WOODLAND HILLS SECONDARY LESSON PLAN
Name Christina Thomas
Date Week of February 17, 2015
Length of Lesson 4 Weeks Content Area English 9-12
STAGE I – DESIRED RESULTS
LESSON TOPIC (Module, if applicable):
BIG IDEAS:
Poetry
1. Understand the structure and format of poetry
2. Understand and identify literary elements: simile,
metaphor, personification, hyperbole, alliteration,
assonance, consonance, onomatopoeia, repetition,
rhyme, open form, closed form, stanza, meter,
scansion, rhyme scheme, repetition, end rhyme,
slant rhyme, structure, couplet, qutrain, cinquain,
sestet, octave
(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
Critical thinkers actively and skillfully
interpret, analyze, evaluate, and synthesize
information
1.2.10.A: Evaluate text organization and content to
determine the author’s purpose and effectiveness
according to the author’s theses, accuracy,
thoroughness, logic, and reasoning.
1.3.10.D: Evaluate the significance of various literary
devices in various genre, and explain their appeal.



Sound (alliteration, onomatopoeia, rhyme
scheme, consonance, assonance);
Form (ballad, sonnet, heroic couplets);
Figurative language (personification,
metaphor, simile, hyperbole, symbolism); and
Dramatic structure.
An expanded vocabulary enhances one’s ability to
express ideas and information.
L.N.1.1.4: Explain how an author's use of key words
or phrases in text informs and influences the reader.
Writing is a recursive process that conveys ideas,
thoughts and feelings
1.5.10.D: Write with an understanding of style using
precise language, action verbs, sensory details,
appropriate modifiers, and the active rather than the
passive voice. Create tone and voice through the use of
precise language.
UNDERSTANDING GOALS (CONCEPTS):
ESSENTIAL QUESTIONS:
Students will understand:
How does interaction with text provoke thinking
and response?
How does one develop and refine vocabulary?
What role does writing play in our lives?
Text Structure
Vocabulary
Focus, content, organization, style, and conventions
work together to impact writing quality
 Simile
 Metaphor
 Personification
 Hyperbole
 Alliteration
 Assonance
 Consonance
 Onomatopoeia



What is open and closed form poetry?
What is rhythm and rhyme?
What are the literary elements of poetry?


Repetition
Rhyme – end rhyme, rhyme sceme, slant
rhyme
Structure -open form, closed form
closed form
stanza
meter
scansion
repetition
tone
mood
theme









VOCABULARY:
 Simile
 Metaphor
 Personification
 Hyperbole
 Alliteration
 Assonance
 Consonance
 Onomatopoeia
 Repetition
 Rhyme – end rhyme,






STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:
rhyme sceme, slant
rhyme
Structure -open form, closed form
closed form
stanza
meter
scansion
repetition
Text Structure - Analyze in detail how an author’s
ideas or claims are developed and refined by particular
sentences, paragraphs, or larger portions of a text.
Vocabulary - Analyze how words and phrases shape
meaning and tone in texts.
Write to create an individual writing style, tone and
voice through the use of a variety of sentence
structures, descriptive word choices, literary devices
and precise language. (style)
Objectives:
 SWBAT define and identify the form (open
and closed forms) of a poem including stanzas
and structure
 SWBAT define and identify rhythm, rhyme,
rhyme scheme
 SWBAT define and identify similes,
metaphors, personification, hyperbole,
alliteration, assonance, consonance,
onomatopoeia, and repetition in a poem
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
FORMATIVE ASSESSMENTS:
Students will choose their format to take notes on the
elements of poetry. Students will complete project that
illustrates and defines literary elements associated with
poetry. Daily attendance and participation will be
assessed. Students are administered various probes
throughout each unit to check for understanding, skill
development and knowledge of skills presented
Collins Writing
Graphic Organizers
Open Ended Questions
Summarizing Main Ideas
Thumbs Up/Thumbs Down
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
Do Now;
Mini Lesson:
Guided Practice:
Independent Practice:
Summations/Formative Assessments:
Reflections:
Do Now
Collins Writing or sample
MATERIALS AND
RESOURCES:



Fill in blank notes for
notes on poetry form
and structure
Pages 516-517 from
English 9 text book
Teacher notes for
INTERVENTIONS:




Specially Designed
Instructions:
One-on-one
instructions
Small group
instruction and
discussion
Individualized
ASSIGNMENTS:



Students take notes
on elements of poetry
Complete Poetry
Form and Structure
Scavenger Hunt
Illustrate Poetic
devices project
poem of the day

Mini Lesson
Review events of
previous day reading
Guided Practice
Read and discuss poetry
element of the day
Independent Practice
Students independently or
with a partner read and
annotate daily poems.
Summation/Formative
Assessment
Oral review/student
wonderings/teacher
questioning/Exit Slip






notes #1-3
Illustrate Poetic
Devices Project sheet
Handout Ten Basic
Poetry and Literary
Elements
Poem handouts – The
Base Stealer,
Metaphors, School
Fight, Brown Penny,
Bells
2 pre-drawn poem
webs
Questions for
students to complete
poem literature web
Cooperative learning
participation rubric
Poem rubric



attention
Peer tutoring
Step-by-step
directions and
redirection
New concepts broken
down into clearer
steps



Annotate poems &
find text from poem
and students show
their thinking
Poem literature webs
– cooperative
learning groups
Write 3 poems using
poetic devices