LESSON PLAN #1

Comaring and Analyzing Medieval and Modern Ballads

*Lesson plan based on ten, 50 minute sessions
Class: 11th Grade English III Students
Unit Focus and Goals: The focus of this unit is to sharpen the analytical and critical thinking
skills of the students. The goal, by the end of the unit, is for the students to be able to write their
own personal ballad, with a small group, and perform it to the class. During the unit, the
students will be able to demonstrate analytical skills and be able to look at the text through
Formalist Criticism.
Purpose/rationale:
Students will read, analyze, and discuss the similarities and differences between medieval and
modern ballads. The class will learn about Formalist Criticism and will apply this knowledge
while reading the ballads. They will also list those differences and similarities as they find them
in the given text. Students will discuss these using a Venn Diagrams, in small groups, what they
have found. They will also write their own ballad in their small groups and perform them in
class. The other students will assess each performance and give them a grade they think they
deserve. Students need to develop the skill of analyzing similarities and differences of literature
to help them write their own ballad. These skills will help the students become critical thinkers
and bettering their ability to think outside of the box.

Common Core Standards:

LAFS.1112.RL.1.2: Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build on one another to
produce a complex account; provide an objective summary of the text.
LAFS.1112.RI.2.4: Determine the meaning of words and phrases as they are used in a
text, including figurative, connotative, and technical meanings; analyze how an author
uses and refines the meaning of a key term or terms over the course of a text (e.g., how
Madison defines faction in Federalist No. 10).
LAFS.1112.W.2.5: Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant for a
specific purpose and audience.

LAFS.1112.W.4.10: Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a day or two) for a
range of tasks, purposes, and audiences.

Objectives:
Students will be able to (SWBAT):
Develop deductive analysis skills.
Identify genre characteristics of ballads.
Use kinesthetic abilities to interpret a ballad in small groups.
Compare the genre characteristics using a Venn diagram.
Write an original ballad and present it to the class.
Materials:

Computer and projector

Copies of making a ballad checklist
Copies of the sample ballads that students will compare and contrast
Copies of the Venn diagram.

Comparing and Analyzing Medieval and Modern Ballads

*Lesson plan based on ten, 50 minute sessions
Purpose/rationale:
Students will read, analyze, and discuss the similarities and differences between medieval and
modern ballads. The class will learn about Formalist Criticism and will apply this knowledge
while reading the ballads through a PowerPoint. Through writing a brief journal entry the
students will develop their critical thinking skills and improving their writing.

Common Core Standards:

LAFS.1112.RL.1.2: Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build on one another to
produce a complex account; provide an objective summary of the text.
LAFS.1112.RI.2.4: Determine the meaning of words and phrases as they are used in a
text, including figurative, connotative, and technical meanings; analyze how an author
uses and refines the meaning of a key term or terms over the course of a text (e.g., how

Madison defines faction in Federalist No. 10).

LAFS.1112.W.4.10: Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a day or two) for a
range of tasks, purposes, and audiences.

Objectives:
Students will be able to (SWBAT):
Develop deductive analysis skills.
Identify genre characteristics of ballads.
Produce comments and discussion point in the ballad through a class discussion.
Materials:

Computer and projector

Anticipatory set:
Teacher will begin class by discussing the students thoughts and feelings on folk tales and
ballads. Ask the students if they know any nursery rhymes form their childhood. The students
will then write a brief journal entry based on what comes to their mind when they hear the word
ballad and they can share it with the class, but that it optional.
Teaching Strategy/Procedure/Activity:
Time
10 minutes

Student is doing
Listening and calling out
examples of ballads, folk tales,
and nursery rhymes. Listening
to the example audio recording
of a ballad.

10 minutes

Writing a short journal entry on

what comes to their mind when
they hear the word ballad.

Teacher is doing
Writing their examples on the
board and facilitating the
discussion about what their past
knowledge is on ballads.
Playing an audio version of a
ballad.
Timing the students while they
write and then, once the time is
up, asking them to share their
journals with the class.

25 minutes

Students will view the

PowerPoint introducing some
background knowledge on
ballads, take notes, and
participate in the discussion
when prompted by teacher.

Teacher will go through

PowerPoint, pausing for
questions and brief discussions.
The teacher will explain how
using Formalist criticism is a
good way to view the ballads.

5 minutes

Writing down their homework

and asking wrap up questions.

Teacher is explaining the

homework and passing out the
packet of ballads that they will
be covering during this unit.

*Add or delete columns as necessary

Summary/Closure:
The teacher will ask if the class has any questions and then will go over the homework. He or
she will remind the students that they must read and be prepared to participate in the discussion
on the first ballad in the packet for next class.
Assessment:

Formal assessment: Students will receive a grade on their journal entry.

Informal assessment: The teacher will base this off of the class discussion during the
lecture.

Homework/follow-up assignment:
Students will have to read the first ballad in the packet handed out in class and come to the next
class ready and prepared to participate in the discussion. They must have a few questions or
comments ready before next class on things they thought about while reading the first ballad.
Accommodations/adaptations:
Students with visual and other disabilities have preferable seating. Teacher will provide printed
out versions of the PowerPoint slides to those students that require them. English language
learners will be given a dictionary and added time, if needed. Students with ADHD will have the
opportunity to bring in a stress ball or something they may have at their desk to get their energy
out during seat time.
Attachments/Appendices:

PowerPoint will be used to lecture.

Plan B:

If the projector does not work, the teacher will lecture verbally, without the use of visual aids. If
the students are not talkative during the discussion, the teacher will ask prompting questions or
have them get into small groups to discuss and then share it to the class.