Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 48606
Charge of the Light Brigade: Can a Poem Tell a Story?
Students will be studying the narrative poem “The Charge of the Light Brigade” and discussing how a “poem can tell a story.” Students will focus
upon citing evidence to support central ideas found in the poem and then using those inferences to complete a comparison/contrast essay. Part of
this study will include watching a 4 minute clip from the movie The Blind Side in which Tim McGraw’s character explains the meaning of the poem in
terms of a football game between rivals LSU and Ole Miss. Students will be asked to compare and contrast the poem’s meaning in terms of battle in
war and battle on the football field, determine how these two situations are similar and different, and finally be asked to explain if the football analogy
was helpful in aiding the understanding of the story the poem tells.
Subject(s): English Language Arts
Grade Level(s): 8
Intended Audience: Educators
Suggested Technology: Computer for Presenter,
Internet Connection, LCD Projector, Computer Media
Player
Instructional Time: 5 Hour(s)
Freely Available: Yes
Keywords: Charge of the Light Brigade, poetry, theme, main idea, comparing media, figurative language,
connotation, elements of plot, The Blind Side, allusion
Instructional Design Framework(s): Direct Instruction, Demonstration, Writing to Learn, Cooperative Learning
Resource Collection: CPALMS Lesson Plan Development Initiative
ATTACHMENTS
Charge of the Light Brigade Blindside Reaction 2.docx
Charge of the Light Brigade Blindside Reaction.docx
Charge of the Light Brigade Essay Rubric.docx
ELEMENTS OF PLOT IN THE CHARGE OF THE LIGHT BRIGADE.docx
Charge of the Light Brigade PreReading Activity.doc
Collaborative Discussion Check List.docx
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Using the narrative poem, "The Charge of the Light Brigade" by Lord Alfred Tennyson, students will cite text evidence of the central ideas that emerge in Tennyson's
narrative poem.
Using the narrative poem, "The Charge of the Light Brigade" by Lord Alfred Tennyson, students will analyze how particular lines of the poem propel the action and
reveal aspects of character in the narrative account of this historical event.
Using the narrative poem, "The Charge of the Light Brigade" by Lord Alfred Tennyson, students will analyze the impact of specific word choices on meaning and
tone, including analogies or allusions to other texts.
Using the narrative poem, "The Charge of the Light Brigade" by Lord Alfred Tennyson, students will write an informative essay comparing and contrasting their
understanding of the poem with the explanation of the poem found in The Blind Side video clip.
Using the narrative poem, "The Charge of the Light Brigade" by Lord Alfred Tennyson, students will participate in collaborative discussions, analyzing the main ideas
page 1 of 4 and supporting details presented in the written poem and the video clip from The Blind Side (e.g., visually, quantitatively, orally) and explain how the ideas clarify
the story and theme of the poem.
Prior Knowledge: What prior knowledge should students have for this lesson?
Understanding of the basic elements of plot
Knowledge of the danger and strategy of wartime
Understanding of the sound devices of rhythm and repetition in poetry
Experience in working in collaborative groups and developing text dependent questions
Experience identifying central ideas and themes in literature
Guiding Questions: What are the guiding questions for this lesson?
What story is being told in "The Charge of the Light Brigade"?
What elements of plot can be found in "The Charge of the Light Brigade"? Setting? Characters? Conflict?
What role do the concepts of Honor and Courage play in "The Charge of the Light Brigade"?
How does word choice affect meaning and tone in "The Charge of the Light Brigade"?
How does the "allusion" to the poem in The Blind Side movie help your comprehension of the poem?
Teaching Phase: How will the teacher present the concept or skill to students?
Activation of Prior Knowledge
1. Students will view a picture of the original survivors of the actual “Charge of the Light Brigade” shown on the LCD projector. Picture of the survivors, (Image
obtained via advanced search of Google images. Usage rights indicate the photo is free to use or share) or you can use the Pre-Reading Activity Worksheet.
2. They will complete the Pre-Reading Activity worksheet which requires students to:
a. List three details you notice when you look at this picture.
b. Write two ideas you have based on the picture and your words. If possible, use your details as you write your ideas.
i. I think...
ii. I think...
c. Write one question you have.
3. Have students share their responses.
4. If necessary have students clarify their responses by explaining "why" they made these choices of words, ideas, and questions. Have them provide support from the
picture for their choices.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
1. Provide students with a copy of the poem "The Charge of the Light Brigade" by Lord Alfred Tennyson.
2. Have students read the poem silently and independently.
3. Show the following "Charge of the Light Brigade" video to allow students to read the text and also hear the text as they are reading along.
