Teacher Candidate: Corey Parks
Lesson Plan Template
Date: 11/13/10
Unit Title: Forms of Communication: Deconstruction of Poetry
Subject: Poetry
Essential Question(s): How do you use different styles to express yourself?
Lesson
Title/Number
Lesson Question (s)
State Standards
and Performance
Indicators
Grade: 10
# 3 – Elegy and Ode
What is an elegy?
When is an elegy used?
What is an ode?
When is an ode used?
Standard 1: Students will read, write, listen, and speak for information
and understanding.
As listeners and readers, students will collect data, facts, and ideas,
discover relationships, concepts, and generalizations; and use knowledge
generated from oral, written, and electronically produced texts. As
speakers and writers, they will use oral and written language to acquire,
interpret, apply, and transmit information.
Standard 2: Students will read, write, listen, and speak for literary
response and expression.
Students will read and listen to oral, written and electronically produced
texts and performances, relate texts and performances to their own lives,
and develop an understanding of the diverse social, historical, and
cultural dimensions the texts and performances represent. As speakers
and writers, students will use oral and written language for selfexpression and artistic creation.
Standard 3: Students will read, write, listen, and speak for critical
analysis and evaluation.
As listeners and readers, students will analyze experiences, ideas,
information, and issues presented by others using a variety of established
criteria. As speakers and writers, they will present, in oral and written
language and from a variety of perspectives, their opinions and
judgments on experiences, ideas, information and issues.
Performance Indicators:
• Read, view, and respond independently to literary works that represent
a range of social, historical, and cultural perspectives.
• Distinguish between different forms of poetry, such as sonnet, lyric,
elegy, narrative, epic, and ode, and recognize how the author uses poetic
form to convey message or intent.
• Interpret literary texts on the basis of an understanding of the genre and
the literary period.
• Interpret multiple levels of meaning and subtleties in text.
• Analyze and evaluate poetry in order to recognize the use and effect of
- sensory imagery
Lesson Objectives
(Bloom’s Taxonomy)
---------------------Acceptable
Evidence
*Could be collected for
accountability/auditing
purposes.
Bell Ringer and
Prior Knowledge
Tap
This can be together or
separate. Also may be
called: set induction,
anticipatory set,
introduction/review
_______________
Procedure
Teacher input,
development,
instructional
method(s), modeling,
guided practice,
independent practice,
and/or activities
*Accommodations
for learning
modalities are
required.
- figurative language
- verse form
• Write original literary texts
- use literary devices, such as figurative language, allegory, irony,
symbolism, and stream of
consciousness
- create multiple levels of meaning, with assistance
- use language and sentence structure creatively to elicit the reader’s
emotional response
Students will be able to…
1. Identify an elegy
2. Describe when an elegy should be used.
3. Create his/her own elegy.
4. Identify an ode.
5. Describe when an ode should be used.
6. Create his/her own ode.
----------------------------------------------------------------------------------1. Check notes to check for definition and proper use.
2. Check notes to check for definition and proper use.
3. Assess original work in final portfolio.
4. Check notes to check for definition and proper use.
5. Check notes to check for definition and proper use.
6. Assess original work in final portfolio.
Prior Knowledge – Figurative Language
Bell Ringer – Give students handout with lyrics from Beethoven’s “Ode
to Joy” and From Autumn to Ashes “Elegy for an Angel.” Have students
read through both and try to come up with a central theme for the two
different songs. Allow students to express their opinions about these two
songs (all the while looking to hear that students relate the “Ode to Joy”
to positive praise, and “Elegy for an Angel” to death and darkness.
(DIRECT INSTRUCTION INRODUCTION A)
(RBI: IDENTIFYING SIMILARITIES AND DIFFERENCES)
________________________________________________________
The teacher will:
• Play a section of both songs to show that the music behind them also
supports the drastic distinction between the two types of poems.
(VISUAL AND AUDITORY)
(DIRECT INSTRUCTION DEVELOPMENT A)
(RBI: IDENTIFYING SIMILARITIES AND DIFFERENCES)
The student will:
• Listen attentively and take notes on the different styles of music
associated with the two different styles of poetry.
• In collaboration with the teacher and classmates, discuss a strong
definition of an elegy. (A poem composed especially as a lament for a
deceased person.) (RBI: COOPERATIVE LEARNING)
• discuss and take notes on when an elegy should be used. (During the
loss of something or someone very important to you.) (VISUAL AND
Label…visual,
auditory, and
kinesthetic
AUDITORY)
(DIRECT INSTRUCTION GUIDED PRACTICE A)
The teacher will:
• Foster discussion among students, and also get them to see the
connection between the word elegy and the word eulogy, and their
similar connotations.
