to allow everyone to succeed.
Class is started every day with a warm-up, usually a journal or quiz, where they write and gather their
thoughts and then share with the class. Sometimes the journal is a formal assessment, review, or the
beginning of a writing assignment.
This unit has been disrupted with my being gone last week, so the kids are still getting used to me
Students who have been absent receive a sheet which allows them to catch up, filled out by their table
mates.
Students are encouraged to exchange information with seat groups in order form a community as well as a
way to get homework when class is missed
Students use Canvas in order to keep organized as well as stay on task with their assignments.
Students are required to read and respond to all of their emails from me on a daily basis through Canvas.
Students are currently using their large literature book to study the Puritans

2. State your instructional goals and objectives for this lesson.

(1c: Selecting instructional outcomes).
Through content exploration the student will: Gain a solid understanding of the literary and cultural
contributions of the political and historical writings from The Age of Reason.
Recognize the spirit of ideas and the purpose of writers prior to the birth of the American novel or short story.
Produce a demonstrative essay that analyzes the effectiveness of the writing styles studied, while writing with
precision as well as clarity.
Demonstrative essay using pre-writing, editing, and a variety of technology to express their understanding.
Express their comprehension through a good grade on the test.

Designed to meet standards: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2,2.3,3.1,3.2,3.3, and 4.2

SWBAT present their blackout poems and explain their artistic versions/analyze their poem for the class out loud
SWBAT ask questions about their poetry project

3. Outline [provide an outline] your instructional plan.

(1e: Designing coherent instruction)

Students will present their blackout poems on the ELMO

Introduce the poetry presentation project

4. Describe your use of instructional groups to facilitate learning.

(1e: Designing coherent instruction)
Students will not be working in groups today unless presenting.

5. Materials / resources you will use in this lesson.

(1e: Designing coherent instruction)

Elmo
Whiteboard
Pencils
Paper
Journals
Test

6. Assessment for and of learning.

(1f: Designing assessments of learning)
Poetry project

Creative piece
Vocabulary test
Poetry work sheets

Lesson Planning Template

(C. Danielson 2007)
Teacher name: _______Erin Emperor___ Grade Level: ____9th Grade/ Freshmen___
Class: ______American Literature___________

Date: ____2/10-11/2015_____

Area of Interaction: __________Environments____________________

E(s): ____Empathy, Environment, and education______________________________________
Significant Concept(s): __Society is in a constant flux, Writing styles reflect the culture from
which they originate.
Unit Question:_How is my life shaped by the cultures that came before me? How do authors use
their writings to put forth their own ideas and beliefs?

1. Describe any unique characteristics of the class and the students in the class.
(1b: Knowledge of students)

Two to three of the freshmen class have ADD and ADHD

Two of the freshmen have learning disabilities.
I have a student teacher who needs to teach 6 weeks.
We rely heavily on the elmo and computers for technology.
The agenda for the day is on the board in green for the freshmen class.
Students work in small groups (at their desks), in pairs, and in large classroom discussion.
The seat groups are organized by differing lexile scores.
Assessments are differentiated in order to allow everyone to succeed.
Class is started every day with a warm-up, usually a journal or quiz, where they write and gather their
thoughts and then share with the class. Sometimes the journal is a formal assessment, review, or the
beginning of a writing assignment.
This unit has been disrupted with my being gone last week, so the kids are still getting used to me
Students who have been absent receive a sheet which allows them to catch up, filled out by their table
mates.
Students are encouraged to exchange information with seat groups in order form a community as well as a
way to get homework when class is missed
Students use Canvas in order to keep organized as well as stay on task with their assignments.
Students are required to read and respond to all of their emails from me on a daily basis through Canvas.
Students are currently using their large literature book to study the Puritans

2. State your instructional goals and objectives for this lesson.

(1c: Selecting instructional outcomes).
Through content exploration the student will: Gain a solid understanding of the literary and cultural
contributions of the political and historical writings from The Age of Reason.
Recognize the spirit of ideas and the purpose of writers prior to the birth of the American novel or short story.
Produce a demonstrative essay that analyzes the effectiveness of the writing styles studied, while writing with
precision as well as clarity.
Demonstrative essay using pre-writing, editing, and a variety of technology to express their understanding.
Express their comprehension through a good grade on the test.

