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Time:

75
minutes
total
(one
and
classes)

Teacher:
Christine Pekatos

Subject:
Literature & Composition
Honors

Grade:
9th Grade

Getting students ready to


OPENING
learn

Step 1: Teacher and students talk about what they will learn and do
(Communication of Learning Intentions)
Review the Essential Question & Standards:
Content Area Standard
ELACC9-10RL1: Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text
ELACC9-10RL10: By the end of grade 9, read and comprehend literature, including
stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with
scaffolding as needed at the high end of the range
ELACC9-10SL1: Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 910 topics, texts, and issues, building on others ideas and expressing their own clearly
and persuasively.
Summary/Overview
The focus of this lesson is for students to determine a working definition of poetry as we
enter our poetry unit. They will look at some texts and decide which are poems, and they
will also create a list of characteristics that define poetry.
Essential Question:
What is poetry? Is it possible to place parameters on poetry?
Step 2: How will you know when they have gotten it? (Communication of Success
Criteria)
At the end of this lesson the student will understand that:
Poetry can vary greatly, but there are some common characteristics.
Poetry generally has a deeper meaning and the form in poetry is given heightened
importance.
What students should be able to do:
List common characteristics of poems
Discuss the differences between different definitions of poetry and how that
speaks to poetrys purpose
Step 3: Get the students interested (Build Commitment and Engagement)
Bellringer Journal Write: As students enter the classroom, they will begin responding
to the prompt on the board.
Prompt:
Gut Reaction! Do you enjoy poetry? Explain why or why not.
After responding on paper, I ask students to raise their hands in an informal survey.
Students almost always have a very strong opinion on the subject, which helps to
immediately engage.
Step 4: Give students new information (Teacher Presentation Strategies)
Students will take notes down and discuss a variety of definitions of poetry from
important literary figures as presented in What, then, is poetry? They will also
read six new texts to determine whether they are poems, but these will not be nonfiction.

Resource(s
Need
Finish Helping students make
PERIOWORK
CLOSING
) ChallengeEarly or sense of their learning
D

Step 5: Have students use the new information (Guided Practice )


Group students into set of four. Each group immediately determines roles
(Timekeeper, Recorder, Discussion Manager, and Presenter).
Step 6: Make sure they can do it (Summary)
Class-wide presentations (will likely happen the next day of school):
The students in the presenter role of each group will stand and share their groups
definition of poetry. Then as a class, we will discuss the common elements of
poetry.
Step 7: Have students practice (Independent Practice)
HOMEWORK: Students should bring in a poem of their choosing and explain why
that texts fits the classs definition of a poem.
Finally, I will ask students to consider why a reader or writer would choose a poem over
another genre of literature. Based on our common characteristics and definition of
poetry, what is the purpose of poetry?

If a student finishes early or needs an extra challenge


If a student needs a challenge or finishes early, I like to ask them to reconsider their two
piles of texts. Initially, students placed the texts into the POEM and NOT POEM piles. A
way to extend learning is to ask students to consider poetry as a spectrum rather than an
exclusive group. Students can kinesthetically work with the poems to place them in
order from MOST POETIC to LEAST POETIC.
Technology:
1. Introduction to Poetry
Handouts:
Handout 1: What is poetry? Instruction sheet.
Handout 2: Set of 6 poems (laminated on lime green paper)

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