• Check for understanding by asking students what an elegy is, and when
it should be used.
(DIRECT INSTRUCTION CLOSURE A)
The student will:
• Raise hands, and answer question CFU questions.
• Refer back to the notes they took while listening to the audio clips.
• in collaboration with the teacher and classmates, discuss a strong
definition of an ode. (a poem typically often used praise someone or
something or to express exalted or enthusiastic emotion.)
(DIRECT INSTRUCTION DEVELOPMENT B)
• discuss and take notes on when an ode should be used. (To praise
something or someone very important to you.) (VISUAL AND
AUDITORY)
(DIRECT INSTRUCTION GUIDED PRACTICE B)
The teacher will:
• Check for understanding by asking students what an ode is, and when it
should be used.
(DIRECT INSTRUCTION CLOSURE B)
The student will:
• Raise hands, and answer CFU questions.
The teacher will:
• Explain the assignment for class work, and display it on the board.
(VISUAL AND AUDITORY)
The student will:
• Choose one thing or person that is very important to them.
• Write an ode praising this person or thing
• Write an elegy as if this person or thing no longer existed.
(DIRECT INSTRUCTION INDEPENDENT PRACTICE A & B)
Checks for
Understanding
Label: directions,
procedures, routines,
The teacher will:
• Roam the class while students work making sure that each student has
the necessary notes to complete the assignment properly.
(DIRECT INSTRUCTION EVALUATION A & B)
• What is an elegy? When is it used? (CONTENT)
• What is an ode? When is it used? (CONTENT)
• What is your homework? Where will it end up? (PROCEDURE)
and content
(formative)
Assessment
Type and purpose
(sometimes called
evaluation)
Closure
• Formative – Checking for understanding and reviewing student notes to
make sure they understand the concepts behind these two forms of
poetry.
• Summative - Essay on elegy/ode to demonstrate knowledge of concepts
and figurative language.
• Summative – Analysis of original works in final portfolio.
The teacher will:
• Explain the assignment for homework and display it on the board.
The student will:
• Finish the exercise for homework, knowing that these poems will be
placed in their portfolio.
• Find an example of an ode or an elegy and write an essay (no longer
than 1 page) about what the author is trying to say. Any figurative
language must be noted.
(RBI: HOMEWORK AND PRACTICE)
Accommodations
Materials
Duration
The teacher will:
• Check for understanding by asking what students have to do for
homework and where there work will eventually end up.
Potential accommodations: handouts in Braille or spoken audio files of
lyrics.
Computer with speakers, handouts on elegy and ode
1 Class Period/Day
“Elegy for an Angel” From Autumn to Ashes
In a world of despair, our lives will end.
Some without warning, while others die by design.
Under watchful eyes, we tread on evil ground,
with jaded eyes around us each step is scrutinized.
[in the pouring rain, we speed this car, i try so hard, wish i was more prepared for this time, you
shouldn't have passed before me]
In this life we lead, a choice will be made.
Where we go from here, when our time is done.
At the gates of heaven, angels stare at you.
May they lead you home to where you;ll live in peace?
You take without warning. [i'll shut myself up and black out the windows]
As we sit and wait. [its best to consider me dead as well]
Breath in take a life. [i'm hoping in time i'll get over]
Breath out, cleanse your soul. [i might be fine when i get older... no way]
You took her life. I gave you mine, to ease the pain of my soul,
to show you how much she meant to me.
I will fight for our lives and take them to our graves.
In a world of despair, our lives will end.
Some with out warning, while others die by design.
Under watchful eyes we tread on evil ground,
with jaded eyes around us, each step is scrutinized.
I will defy you. The evil from above.
Open my mind. Let you in.
I will not forgive the sins you made. You took her life from me.
“Ode To Joy” Beethoven
Oh friends, not these tones!
Let us raise our voices in more
Pleasing and more joyful sounds!
Joy, beautiful spark of the gods,
Daughter of Elysium,
We enter fire imbibed,
Heavenly, thy sanctuary.
Thy magic reunites those
Whom stern custom has parted;
All men will become brothers
Under thy gentle wing.
May he who has had the fortune
To gain a true friend
And he who has won a noble wife
Join in our jubilation!
Yes, even if he calls but one soul
His own in all the world.
But he who has failed in this
Must steal away alone and in tears.
All the world's creatures
Draw joy from nature's breast;
Both the good and the evil
Follow her rose-strewn path.
She gave us kisses and wine
And a friend loyal unto death;
She gave lust for life to the lowliest,
And the Cherub stands before God.
Joyously, as his suns speed
Through Heaven's glorious order,
Hasten, Brothers, on your way,
Exulting as a knight in victory.