Hope Hemenway

EDUC
Fletcher

Lesson Plan Secondary English Ed: Victorian Literature Review Lecture and Assignments
(ED TECH)

Objective (goal)
The learner will 1) review, analyze and retain content of a major work of Victorian
Literature, and 2) continue to work on and foster creative writing habits.

TEKS
(2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make
inferences and draw conclusions about theme and genre in different cultural, historical,
and contemporary contexts and provide evidence from the text to support their
understanding. Students are expected to:
(A) analyze how the genre of texts with similar themes shapes meaning;
(B) analyze the influence of mythic, classical and traditional literature on 19th and 20th
century literature; and
(C) relate the figurative language of a literary work to its historical and cultural setting.
(3) Reading/Comprehension of Literary Text/Poetry. Students understand, make
inferences and draw conclusions about the structure and elements of poetry and provide
evidence from text to support their understanding. Students are expected to analyze the
effects of diction and imagery (e.g., controlling images, figurative language,
understatement, overstatement, irony, paradox) in poetry.
(17) Oral and Written Conventions/Conventions. Students understand the function of and
use the conventions of academic language when speaking and writing. Students will
continue to apply earlier standards with greater complexity. Students are expected to:
(A) use and understand the function of the following parts of speech in the context of
reading, writing, and speaking:
(i) more complex active and passive tenses and verbals (gerunds, infinitives, participles);
(ii) restrictive and nonrestrictive relative clauses; and
 (iii) reciprocal pronouns (e.g., each other, one another);
(B) identify and use the subjunctive mood to express doubts, wishes, and possibilities;
and
(C) use a variety of correctly structured sentences (e.g., compound, complex, compound-
complex).
(18) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation.
Students write legibly and use appropriate capitalization and punctuation conventions in
their compositions. Students are expected to:
(A) use conventions of capitalization; and
(B) use correct punctuation marks including:
(i) quotation marks to indicate sarcasm or irony;
ii) comma placement in nonrestrictive phrases, clauses, and contrasting expressions; and
(iii) dashes to emphasize parenthetical information.

CALP Vocabulary (3 key terms/phrases)

Dramatic Monologue: also known as a persona poem, is a type of poetry written in the
form of a speech of an individual character.

Lyric Poem: a formal type of poetry which expresses personal emotions or feelings,
typically spoken in the first person.

Narrative Poem: a form of poetry that tells a story, often making the voices of a narrator
and characters as well; the entire story is usually written in metered verse. Narrative
poems do not have to follow rhythmic patterns.

Inscape: ideology introduced through Hopkins. Inner energy and design, the force that
pulls together aspects of the physical being.

Instress: ideology also introduced through Hopkins. Experience of understanding the

identity of another, gaining new perception.

Materials
For the students For the teacher
-computer/ access to a computer -Eduplanner app (set reminders, plan out lesson)
-Explain Everything app -Explain Everything example video
-smart phone (for Prompts app)

Procedures/Activities
Focus of the class would serve as an overarching review or conclusion of a specific unit. In this
hypothetical case, the unit review would surround Victorian Era literature.
Students would first be placed in groups of 3 to 4. Each group would then be assigned a writer
along with their most important piece of work.
Writers and their accompanying pieces would/could potentially include:
1-Elizabeth Browning (Aurora Leigh)
2-Alfred Tennyson (Marianna)
3-Robert Browning (Porphyrias Lover)
4-Matthew Arnold (Dover Beach)
5-Christina Rossetti (Goblin Market)
6-Hopkins (Thou art indeed just, Lord)
I would then introduce the Explain Everything app and detail their assignment: create a brief 3
to 4 minute video giving essential background information over their writer and given poem.
To give them a better idea of what I would be looking for, I would first show them an example
video (my Tennyson Lady of Shallot overview). To construct their own, I would allow them to
experiment and learn how to use the application through trial, error, and peer collaboration. The
website http://www.online-literature.com/author_index.php would be an excellent resource for
the students as it acts as an online library of famous writers and their works. The project would
not be due until the next class period when everyone would have the opportunity to present,
allowing students to take further notes or refresh their memory regarding unit content.
Additional homework would come in the form of creative writing. Using the Prompts app,
students would be required to complete a 250-300 word piece of original writing due by the
Friday of that week. During class, I would instruct them to pull out their apps to set a reminder
through the application. Students, upon completing their piece, would then email their work to
me for grading.