Jon+and+Janelle+LP+1

CRAFT AND STRUCTURE //4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.// 7.4.4.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. //5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.// 7.4.5.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning//. 6. Assess how point of view or purpose shapes the content and style of a text.// 7.4.6.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text, including those from diverse cultures ||||< ** Learning Objective: Key Understanding(s) you intend students to obtain: ** Students will understand: Students will know: Students will be able to: Introduce essential question, “What is poetry.” Students will write down their opinion and thoughts. Then, discussion of thoughts and opinions to gain previous knowledge. || 8 min || Hand out vocabulary note sheet. Students will follow along with the lecture writing down anything that will help them understand the terms better. Through examples, students will be encouraged to share their thoughts of any identified poetic elements they have found within the works. || 18 min || Students will individually read the poem in the textbook. When finished, they will write down any elements they have identified within the poem. After some time, the class will regroup and the poem will be read to them. Discussion of their identifications will then take place || 17 min || Students will be asked at the end of the class period to write down three things: two things they have learned, and one question they may have || 5 min ||
 * Lesson Template**
 * **Desired Results** ||
 * < ** Relevant Minnesota or Nat’l Content Standards: **
 * The characteristics that separate poetry from other forms of literature.
 * understand the interpretive value of poetry
 * That poets do not give a definitive answer to the meaning of their work, clues are left within the language
 * The “grey area” of evaluating interpretations ||
 * **Assessment Evidence** ||
 * ** What do you want your students to __know__? **
 * Figurative language terms (personification, symbol, metaphor, simile, hyperbole)
 * The difference between simile and metaphor |||||| ** What do you want students to be able to __do__? **
 * Determine the meaning of unfamiliar words and metaphors
 * Identify and explain poetic devices (personification, symbol, metaphor, simile, hyperbole) ||
 * ** __Group Accountability (Formative)__ **
 * How will you check to see whether your class has met your learning objectives? **
 * Pre-formative assessment: “What is poetry?”
 * Informal responses (written and oral)
 * Post-lesson survey: two things learned and one question |||||| **__ Individual Accountability (Summative) __**
 * How will you check to see if individuals have acquired the knowledge/skills you expected them to learn? ** ||
 * **Learning Plan** ||
 * ** What key vocabulary/language will students need to know to meet the learning objective? **
 * Poetry
 * Figurative Language
 * Simile
 * Metaphor
 * Hyperbole
 * Personification
 * Symbol
 * Literary interpretation |||| ** How will you teach this key vocabulary to enable students to meet the learning objective? **
 * Handout, including terms and space to take notes
 * Continual reinforcement of elements by example and commentary throughout the lesson ||
 * ** What is the Essential/Guiding Question(s) for this Lesson? (It should correlate to your learning objective.) **
 * Why do authors sometimes mean something other than what they write?
 * How do good readers gain understanding from what they read?
 * What is poetry?
 * How is poetry different from other forms of literature? |||| ** How will you differentiate for all the learners (ELL, Sp. Ed., poverty, gifted, etc.) in your class? **
 * Differentiation Options: questions, stems, sentence frames, strategies, etc. ** ||
 * ** Materials/Resources Required: **
 * Vocab Worksheet/Handout
 * Handout of poems
 * “Incident in the Rose Garden” ||
 * **SCHEDULE OF ACTIVITIES** ||
 * ** Method/Strategy ** ||  ** Time Allotment **  ||
 * ** Pre-formative Assessment **
 * ** Lecture/Discussion **
 * ** Culmination Analysis – “Incident in the Rose Garden” **
 * ** Post-formative Assessment **