Lesson Plan

55 Minutes
Gabriela Rivera
March 4, 2015
English / Grade 9
Hungry Literature
Objective:
The students will be able to analyze the theme or central idea of a text by
examining in detail its development over the course of the text.
Common Core Standard: ELA-Literacy.RL.9-10.2
Key Ideas and Details
2. Determine a theme or central idea of a text and analyze in detail its development
over the course of the text, including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.
Anticipatory Set:
Think back to yesterdays lesson on themes and conflict.

Using your notes, can someone please list off and define one of the themes
we learned about?

Ask Pause Call

Great, now think back to a moment in your life or a situation where you desired a
certain material item, but could not have it because of money.

How did it make you feel?

Did you wish you were rich?

Now with your elbow partner, please discuss for 60 seconds if you believe money
could buy happiness. The poem we are going to read today will explore some of the
similar questions.
Today we are going to identify the theme or central idea from a text.

Information:
After the bellwork, students will use previous class notes that should contain a chart
with common themes and conflicts. They will also be given a copy of the poem with
ample room on the margins for notes.
Theme
Man vs. Self
Man vs. Man
Man vs Supernatural
Man vs. Nature
Man vs. Society

Definition
Characters struggle takes place in his/her mind.
Conflict with another character (i.e. protagonist vs antagonist).
Character has conflict with ghost, Gods, monsters, etc.
Character struggles with force of nature (i.e. natural disaster,
animal, etc.)
Character fights against their community or the social norms.
I HAD BEEN HUNGRY ALL THE YEARS
By Emily Dickinson.
I had been hungry all the yearsMy noon had come, to dineI, trembling, drew the table near
And touched the curious wine.
'T was this on tables I had seen
When turning, hungry, lone,
I looked in windows, for the wealth
I could not hope to own.
I did not know the ample bread,
'T was so unlike the crumb
The birds and I had often shared
In Nature's dining-room.
The plenty hurt me, 't was so new,-Myself felt ill and odd,
As berry of a mountain bush
Transplanted to the road.
Nor was I hungry; so I found
That hunger was a way
Of persons outside windows,
The entering takes away.

Turn to Your Neighbor

I will hand out printed copies of the passage. Students will be instructed to pair up
with their predetermined Friday buddies. Guidelines on appropriate behavior will
be verbally given prior to start of discussion and activity. Students are to quietly sit
together with their printed passage, highlighter, previous class notes and pencil.
Throughout the lesson, students will highlight key details within the poem, underline
any words or expressions they may not know and summarize key points next to
each stanza. They will turn to their neighbor when prompted to see if he/she
agrees or disagrees with the interpretations of the passage. The partner wearing the
most red will go first. In order to redirect the attention back to me, the auditory

signal 1-2-3 Eyes on Me will be given. Also, when prompted, students will be
encouraged to volunteer their opinion of the text, as well.
Ask:

Someone please tell me and the class what the highlighting and underlining
will represent.
Which partner will go first?
What notes should you have out for this lesson?
What theme does this poem fall under?

I will walk around the room listening for correct answers.

*Guided (Supervised) Practice:
For the next part of the lesson, students will participate in a three person jigsaw
activity. Firstly, estimating that there are 30 students, the class will be split in half.
After this, the teacher will group students in triads by numbering them off 1 through
3. Each half of the class should be split into 5 separate groups to represent each
stanza in the poem (for instance, there will be 10 groups total, but each half has
their own set of 1-5 groups). Once groups of three are formed and adequately
established, they will assign themselves the roles of recorder, researcher and
speaker/presenter. Each group will then be given the stanza number that they will
be working on for this activity. They will be given 8 minutes to write a detailed
summary of their stanza by using their notes and remembering the key points that
were highlighted during the class discussion of the poem. The recorder will record
the summary that is developed, the researcher will find key quotes from the
stanza to support the summary and the speaker will present the information.
Once the summaries are complete, each half of the class will form a circle. The
teacher will instruct for group #1 to have their speaker present their summaries
in two minutes while the rest jot down the information. Therefore, two presentations
will go on at once in their respective halves. This will go on until all 5 groups share
their information. As the students share summaries, the teacher will walk around
monitoring both groups and ensuring that they are respectful listeners who are
staying on task.
Prior to starting the activity, I will check for understanding by asking:

What are you supposed to do with the stanza your group was assigned?
Which notes could you use to help you write the summary?
Does each member of the group have a duty? If so, what are the duties?
How much time are you given to develop your summaries?

*Extended (Independent) Practice:

For extended practice, students will be asked to do research on Emily Dickinson.
They will be expected to turn in a page of information that may include her
biography, a list of some of her most famous literary pieces and some fun facts
about her. This is done in hopes that they familiarize themselves with the poet since

we will continue to analyze her poems throughout the week. The students should
also be prepared to share their research in class the next day, as well.

*Closure:
Using a half sheet of paper and a writing utensil, students will write 2-4 sentence to
answer the following questions:
1. What was the central idea or theme for the poem?
2. How does the speaker develop over the course of the poem?
3. Does your opinion differ from your initial thoughts about wealth and
happiness? Why or why not?
This will be their ticket out the door in order to check for understanding.
Materials Needed:
Printed Copy of the Passage
Previous Classroom Notes Introducing Major Themes
One Highlighter / One Pencil

*Assessment:
Fill in the blank by choosing a word from the word bank.
Word Bank:
Theme
Conflict

Protagonist

Character Development

Figurative Language

1. ______________ The central idea, message, lesson, or moral a writer wishes to

express within a text.
2. ____________ The use of words or expressions with a meaning that is different from
the literal
interpretation.
3. ____________ A struggle that a character faces in the story.
4. ____________ The main character in the literary piece.
5. ____________ The process in which characters develop throughout the literary
piece in such a way that the reader learns more as the piece progresses.
Please answer the following questions.
6. List at least 3 major themes found within a literary piece.
7. Can there be more than one theme in a literary piece? Why or why not?
8. What are some things to look for in a literary piece in order to determine the
theme?
9. When reviewing I Have Been Hungry All These Years, how does the speaker
develop throughout the poem?
10. Please list an interesting fact you recall about Emily Dickinson from the research
homework that was assigned earlier this week.