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There But for the Grace Direct Instruction Lesson Plan

Subject: 8th Grade Language Arts

of a text and analyze its development over the course of the text, including its relationship to the cha
RL.2)

nd phrases as they are used in a text, including figurative and connotative meanings; analyze the imp
gies or allusions to other texts. (8.RL.4)

he central theme of Wislawa Szymborskas poem There But for the Grace by drawing connections to
e meaning of words and phrases in Wislawa Szymborskas poem There But for the Grace by annotat
on how the text is read.

): Students will show comprehension of materials by participating in class discussion, completing the
ons on the poem as they leave as an exit ticket.

ed from basic to complex):

und devices in example phrases and within a poem.


poem.
ort answer prompts about their personal experiences.
ort answer prompts about the poems theme.
ections between course texts.

Materials/Technology Resources to be

Collections textbook
Pencil & Paper
Lesson Handout w/ Guided Notes
Media Presentation
Whiteboards and dry-erase markers

ct to previous learning, and make RELEVANT to real life):


mpt: Do you believe in luck? Why or why not? Was there a specific event in your life that made you fe
that we will be looking at the theme or chance today through a poem, but first they will need to know

otes w/ poem text. Lead students through a brief media


ning poetic devices: alliteration, assonance, consonance,
sm.

ugh activity where students guess which poetic device is

Student Will:

1. Complete the guided notes on poetic

2. Use whiteboards to guess which poe


several example phrases.

al example phrases on class set of whiteboards.

3. Read along with instructor.

ckground paragraph introducing the poem, as well as


cal paragraph about the author.

4. Watch a brief video.

bout the author.

One Teach, One Assist The assisting teacher will be available to answer questions and monitor behav

notes provide students with an activity to complete during instructional time.


Student Will:

o read one stanza of the poem aloud at a time.

1. Read poem as a class.

ff into groups. Instruct each group to identify instances of


device and discuss what effect they think it has on the

2. Work in groups to identify instances


the Grace.

ff into new groups, have students compare the answers


own groups.

ether. Ask for students to share examples they talked


ps in a class discussion. Ask for volunteers and call cards

3. Annotate their copies of the poem te

4. Switch into new groups, share findin

5. Volunteer group findings in class disc

One Teach, One Assist Both teachers will circulate and monitor group progress

Student Will:
return to their seats.

sider the theme of the poem: What is the authors


you think she decided to write this work?

plete the short answer prompt on their handouts.

1. Return to their original seats.

2. Answer the short answer prompt on


discussions weve had in groups and
theme of this poem? What was the a
3. Volunteer answers with the class

One Teach, One Assist - The assisting teacher will be available to answer questions, monitor behavior,

ts will be able to offer up their own interpretation of the poem and add their own personal touch to the

fe connections: Draw class attention to the date. On April 15, 1945, the Bergen-Belsen concentratio
ster died of Typhus several weeks earlier, in March.

bout the themes discussed in class today in relation to the stories of Anne Frank, Eli Wiesel, and Wisla
d chance play in these peoples lives? Ask students to write down their ideas on the bottom of their ha

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