Lesson Plan 1: Week 4, Tuesday

Topic: Poetry Curriculum Area: English Year Level: 10

Lesson Sequence Teacher Notes

Introduction Things to prepare for this lesson

1. Get students attention by squeaking the PowerPoint presentation on poetic devices

blue bear. and figurative language
2. This is a new unit of work so I will pre-assess Write lyrics into a Word document
students by asking what they know about Copy song onto USB (Africa- Toto)
poetry.
Questions to ask students
Body of Lesson (1-3 short tasks)
What is this section of the lyrics an example
1. Discuss the assignment sheet with the year of? Metaphor? Hyperbole? Etc.
10s and let them know that it will end in an Does anyone know what
oral presentation (15 minutes). hyperbole/simile/metaphor/personification
2. Teach explicitly about some poetic devices /alliteration is?
and figurative language (PowerPoint Can you give me an example?
presentation).
3. Show them an example of what I would *This allows students to apply their knowledge of
essentially like them to do with their chosen poetic devices and figurative language straight
songs- present a song and show the lyrics on away and will help them retain the information
the board and go through some of the better.
language used with the students by asking
them questions. Mention that this is what I
want them to do.
4. Let them go on with their assignments. Walk
around and check up on students making
sure that they are heading in the right
direction with the assignment.

Lesson Closure/Check for Understanding

Summary of lesson

Ask the students a quick question about poetry before they go home. One question per student. They can
be as simple as, Give me an example of hyperbole. Because there is a lot to cover this lesson, they will
be quizzed on a bit of the content that they have learnt this lesson to show their understanding.

Materials required for this lesson

1. Poetry workbooks
2. Poetry assignment sheets
3. Lyrics and song for example (on USB)
4. SMART board
5. Students will need their Mp3 players
 6. Some students will need access to the computer room (due to WI FI network being down)
7. Bedford Glossary of Critical and Literary Terms by Murfin and Ray
8. The Anglo-Saxon World: An Anthology translated by Kevin Crossley-Holland

Adjustments required for any students with diverse needs

1. Tylers assignment will be modified according to what Norma (SSO) thinks is suitable. He will need
to choose one song instead of two. He will then interpret the lyrics of his chosen song into his own
meaning.

Instructional strategies selected to teach this lesson

1. Explicit teaching during the start (during presentation)

2. Student directed questioning (for pre-assessment purposes)
3. Some scaffolding to get the students on track and then independent student work as they research
the song choice and access the lyrics.

How did I go and what evidence do I have to support these findings?

This lesson went well and the students seemed genuinely engaged in the topic. They are grasping the
knowledge necessary to analyse a poetic piece of writing. I would have a more structured classroom next
time, as this one was a bit all over. However, the students enjoyed listening to music and finding the
prefect song whilst in class. I think this worked well as the hook into the topic of poetry.

Adjustments for next lesson

I must note though that Tyler needs to be able to hear me and so I must talk louder and possibly have
noted so that I can read off those instead of straight from the board because I was not facing the class a
lot of the time. Next time I will face the class from Tylers side of the room so that he is able to hear me
and read my lips as well.