Designed to meet standards: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2,2.3,3.1,3.2,3.3, and 4.2

SWBAT compose a skeleton essay analyzing I, Too, Sing America or I Know Why the Caged Bird Sings
SWBAT correct another groups skeleton essay
SWBAT conference with each other and explain their grade of the skeleton essay

3. Outline [provide an outline] your instructional plan.

(1e: Designing coherent instruction)

Hand out skeleton essay assignment and poems to groups

o Explain and wait for questions
o Allow students to write their essays in groups
o Explain how essays will be graded
After essays are written:
o Switch 2 groups essays

o Hand out IB analysing rubric

o Groups will grade other groups essays based on the rubric
Groups will then conference
o Two stars and a wish

4. Describe your use of instructional groups to facilitate learning.

(1e: Designing coherent instruction)
Students will be working in small groups today.

5. Materials / resources you will use in this lesson.

(1e: Designing coherent instruction)
Elmo
Whiteboard
Pencils
Paper
Journals
Test

6. Assessment for and of learning.

(1f: Designing assessments of learning)
Poetry project

Creative piece
Vocabulary test
Poetry work sheets

Lesson Planning Template

(C. Danielson 2007)
Teacher name: _______Erin Emperor___ Grade Level: ____9th Grade/ Freshmen___
Class: ______American Literature___________

Date: ____1/13-16/2015_____

Area of Interaction: __________Environments____________________

E(s): ____Empathy, Environment, and education______________________________________
Significant Concept(s): __Society is in a constant flux, Writing styles reflect the culture from
which they originate.

Unit Question:_How is my life shaped by the cultures that came before me? How do authors use
their writings to put forth their own ideas and beliefs?

1. Describe any unique characteristics of the class and the students in the class.
(1b: Knowledge of students)

Two to three of the freshmen class have ADD and ADHD

Two of the freshmen have learning disabilities.
I have a student teacher who needs to teach 6 weeks.
We rely heavily on the elmo and computers for technology.
The agenda for the day is on the board in green for the freshmen class.
Students work in small groups (at their desks), in pairs, and in large classroom discussion.
The seat groups are organized by differing lexile scores.
Assessments are differentiated in order to allow everyone to succeed.
Class is started every day with a warm-up, usually a journal or quiz, where they write and gather their
thoughts and then share with the class. Sometimes the journal is a formal assessment, review, or the
beginning of a writing assignment.
This unit has been disrupted with my being gone last week, so the kids are still getting used to me
Students who have been absent receive a sheet which allows them to catch up, filled out by their table
mates.
Students are encouraged to exchange information with seat groups in order form a community as well as a
way to get homework when class is missed
Students use Canvas in order to keep organized as well as stay on task with their assignments.
Students are required to read and respond to all of their emails from me on a daily basis through Canvas.
Students are currently using their large literature book to study the Puritans

2. State your instructional goals and objectives for this lesson.

(1c: Selecting instructional outcomes).
Through content exploration the student will: Gain a solid understanding of the literary and cultural
contributions of the political and historical writings from The Age of Reason.
Recognize the spirit of ideas and the purpose of writers prior to the birth of the American novel or short story.
Produce a demonstrative essay that analyzes the effectiveness of the writing styles studied, while writing with
precision as well as clarity.
Demonstrative essay using pre-writing, editing, and a variety of technology to express their understanding.
Express their comprehension through a good grade on the test.

Designed to meet standards: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2,2.3,3.1,3.2,3.3, and 4.2

SWBAT research and create poetry presentations

3. Outline [provide an outline] your instructional plan.

(1e: Designing coherent instruction)

Work day, computers for project

4. Describe your use of instructional groups to facilitate learning.

(1e: Designing coherent instruction)
Students will be working in groups today.

5. Materials / resources you will use in this lesson.

(1e: Designing coherent instruction)
Elmo
Whiteboard
Pencils
Paper
Journals
Test

6. Assessment for and of learning.

(1f: Designing assessments of learning)
Poetry project

Creative piece
Vocabulary test
Poetry work sheets