4. Have students participate in a Think-Pair-Share Activity. Students will be asked to now think and take some notes reflecting on the following questions - Who are
the players in this story? What is the setting of this story in the poem? What is happening in this battle and what is the outcome? Here are the directions:
a. Think. The teacher provokes students' thinking with a question or prompt or observation. The students should take a few moments (30-60 seconds max) just to
THINK about the question.
b. Pair. Using designated partners (such as with Clock Buddies), nearby neighbors, or a deskmate, students PAIR up to talk about the answer each came up with.
They compare their mental or written notes and identify the answers they think are best, most convincing, or most unique.
c. Share. After students talk in pairs for a few moments (again, usually not minutes), the teacher calls for pairs to SHARE their thinking with the rest of the class.
S/he can do this by going around in round-robin fashion, calling on each pair; or s/he can take answers as they are called out (or as hands are raised). Often,
the teacher or a designated helper will record these responses on the board or on the overhead.
5. Now let's come back together as a class and conduct a class discussion of the actual event and how it is described in Tennyson's poem. First solicit student
response to the the question - "What story is being told in the lines of this poem?" The following questions may guide the students in their discussion:
What events do you think this poem describes?
Who are the characters involved in these events?
Where do these events take place?
How does this relate back to the picture we viewed?
What is so tragic about these events?
What is the outcome of this event?
6. Next provide students with a historical background of what actually happened. The following link is good for providing them with an historical account of what
actually happened. The Real Story of the Charge of the Light Brigade and more Information about the actual Charge of the Light Brigade can be found on
Eyewitness to History. This is an excellent way for students to feel validated about what they have determined and make changes to the ideas they have already
developed.
7. Students will view a clip from the movie The Blind Side
8. Students will complete "Notepassing Activity" - Passing notes to exchange ideas. This is a great way to engage students in learning and is explained very well in this
video clip from the Teaching Channel .
1. In the movie scene from The Blind Side there is an allusion to the poem "Charge of the Light Brigade." In both the poem and the movie clip honor and courage
are mentioned. Write a reflection note to a fellow student, explaining how the poem and the movie clip analyze the importance of honor and courage. Consider
the following questions in writing the reflection:
2. Compare and contrast what you know about the poem with how the dad explains it to Michael.
3. How do you feel about this use of the poem in the movie?
4. Explain whether this is helpful to Michael, why or why not?
5. These questions can be addressed using either of these documents - Charge of the Light Brigade - Blindside Reaction.docx, Charge of the Light Brigade Blindside Reaction #2.docx or students can use their own notebook paper.
6. Upon reading the notes, the students will then write notes back to the original student writers reflecting and responding to what they have read. Do they agree?
Disagree? What evidence would they add? Then students will trade one more time and respond again, then returning the notes to the original writers. Students
will then share the responses aloud. (see the Teaching Channel video from the link above).
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
Students will complete the Elements of Plot Worksheet independently.
page 2 of 4 Upon completion of the worksheet - review the answers in class and fill in any missing information. Encourage students to take notes and add to their original
answers. They shouldn't have any blanks on their worksheet.
Using text evidence presented in the "Note Passing Activity" and the completed Elements of Plot work sheet, students will analyze their comprehension of the story told
by Tennyson's "Charge of the Light Brigade" that has been discussed in small and whole class discussions for their summative assessment. Students will write a onepage comparative/contrast essay analyzing the poem's meaning in terms of battle in war and battle on the football field.
These questions should help guide their organization and writing.
How are these two situations similar and different?
Does the football analogy help in aiding the understanding of the story the poem tells? Why or why not?
How do they both treat the concepts of honor and courage?
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Upon completion of the summative assessments students can either voluntarily present their essays or the teacher can select and share some well-written essays as
models for future writing. A possible exit slip might be to have students write one thing they learned or liked from hearing the shared essays.
Summative Assessment
Using text evidence presented in the "Note Passing Activity" and the completed Elements of Plot work sheet, students will analyze their comprehension of the story told
by Tennyson's "Charge of the Light Brigade" that has been discussed in small and whole class discussions. Students will write a one-page comparative/contrast essay
analyzing the poem's meaning in terms of battle in war and battle on the football field. These questions should help guide their organization and writing.
