Intern Name: Hannah Greenwood

Lesson Title (Subject/Topic): Poetry Analysis

Grade: 8th Grade
Length of Lesson: 50 minutes - 1 hour
Date Taught: 05/24
LESSON PLAN TEMPLATE
In this lesson…
Poetry Analysis and TPCASTT
Overview Students will learn the process of poetry analysis and the TPCASTT tool to help
them during the analysis process

The student will

1. Understand the importance of certain literary terms (figurative/literal
language, de/connotation, etc.)
Standards of 2. Understand and be able to implement the TPCASTT process to better
Learning understand a poem
3. Learn how to properly read a poem.

How can TPCASTT be used to better understand a poem?

What clues does the poem’s author include to help me understand the poem’s
purpose?
Essential Questions What does this poem reveal about the human condition? How can I relate this
poem to a larger theme than what is literally discussed?

Students will be able to…

1. Understand the importance of certain literary terms (figurative/literal
language, de/connotation, etc.)
Objectives 2. Understand and be able to implement the TPCASTT process to better
understand a poem

I can identify a poem’s basic structure.

I know how to read a poem at its basic level.
Learning Target I can implement the TPCASTT method to help me understand a poem’s
purpose and theme.

Students must be able to…

1. Understand basic literary themes
Necessary Prior 2. Understand basic literary elements.
Knowledge 3. Understand how to annotate.

Desks, white board, white board markers, Poetry Analysis handout, writing
Materials utensils

● Basic literary elements (literal/figurative language, etc.)

Introduction/Hook ● Introduce handout
 1. Before students enter classroom, write each letter of the TPCASTT
acronym separately on the board with enough room for students to write
under/beside the header.
2. Introduce handout and how notes should be taken.
3. Review TPCASTT PowerPoint.
4. Have students read poem aloud as a class.
5. Have students annotate the poem individually, then allow group
Instructional discussion followed by class discussion. This is to help students who
may be confused by the poem’s language.
Activities & 6. Assign students to different stations along with their handout.
Strategies 7. Students will follow directions under header as a group (i.e. for Title
station, have students discuss the importance/meaning of the poem’s
title, etc.). Students will rotate between stations (based on a standardized
time limit or based on the average time it takes to complete a task).
8. Once completed, students will return to their desks. Read aloud the
student’s responses. Allow for classroom discussion.
9. Students will now complete the remainder of the worksheet.

Poetry Analysis
Denotation
Connotation
Key Vocabulary or Literary Language
Concepts Figurative Language
Annotation
Theme

TPCASTT Worksheet
Assessments
Remainder of TPCASTT Worksheet
Closure Activity
Because some students are socially anxious, engage with them as they may be
Accommodations displaced. Allow for the group’s to hear their ideas

N/A
Resources
Do not let students pick their own groups, as this leads to extraneous
Teacher Notes conversation
Reflection on a Lesson Plan Taught
Virginia Teachers for Tomorrow
Intern Name: Hannah Greenwood
Lesson Title (Subject/Topic): Poetry Analysis
Grade: 8th Grade
Length of Lesson: 1 hour
Date Taught: 04/224
Time of Day: 10.30 - 12.10

1. What steps did you go through to create this lesson? With whom did you talk, discuss, or edit your
lesson?
a. I talked to my cooperating teacher about what she wanted her students to know, and weaned
through my options to choose a topic of which I knew very well.
b. I created my lesson on my own, though I researched lesson plans for ideas.

2. How did the SOLs and Objectives help focus your instruction?
a. SOLs and Objectives did not help me because eighth grade English is very much left to the
teacher’s discretion. The objectives were very vague and I could not find one adequate enough to
encompass my lesson topic.

3. What parts of the instructional plan worked as you anticipated?

a. The worksheet worked well and so did my presentation of the topic. There were plenty of
participating students to keep the lesson moving.

4. What, if any, adjustments needed to be made once you began?

a. Because I noticed several students working ahead and anticipated the lesson being too short, I
had the entire class work together on the lesson instead of leaving it to individual work.

5. How well did you anticipate the materials needed?

a. There were no unexpected materials used.

6. How effective was the assessment you chose to use? (If no assessment was used, what will the future
assessment be and how will you gauge its effectiveness?)
a. My assessment effectively measured my student’s understanding of the lesson.

7. To what degree do you feel that this lesson was a success? What evidence do you have for the success
of the lesson? (Hint: Student learning is the key to a lesson’s success!)
a. This lesson was a great success as there was significant improvement in the writing ability of
students initially and finally. Since the lesson was a completely new topic to the students, the
success of the whiteboard activity and the assessment is a testament to the lesson’s success.

8. How did the time spent preparing for your lesson contribute to it’s success?
a. I spent several hours on this assignment deciding how I was going to administer it, all of which
contributed to its success.
 9. If you could do this lesson again with the same students, would you do anything differently? If so, what?
a. Yes; I was engage with the students more to encourage participation. I also would change how I
grouped students to help students focus on the lesson.

10. Any last comments/reflections about your lesson?

a. No.

Lesson Plan Assignment: Grade Sheet

Virginia Teachers for Tomorrow I

Intern Name: Hannah Greenwood

Refer to the comments written on your lesson plan for detailed feedback.
Needs a few
Ready to Your
additions or Incomplete
Teach! Score
tweaks
Overview, SOLs, essential questions, objectives (10) 10
Introduction/hook & closure (10) 10
Instructional activities (20) 10
Accommodations (10) 8
Assessment (5) 10
Vocab, materials, resources (5) 10
Supplemental materials, if applicable (5) 10
Total (65) 63