1. How are these two situations similar and different?
2. Does the football analogy help in aiding the understanding of the story the poem tells? Why or why not?
3. How do they both treat the concepts of honor and courage?
Rubric Provided for evaluation of essay.Charge of the Light Brigade Essay Rubric.docx
Formative Assessment
1. After reading Alfred Lord Tennyson's "The Charge of the Light Brigade" students will participate in small group and whole group discussions focusing upon the story
that this poem tells. They will complete a pre-reading activity. Students will view a picture of the survivors of the actual event and make predictions about what the
picture represents.
2. Students will complete the Elements of Plot worksheet after reading the poem and participating in Think Pair Share Activities. They will share their answers in
whole group discussion.
Feedback to Students
1. While students are sharing their predictions regarding the picture teacher should provide feedback by encouraging students to elaborate on "why" they chose the
words, ideas, and questions in reference to viewing the picture. This leads to a great teacher-led discussion of the actual historical event described in the poem.
2. After reading the text and completing the Think Pair Share Activities and Elements of Plot Worksheet, teacher should provide feedback as the students share their
responses, making sure to fill in any missing information that either the group or individual students make have.
3. As students are writing their reflections the teacher can ask probing/clarifying questions to help them form their reflections:
a. How does Michael's father help Michael understand the poem better?
b. Why does Michael's father tell the story of the football game to Michael when this is a poem about a battle?
c. Do you agree or disagree with the original note writer's reflection? Why or why not?
d. What would you add to improve the original reflection?
4. If you disagree with the original reflection, how would you describe the ideas differently?
5. As students are sharing their reflections and their fellow students' responses to these reflections the teacher should use guiding questions such as the following in
order to gauge student understanding of the "story" the poem describes.
a. What text evidence or what part of the clip "supports" your view of the poem and how it describes courage and honor?
b. What can you infer about the poem's meaning from the movie clip?
c. How are the interpretations of the poem's meaning similar to or different from our discussion of the poem's meaning?
d. How are the characters in each version different?
e. How are the settings in each version different?
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
1. Utilize an audio version of the poem to accompany the reading of the text.
2. Create effective partnerships for group work whereby stronger readers can mentor the weaker readers.
3. Provide web addresses of video and audio presentations so students can access the poem for review on their own.
4. Have students illustrate the events to tell the story.
5. Provide dictionary access either with a hard copy or computer access to aid students in looking up unfamiliar words.
Extensions:
1. Research and write a paper describing the events of the Crimean War.
2. Write an original poem describing an historical event from more recent times, utilizing the same style and rhythm of "The Charge of the Light Brigade".
3. Find another poem focusing upon the themes of strength and courage and compare using a Venn diagram or written essay.
Suggested Technology: Computer for Presenter, Internet Connection, LCD Projector, Computer Media Player
Further Recommendations: Classroom management
1. If you do not use groups regularly consider the class climate and class personalities of your group when forming groups and partnerships. Keep in mind if there are
students who should not be in cooperative groups because of personality conflicts. Remember, "best friends" do not always work "best" together.
2. Change up groups and partnerships frequently so a variety of ideas can be shared. This allows flexibility in grouping if it seems there are groups that are not
productive because of personality conflicts.
Preparing for World History
page 3 of 4 Point out to students that Imperialism and the Crimean War are topics they will study in World History (SS.912.W.6.6).
Additional Information/Instructions
By Author/Submitter
This lesson can be completed in 2-3 90 minute blocks or approximately 4-5 45 minute classes. It can stand alone or be a part of a larger unit focusing on a Poetry Genre Study.
SOURCE AND ACCESS INFORMATION
Contributed by: Donna Hale
Name of Author/Source: Donna Hale
District/Organization of Contributor(s): St. Johns
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
LAFS.8.RL.1.1:
LAFS.8.RL.1.2:
LAFS.8.RL.1.3:
LAFS.8.RL.2.4:
LAFS.8.SL.1.1:
LAFS.8.SL.1.2:
LAFS.8.W.2.4:
Description
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences
drawn from the text.
Determine a theme or central idea of a text and analyze its development over the course of the text, including its
relationship to the characters, setting, and plot; provide an objective summary of the text.
Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character,
or provoke a decision.
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative
meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other
texts.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation
by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and
define individual roles as needed.
c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with
relevant evidence, observations, and ideas.
d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light
of the evidence presented.
Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and
evaluate the motives (e.g., social, commercial, political) behind its presentation.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience. (Grade­specific expectations for writing types are defined in standards 1–3 above.)
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